Abstract
K-12 online distance education (ODE) continues to experience growth in student enrollments, yet existing research remains largely US centric, with a predominant focus on supply-side development rather than student experiences or outcomes. This paper presents findings from an Australian mixed-methods study exploring parental perceptions of student experiences and, where relevant, reasons for withdrawal. Situating the study within the wider literature both theoretically and empirically, push and pull factors are used as a lens to interpret the results. High parental satisfaction in the mode is evident across numerous metrics. Three key themes emerge: ODE is a beneficial educational mode for many students; student well-being is a primary driver of high parental satisfaction; and ODE often serves as an educational bridge during periods of transition or challenge for students. Policy implications include the need to support and promote ODE as a viable option within the broader educational landscape, along with recommendations for online schools to refine systems and structures to better meet student needs.