| Popis: |
The decision to drop out is complex and reflects unique life circumstances of young people. Variety of factors within the individual, the family, the school, and the broader community that contribute to dropping out from high school are well documented. There are literature gaps on understanding the mechanisms leading to high school dropout and which factors promote youth re-engagement in educational contexts. The aims of this study were to explore how high school dropouts perceive risk and protective factors during their educational path and how they comprehend their future life plans and decisions. The study is based on 22 semi- structured interviews conducted with young people who have experienced dropping out from high school. Their personal narratives were examined in context to better understand the meaning behind their behaviours and attitudes and how these vulnerable group of young people can achieve adaptive developmental outcomes in adverse conditions. The participants were between the ages of 16 and 20 years, including nine females and thirteen males. Dominantly, they dropped out from vocational high schools. The results illustrate diversity of lived experiences in and out of school environment that contribute their dropping out from high school. Results confirm that risk and protective factors involved in school disengagement are complex, varying, and often intertwined. Results with re-engaged youth have revealed that they are motivated to return to school through social relationships with family and friends and through self-determined motivations. The majority of these individuals indicated that they returned to school because someone encouraged them. These findings are consistent with a life- course perspective of dropout as a complex, dynamic process of academic disengagement that develops over time. They emphasized need for a personalized multi- component approach that considers the unique profile of risk and protective factors of the individual. Results may be also used to help alleviate barriers to educational re-engagement and for promotion of youth’s positive educational outcomes. Ethical and methodological challenges related to reaching this vulnerable group of young people will be discussed as well. |
