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Brown, Kelly and Phillips introduce a post-critical contribution to the ongoing, academic, community and policy discussions about young people’s engagement and dis-engagement in the middle years of schooling. This introductory chapter discusses how this period of schooling—from the upper primary years through to the early-middle years of compulsory secondary schooling—is understood differently in different national contexts, in global frameworks such as the Incheon Declaration and the United Nations Sustainable Development Goals, and in Melbourne (AUSTRALIA) where the research that informs this contribution was undertaken. Although it may be understood variously in these diverse contexts, there is an emerging, shared focus on this period of schooling as shaping young people’s transitions through compulsory education to further/higher education and into work.

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