Completion of upper secondary education: Predictions of the psychosocial learning environment and academic achievement

Tvedt, Maren Stabel; Bru, Edvin

doi:10.1016/j.learninstruc.2023.101824

Cited by 5 publications

References 56 publications

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The Multi-tiered Support and Empowerment of Youth At-Risk of Social Exclusion in VET in Norway

Tikkanen,

Bruin,

Moen

2024

Empowering at-Risk Youth in and Through Vocational Education

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In this chapter we first introduce the Norwegian concept and model for supporting the social inclusion of VET students at-risk of social exclusion with respect to combating school dropout and the promotion of transitions between various learning contexts, such as school and work, and discuss in the light of available studies, how the model works when applying the inclusion principle in practice. We explain the Norwegian definition of dropout, the support system available for the successful completion of VET. Furthermore, we describe the basis, the basics, and prospects of inclusion as a concept and principle in education, and then take a critical look at its implementation in practice with special regard to vulnerable students in VET. The second part of the chapter is based on findings from empirical studies in Norway during the EmpowerVET project. Based on individual qualitative interviews, we first describe how these students themselves experience and voice their opportunities, prospects, and limitations in the context of VET. Thereafter, we describe how two exemplary schools work in practice to support these students through their interpretation and implementation of the Norwegian principle and model for inclusion, “the best for the pupil/students” (The Education Act). In the final section of this chapter, we draw some conclusions based on the analysis and discuss the model and its implementation.

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The Multi-tiered Support and Empowerment of Youth At-Risk of Social Exclusion in VET in Norway

Tikkanen,

Bruin,

Moen

2024

Empowering at-Risk Youth in and Through Vocational Education

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Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education

Cheng,

Chang,

Tseng

2024

Eur J Psychol Educ

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The influence of educational transitions on loneliness and mental health from emerging adults’ perspectives

Sundqvist,

Nyman-Kurkiala,

Ness

et al. 2024

International Journal of Qualitative Studies on Health and Well

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Educational transitions can influence loneliness and increase mental health issues for young people transitioning between educational stages. The aim was to explore the link between educational transitions and emerging adults’ loneliness and mental health and how they perceive they can alleviate and/or improve these issues. Semi-structured qualitative interviews with a total of 12 emerging adults, 10 females and two males aged 18–29 (mean age, 22.91) were conducted. Data were analysed using qualitative content analysis. Emerging adults’ loneliness and mental health across educational transitions could be influenced by changes to their sense of security, for example concurrent transitions, increased academic demands, changed social network, insufficient attachment, lack of community, or changed physical environment. Transitions can be associated with positive expectations and self-development but also worry, emotional turmoil, loneliness, and mental health issues. A better transition experience can be enabled by increasing resources and activities and promoting a secure environment.

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Completion of upper secondary education: Predictions of the psychosocial learning environment and academic achievement

Cited by 5 publications

References 56 publications

The Multi-tiered Support and Empowerment of Youth At-Risk of Social Exclusion in VET in Norway

The Multi-tiered Support and Empowerment of Youth At-Risk of Social Exclusion in VET in Norway

Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education

The influence of educational transitions on loneliness and mental health from emerging adults’ perspectives

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