How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training
This article examines characteristics, practices and conditions within schools that enable vulnerable students to succeed in school. Research suggests that factors related to structure, educational organisation or the climate within schools may play a part in either pushing out or holding on to stud...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Danish |
| Published: |
Linköping University Electronic Press
2021-10-01
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| Series: | Nordic Journal of Vocational Education and Training |
| Subjects: | |
| Online Access: | https://njvet.ep.liu.se/article/view/3130 |
| _version_ | 1828123711875579904 |
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| author | Evi Schmid Beate Jørstad Gøril Stokke Nordlie |
| author_facet | Evi Schmid Beate Jørstad Gøril Stokke Nordlie |
| author_sort | Evi Schmid |
| collection | DOAJ |
| description | This article examines characteristics, practices and conditions within schools that enable vulnerable students to succeed in school. Research suggests that factors related to structure, educational organisation or the climate within schools may play a part in either pushing out or holding on to students whose personal characteristics may put them at risk of dropping out. The study is based on 25 qualitative interviews with students in the second year of vocational education and training. All the students had a low grade point average from lower secondary school, and the majority had an immigrant background from Africa or Asia. The analysis shows that practice-oriented learning from authentic work tasks provided meaningful connections between schoolwork and students’ career choices and opportunities to experience success and mastery. Furthermore, positive expectations and the active support of teachers as well as mutual motivation and support among classmates contributed to students’ sense of belonging at school. The study discusses the importance of schools supporting less school-oriented young people in connecting and identifying with school, both with the social environment and with the educational content and learning methods. |
| first_indexed | 2024-04-11T14:56:09Z |
| format | Article |
| id | doaj.art-6b1d6fafac84442187bcefa9ee61bef0 |
| institution | Directory Open Access Journal |
| issn | 2242-458X |
| language | Danish |
| last_indexed | 2024-04-11T14:56:09Z |
| publishDate | 2021-10-01 |
| publisher | Linköping University Electronic Press |
| record_format | Article |
| series | Nordic Journal of Vocational Education and Training |
| spelling | doaj.art-6b1d6fafac84442187bcefa9ee61bef02022-12-22T04:17:16ZdanLinköping University Electronic PressNordic Journal of Vocational Education and Training2242-458X2021-10-0111310.3384/njvet.2242-458X.2111347How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and trainingEvi Schmid0Beate Jørstad1Gøril Stokke Nordlie2Oslo Metropolitan University, NorwayOslo Metropolitan University, NorwayOslo Metropolitan University, NorwayThis article examines characteristics, practices and conditions within schools that enable vulnerable students to succeed in school. Research suggests that factors related to structure, educational organisation or the climate within schools may play a part in either pushing out or holding on to students whose personal characteristics may put them at risk of dropping out. The study is based on 25 qualitative interviews with students in the second year of vocational education and training. All the students had a low grade point average from lower secondary school, and the majority had an immigrant background from Africa or Asia. The analysis shows that practice-oriented learning from authentic work tasks provided meaningful connections between schoolwork and students’ career choices and opportunities to experience success and mastery. Furthermore, positive expectations and the active support of teachers as well as mutual motivation and support among classmates contributed to students’ sense of belonging at school. The study discusses the importance of schools supporting less school-oriented young people in connecting and identifying with school, both with the social environment and with the educational content and learning methods.https://njvet.ep.liu.se/article/view/3130vocational education and trainingvocational schoolsdropoutvulnerable studentsschool organisation |
| spellingShingle | Evi Schmid Beate Jørstad Gøril Stokke Nordlie How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training Nordic Journal of Vocational Education and Training vocational education and training vocational schools dropout vulnerable students school organisation |
| title | How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training |
| title_full | How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training |
| title_fullStr | How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training |
| title_full_unstemmed | How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training |
| title_short | How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training |
| title_sort | how schools contribute to keeping students on track narratives from vulnerable students in vocational education and training |
| topic | vocational education and training vocational schools dropout vulnerable students school organisation |
| url | https://njvet.ep.liu.se/article/view/3130 |
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