What Do Young Adults' Educational Experiences Tell Us about Early School Leaving Processes?

Autor/inn/en	Santos, Sofia A.; Nada, Cosmin; Macedo, Eunice; Araújo, Helena C.
Titel	What Do Young Adults' Educational Experiences Tell Us about Early School Leaving Processes?
Quelle	In: European Educational Research Journal, 19 (2020) 5, S.463-481 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santos, Sofia A.) ORCID (Nada, Cosmin) ORCID (Macedo, Eunice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904120946885
Schlagwörter	Young Adults; Educational Experience; Dropouts; Dropout Prevention; Secondary School Students; Nontraditional Education; Student Motivation; Barriers; At Risk Students; Learner Engagement; Student School Relationship; Social Support Groups; Bullying; Student Adjustment; Relevance (Education); Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Bildungserfahrung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Sekundarschüler; Non-traditional education; Alternative Erziehung; Schulische Motivation; Schüler-Lehrer-Beziehung; Social support; Soziale Unterstützung; Mobbing; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Relevance; Relevanz; Ausland
Abstract	What leads young people to disengage and leave school early? This paper focuses on young adults' educational trajectories, with the objective of identifying useful insights for improving school measures and strategies against early school leaving and school disengagement. Specifically, it draws upon an empirical study with young adults from the north of Portugal. Longitudinal bio-interviews took place with young men and women, aged 17 to 24, who were enrolled in secondary education at mainstream schools or in alternative learning contexts or who were early school leavers. A set of critical moments and circumstances were identified as turning points in the young adults' descriptions of their school trajectories, revealing both obstacles and incentives to continue studying. Based on these narratives, the study identifies some risk and protective factors for early school leaving and makes suggestions about how to improve school-based measures to prevent school disengagement. Some key recommendations for schools include: increased support mechanisms during educational transitions; a firm stance on bullying and the creation of violence-free and secure learning environments; enhancing socio-emotional support and encouraging the emergence of relationships of care; and providing meaningful education by ensuring the school content is aligned with students' motivations and needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01