Exploratory study of the inclusion of ‘future-selves’ as part of transition preparation in to and out of further education for young people with learning difficulties

Abstract

The research explored the perception of the incorporation of ‘future-self’ for young people (YP) and their parents as part of transition planning when moving from specialist provision into mainstream further education (FE) and adulthood. Imagined ‘future-selves’ is thought to influence an individual to work towards their aspired self. The research aim was exploring the extent the YP and their parents’ views were being gained using a ‘future-self’ approach within transition planning into FE, and as perceived by the YP as they planned their transition out of FE.Phase 1 used case study design to explore the YP and their parents’ experience of planning having included the YP’s vision of their ‘future-self’, at aged 16. Phase 2 gained views of YP approaching transition out of FE at aged 19+, towards adulthood, about the inclusion of ‘future-self’ in their preparation.Pupils from specialist schools and FE were invited to participate. Phase 1 had two case-studies of a YP and parent. Phase 2 included three focus groups with YP aged 19 plus. Semi-structured interviews and focus groups were thematically analysed.Findings indicated that the YP are more involved in the transition planning with EHCPs, and a range of methods are applied to prepare the YP. There remain barriers limiting the options for the YP such as: lack of choice available; low aspirations of others; failure to explore holistic longer-term outcomes; overreliance on parents; and the need for more effective strategic planning for the YP.The findings indicate that applying a ‘future-selves’ approach may help to motivate YP to meet their aspirations as part of transition preparation and support their longer-term outcomes.