School experience profiles of Rwandan children: Structural constraints and the role of student
This contribution is based on a portion of data collected through a mixed-methods approach involving 1,838 students in public elementary schools in Kigali participating in our research on school experience. The qualitative grounded theory analysis supported by statistical analyses suggests three differentiated profiles of the school experience of the children interviewed: students highly engaged in school, students academically disengaged, and students in a vulnerable situation but engaged in school. The discussion highlights the fact that these profiles are based on behavioural logics that make it possible to understand the weight of family and school constraints and highlight the role of student and the meaning he or she gives to school and to the act of learning.