The right to a second chance: lessons learned from the experience of early school leavers who returned to education

Abstract

Based on a holistic perspective of education that articulates school pedagogy and social pedagogy, the main goal of this paper is to identify effective ways to ensure the right to education to vulnerable and marginalised young people who have dropped out of school. The research leading to this paper was part of a European research project which investigated how young people’s responses to conflict can provide opportunities for positive social engagement. This specific study explored early school leaving and school re-engagement from the point of view of a group of 20 Portuguese young early school leavers who later returned to school through Second Chance Education. Through a qualitative approach using individual in-depth interviews, participant observation and focus group, the study sought to offer a comprehensive reading of early school leaving and school re-engagement by addressing the diversity of motivations, experiences, factors and consequences associated with them, as well as the role that educational policies and school factors can play in it. The study’s findings revealed that, for many socially and economically vulnerable youngsters, mainstream schools are places of individual failure and interpersonal conflict where they don’t feel welcomed and from which they stop expecting positive outcomes. This favours a progressive disengagement from education that reinforces social marginalisation. However, the findings also showed that by engaging in second chance education projects, youngsters develop greater commitment to education and identify relevant positive changes in terms of personal and skills’ development, behavioural adjustment and establishment of life goals. According to the participants’ experiences, the holistic and individualised socio-pedagogical approach of such projects is particularly apt to respond to their needs. Community-based educational approaches, practical and participatory learning environments, and the emotional investment and support from teachers and staff are shown to be the most effective socio-educational features when trying to re-engage vulnerable young people in education.

habilidades sociales en jóvenes en riesgo de exclusión social

“…En cuanto a la formación, la implementación de programas de habilidades sociales destinados a la empleabilidad de las personas jóvenes procedentes de colectivos vulnerables muestra cómo se obtienen importantes mejoras en la presentación de sus ideas y perseverancia para lograr sus objetivos (Yela et al, 2020). Por otro lado, las escuelas de segunda oportunidad aportan numerosos beneficios para las personas jóvenes en situación de vulnerabilidad, proporcionando un mayor bienestar y sentimientos de autoestima, una mejora de las habilidades personales y sociales, la mejora y diversificación de las relaciones y el ajuste de comportamientos pasados que eran considerados problemáticos (Martins et al, 2020). Así mismo, las prácticas en empresa posibilitan y proporcionan, junto a las competencias técnicas, competencias cognitivas, autoconocimiento y desarrollo personal.…”

“…C3) Las escuelas de segunda oportunidad y prácticas en empresa como alternativa educativa. Martins et al, 2020;Vázquez y Barrera, 2017.…”

“…Teyes et al, 2019;Llinares et al, 2020;Mmusi y van Breda, 2017;Prieur et al, 2020;Villardón et al, 2020;Vázquez y Barrera, 2017;Yela et al, 2020. C5) Entornos participativos, interactivos y digitales. Castro et al, 2020;Martins et al, 2020;Rojo y Dudu 2017;Ravenscroft et al, 2018;Ruiz y Martínez 2017;Villardón et al, 2020.…”

Supporting second chance education: Drop‐in students' views on educational barriers and needs to study

“…In a recent qualitative study by Martins et al. (2020), students were found to develop a higher commitment to education, identify positive changes in personal and skill development, and establish life goals through studying in SCE. Another study showed that SCE intends to provide a mainstay for drop‐in students in the transition to become actors of their own educational and social pathways (Macedo et al., 2018).…”

Jóvenes Y Segunda Oportunidad: Cambios en Las Trayectorias Formativas Y Laborales

“…Un factor que ha contribuido a mejorar las competencias ha sido la adaptación de las escuelas de segunda oportunidad a las características personales del alumnado, en contraste con los centros de secundaria (McGregor et al, 2014), contraste que también se da en la relación con el profesorado, más horizontal y menos autoritario (Espinoza et al, 2021). Otros estudios apuntan que el paso por las escuelas de segunda oportunidad favorece la vinculación de las personas jóvenes con la educación y mejoran las habilidades personales (Hai r et al, 2009), Martins et al, 2020).…”