Supporting School Leavers in Areas of Deprivation into Initial Positive Leaver Destinations

Autor/inn/en	McKinney, Stephen; Hall, Stuart; Lowden, Kevin; McClung, Michele; Cameron, Lauren
Titel	Supporting School Leavers in Areas of Deprivation into Initial Positive Leaver Destinations
Quelle	In: Improving Schools, 16 (2013) 1, S.67-83 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480213476366
Schlagwörter	Leadership; Foreign Countries; Disadvantaged Environment; Educational Change; Young Adults; Poverty; Children; Economic Climate; Case Studies; Secondary Schools; Intervention; Dropouts; United Kingdom; United Kingdom (Glasgow) + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Ausland; Bildungsreform; Young adult; Junger Erwachsener; Armut; Child; Kind; Kinder; Wirtschaftslage; Case study; Fallstudie; Case Study; Sekundarschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Großbritannien
Abstract	The contemporary attempts to tackle poverty and child poverty in the United Kingdom have been seriously hindered by the effects of the economic crisis (Hirsch, 2008a; Mooney, 2011). The prevailing discourses of the recession and intergenerational poverty can lead to a view that the effects of child poverty and the consequent detrimental impact on school education and future prospects for some young people are intractable (Sinclair & McKendrick, 2009). There can be insufficient emphasis on the successful attempts, however fragile, to intervene in the cycle of deprivation. This article reports on research conducted in two contrasting groups of secondary schools in the city of Glasgow, located in areas of deprivation, as they work to secure initial positive school leaver destinations for young people. This small-scale case study highlights the importance of a strong leadership vision committed to initial positive school leaver destinations, but complemented by distributed leadership and support from external partners to enable sustained successes. It also highlights the importance of individual attention to all young people to support and motivate them and the effectiveness of intervention at an early stage. (Contains 3 tables and 10 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10