Student disengagement from education causes concern among educators across developed nations, as it has negative consequences for disengaged individuals themselves and society as a whole. A significant number of young people become disengaged from school during their compulsory education, and they fail to continue to post compulsory education. OECD statistics show that in 2010, an average of 8 per cent of young people aged between15 to 19 were not in education, employment or training (OECD, 2012). Students’ patterns of school engagement. Highly engaged students’ person-environment is good, and they meet the academic and behavioral demands of school. Consequently, they are more likely to perform academically and nonacademically better than disengaged students whose person-environment fit may be far from optimal. The aim of the study was two-fold. First, the present study used multidimensional and person-centered approaches (Bergman & Andersson, 2010) to identify subgroups of Finnish junior high school students characterized by unique patterns of behavioral disengagement, school truancy, and school burnout (feelings of school-related exhaustion, cynicism toward schoolwork, and feelings of inadequacy as a student). Second, the factors explaining the subgroups were examined.