From school to further education: Student and teacher views of transition, support and drop-out

Abstract

AbstractThis study explored the views of a sample of vulnerable students and their teachers regarding transition, support and dropping out from further education. The context was recent Scottish legislation and concerns about young people not in education, employment or training (NEET). Questions were discussed in focus groups, which were recorded and transcribed. The data were coded using grounded theory, leading to the following themes: good information, positive attitudes, learning and teaching, and opportunities. Students suggested reasons for dropping out relating to induction and course match and to social, financial, immaturity and learning issues. Proposals are made regarding ways of improving transition and support processes to promote student resilience, with a view to reducing dropout and fostering effective learning. These are areas in which educational psychologists can be strategically involved in collaborative working with schools, further education colleges and other agencies, in providing training and in promoting action research.