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Journal articles on the topic 'School leavers'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Fletcher, Dr Iwan, Dr Adam Joiner, and Dr Anneke Muller. "Learning from psychiatry summer schools for school leavers." Morecambe Bay Medical Journal 8, no. 1 (August 1, 2018): 2–4. http://dx.doi.org/10.48037/mbmj.v8i1.39.

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Background: In the context of the ongoing recruitment crisis in psychiatry, we evaluated what aspects of a school leavers’ psychiatry summer school was beneficial, and what aspects could be improved. We also considered if the summer school influenced interest in a career in psychiatry. Method: Over a three-year period, we collected and analysed Likert-scale and free-text data from a questionnaire given to school leavers at the end of the summer school. Results: School leavers found listening to a patient’s journey to recovery, interaction with doctors at different stages of training, and help with application to medical school most valuable. Feedback about the summer school was generally very positive and of the 38 school leavers involved, 61% stated they would consider a career in psychiatry following attendance. Discussion: Providing a psychiatry summer school for school leavers is a worthwhile opportunity to expose aspiring doctors to psychiatry, potentially enhancing future recruitment. We offer guidance from our learning to those considering running a similar summer school in the future.

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2

Chamberlain, M. A. "Physically handicapped school leavers." Archives of Disease in Childhood 69, no. 3 (September 1, 1993): 399–402. http://dx.doi.org/10.1136/adc.69.3.399.

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3

Timmons, Vianne, and Randy Ostridge. "Contrasting Cross-Sectional and Longitudinal Early School Leaver Rates in Canada." Articles 44, no. 2 (February 2, 2010): 287–98. http://dx.doi.org/10.7202/039037ar.

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Abstract Data analysis is critical to educational planning. Determining the number of school leavers is crucial for a school board when planning for interventions and supports. In researching the number of early school leavers in the province of Prince Edward Island, the method in which the data were reported affected the rates. Two critical considerations should be looked at when reporting or analyzing school leaver rates: the definition of a school leaver, and whether the data collected are cross-sectional or longitudinal. This paper explores these two elements.

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4

van Smoorenburg, M. S. M., and R. K. W. van der Velden. "The training of school-leavers." Economics of Education Review 19, no. 2 (April 2000): 207–17. http://dx.doi.org/10.1016/s0272-7757(99)00044-8.

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5

McCaig, C. "School Exams: Leavers in Panic." Parliamentary Affairs 56, no. 3 (July 1, 2003): 471–89. http://dx.doi.org/10.1093/parlij/gsg101.

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Canduela, Jesus, Rachel Chandler, Ian Elliott, Colin Lindsay, Suzi Macpherson, Ronald W. McQuaid, and Robert Raeside. "Partnerships to support early school leavers: school–college transitions and ‘winter leavers’ in Scotland." Journal of Education and Work 23, no. 4 (September 2010): 339–62. http://dx.doi.org/10.1080/13639080.2010.490550.

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7

McKinney, Stephen, Stuart Hall, Kevin Lowden, Michele McClung, and Lauren Cameron. "Supporting school leavers in areas of deprivation into initial positive leaver destinations." Improving Schools 16, no. 1 (March 2013): 67–83. http://dx.doi.org/10.1177/1365480213476366.

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The contemporary attempts to tackle poverty and child poverty in the United Kingdom have been seriously hindered by the effects of the economic crisis (Hirsch, 2008a; Mooney, 2011). The prevailing discourses of the recession and intergenerational poverty can lead to a view that the effects of child poverty and the consequent detrimental impact on school education and future prospects for some young people are intractable (Sinclair & McKendrick, 2009). There can be insufficient emphasis on the successful attempts, however fragile, to intervene in the cycle of deprivation. This article reports on research conducted in two contrasting groups of secondary schools in the city of Glasgow, located in areas of deprivation, as they work to secure initial positive school leaver destinations for young people. This small-scale case study highlights the importance of a strong leadership vision committed to initial positive school leaver destinations, but complemented by distributed leadership and support from external partners to enable sustained successes. It also highlights the importance of individual attention to all young people to support and motivate them and the effectiveness of intervention at an early stage.

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Abbott-Chapman, Joan, and Sue Kilpatrick. "Improving Post-School Outcomes for Rural School Leavers." Australian Journal of Education 45, no. 1 (April 2001): 35–47. http://dx.doi.org/10.1177/000494410104500104.

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9

Taylor, Chris, Caroline Wright, Rhys Davies, Gareth Rees, Ceryn Evans, and Stephen Drinkwater. "The effect of schools on school leavers’ university participation." School Effectiveness and School Improvement 29, no. 4 (June 22, 2018): 590–613. http://dx.doi.org/10.1080/09243453.2018.1484776.

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10

Patton, Wendy. "Early School Leavers and Disadvantage in the Labour Market: A Review of the Role of Career Education." Australian Journal of Career Development 3, no. 2 (September 1994): 15–20. http://dx.doi.org/10.1177/103841629400300207.

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Early school leavers have always been perceived as being at a disadvantage in the labour market, even prior to the days of extreme youth unemployment. Although recent years have seen increasing numbers of young people remain at school or engage in some other form of post-compulsory education or training, there are still many young people who leave school early and do not complete any form of post-compulsory education or training. This paper attempts to review the Australian context on this issue, including research findings on profiles of early school leavers, their eventual employment status and its individual and social cost. The paper then briefly reviews government policy and suggestions for education and training structures and, in particular, the renewed focus on career education and facets of its role with early school leavers.

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11

Knight, Gordon, Greg Arnold, and Michael Carter. "The Mathematical Needs of School Leavers." Set: Research Information for Teachers, no. 1 (June 1, 1994): 1–4. http://dx.doi.org/10.18296/set.0966.

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12

James, Deborah, and Maria Lawlor. "Psychological problems of early school leavers." Irish Journal of Psychological Medicine 18, no. 2 (June 2001): 61–65. http://dx.doi.org/10.1017/s0790966700006339.

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AbstractObjectives: To establish the prevalence of psychological problems in early school leavers, who attend training schemes.Method: The Youth self report inventory was completed by teenagers as part of a group setting. Percentages of those scoring above clinical threshold were calculated and gender differences examined.Results: 78 teenagers participated in the study, 40 males and 38 females. 24% were classified as being in the clinical range of total problem score. Girls reported more total, internalising and externalising problems than boys. 13% of girls frequently thought of suicide and 7% had frequent thoughts of self harm, this contrasts with none of the boys admitting suicidal ideation and 2.5% reporting thoughts of self harm.Conclusions: 24% of this group experienced problems which placed them within the clinical range. Girls experienced greater problems than boys and appear to be at greater risk of self harm. This group appear to be representative of those who attend training programmes, however it is not possible to determine whether they are representative of all early school leavers. This highlights the vulnerability of older adolescents, and in particular those who leave school early. More detailed examination of issues facing this group are needed and should be a priority along with greater service provision from the educational and health sectors.

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13

Ng, SY, SK Dinesh, SKH Tay, and EH Lee. "Decreased Access to Health Care and Social Isolation among Young Adults with Cerebral Palsy after Leaving School." Journal of Orthopaedic Surgery 11, no. 1 (June 2003): 80–89. http://dx.doi.org/10.1177/230949900301100116.

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Objective. T o examine if leaving special schools has a negative impact on the health care and social isolation of young adults with cerebral palsy. Methods. Young adults with cerebral palsy, aged between 15 and 22 years, were divided into 2 cohorts: current students, who were still receiving services from special schools, and school-leavers, who had since been discharged from care. A questionnaire and physical examination were administered to assess the extent of disability, health care received by, and social isolation of these young adults. Results. School-leavers had a greater degree of dissability than did students, although the results were not statistically significant. Health care exposure to specialists, general practitioners, therapists (physiotherapists, occupational therapists, and/or speech therapists), and medical social workers decreased after leaving school; with the exception of contact with general practitioners, these results were significant (p<0.05). The entire cohort was more socially isolated than a control cohort. School-leavers participated in fewer activities outside their homes, but showed less concern about their disability than did current students. Conclusions. Young adults with cerebral palsy continue to have health care and lifestyle needs after leaving school, which are currently not being adequately met.

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14

de Vries, M. Robert, and Maarten H. J. Wolbers. "Non-standard employment relations and wages among school leavers in the Netherlands." Work, Employment and Society 19, no. 3 (September 2005): 503–25. http://dx.doi.org/10.1177/0950017005055668.

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Non-standard (alternatively, flexible) employment has become common in the Netherlands, and viewed as an important weapon for combating youth unemployment. However, if such jobs are ‘bad’, non-standard employment becomes a matter of concern. In addition, non-standard employment may hit the least qualified, excluding them from the primary segment of the labour market, where ‘good’ jobs are found. We first examine whether less-educated school leavers more often end up in a job with a non-standard employment contract than the higher educated. Then, we investigate the effect of having a non-standard employment contract on job advantages in terms of wages. The data come from three large-scale Dutch school leaver surveys as held in 2001.The results show: (a) less-educated school leavers indeed are more likely to have a non-standard contract than more highly educated ones, while (b) those in non-standard employment earn less in their jobs. A substantial part of these differences can be ascribed to the segment of the labour market in which school leavers work.

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15

Pikkarainen, Merja Tellervo, Juha T. Hakala, and Virpi-Liisa Kykyri. "Why Did They Leave School? A Self Determination Theory Perspective into Narratives of Finnish Early School Leavers." International Journal of Educational Psychology 10, no. 1 (February 24, 2021): 48. http://dx.doi.org/10.17583/ijep.2021.5988.

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The present study aims to provide insights into the experiences of early school leavers within the Finnish context. We conducted a narrative inquiry among eleven early school leavers who were in prison when they were interviewed. Self Determination Theory (SDT), more specifically the concept of frustration of the three basic psychological needs of competence, relatedness and autonomy, and the tendency of people to move towards more supporting environments, was used as an interpretative tool, along with contextual information. We identified three pathways out of school, differing in the locus of need thwarting circumstances and the availability of access to transfer into a more satisfying environment. Furthermore, the experienced threat of safety was a shared element in the narrative accounts. Additionally, the findings add information about experienced indifference in the case of the participants, which is a new element in theorising the continuum of perceived need satisfaction within the terms of SDT.

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Hennerdal, Pontus, Bo Malmberg, and Eva K. Andersson. "Competition and School Performance: Swedish School Leavers from 1991–2012." Scandinavian Journal of Educational Research 64, no. 1 (July 4, 2018): 70–86. http://dx.doi.org/10.1080/00313831.2018.1490814.

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17

Winefield, Anthony H., and Helen R. Winefield. "Changing Attitudes toward Unemployment in School Leavers." Psychological Reports 60, no. 2 (April 1987): 478. http://dx.doi.org/10.2466/pr0.1987.60.2.478.

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18

MAIN, BRIAN G. M., and MICHAEL A. SHELLY. "SCHOOL LEAVERS AND THE SEARCH FOR EMPLOYMENT." Oxford Economic Papers 40, no. 3 (September 1988): 487–504. http://dx.doi.org/10.1093/oxfordjournals.oep.a041867.

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19

Williams, Adrian G. "A Social Competence Curriculum for School Leavers." Journal of the British Institute of Mental Handicap (APEX) 21, no. 3 (August 26, 2009): 101–4. http://dx.doi.org/10.1111/j.1468-3156.1993.tb00707.x.

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20

Woodward, Catherine, and Nicholas Woodward. "Welsh Primary School Leavers’ Perceptions of Science." Research in Science & Technological Education 16, no. 1 (May 1998): 43–52. http://dx.doi.org/10.1080/0263514980160104.

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21

Robertson, Heather-Jane. "Dropouts or Leftouts? School Leavers in Canada." Phi Delta Kappan 87, no. 9 (May 2006): 715–17. http://dx.doi.org/10.1177/003172170608700921.

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22

Walsh, Chris. "RNIB Condover Hall: school leavers' survey 1994." British Journal of Visual Impairment 13, no. 1 (March 1995): 19–21. http://dx.doi.org/10.1177/026461969501300105.

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23

Allen, Scott. "UCAS issues smart cards to school-leavers." Card Technology Today 12, no. 5 (May 2000): 5–6. http://dx.doi.org/10.1016/s0965-2590(00)05007-6.

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24

Siew-Eng, Ling, Rasidah Mahdi, Mohamad Isa Mohamadin, and Badron Haji Abdul Manaf. "Second Chance Science Education for School Leavers." Procedia - Social and Behavioral Sciences 167 (January 2015): 288–92. http://dx.doi.org/10.1016/j.sbspro.2014.12.676.

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25

Yusof, Anizam Mohamed, Manisah Mohd Ali, and Amla Mohd Salleh. "Employability of Vocational School Leavers with Disabilities." Procedia - Social and Behavioral Sciences 112 (February 2014): 1064–69. http://dx.doi.org/10.1016/j.sbspro.2014.01.1270.

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26

HONESS, T. M. "SCHOOL LEAVERS‘ CHANGING IDENTIFICATIONS WITH DIFFERENT SOCIAL CATEGORIES AND THEIR “INTERNALISATION” OF THE CATEGORY “SCHOOL LEAVER”." British Journal of Educational Psychology 59, no. 1 (February 1989): 59–65. http://dx.doi.org/10.1111/j.2044-8279.1989.tb03076.x.

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27

Gordienko, Natalia. "Readiness of boarding school leavers for social self-realization: empirical analysis." Grani 24, no. 3 (March 30, 2021): 5–15. http://dx.doi.org/10.15421/172120.

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The aim of the article is to analytically present empirical data on the readiness of Ukrainian boarding school graduates for social self-realization in the current socio-economic context. The topicality of this research is determined by the need for scientific and sociological support of further transformations of the boarding school network which is one of the main reforms for the national system of general secondary education. This scientific and sociological support should be based on the study of the educational and social potential of boarding schools, aimed at a thorough analysis of the main indicators of readiness of boarding school graduates for social self-realization in present-day conditions.The results of an empirical study conducted on the basis of 14 boarding schools in Ukraine show that a higher level of readiness for social self-realization is demonstrated by senior students whose basic value system corresponds to the type of postmodern personality, i.e. a person whose life activity is structured according to spiritual, post-material values (development of one's talents, self-realization; interesting and creative work; obtaining higher education; helping other people; living according to religious precepts). The study reveals that these senior students ("postmoderners") go far beyond other boarding school students in their aspiration to accumulate future social capital (gaining respect among people, showing gratitude to others for their help, developing relationships with trusted friends), achieve a higher level of education in their lives, demonstrate a much higher readiness for independent life after leaving their boarding school, have higher trust in their own family, teachers, classmates of their own and the opposite sexes, and have a much higher academic performance at the final stage of gaining general education in a boarding school. Senior students of the postmodern type are less prone to problematic, risky behavioral scenarios in boarding schools (early onset of sexual activity and bullying behavior).The conclusions of the study relate to the possibilities of optimizing the implementation of boarding schools' educational and socialization mission in terms of preparing students, most of whom experience unfavorable social circumstances, for social self-realization in the present-day society. The work provides some conceptual guidelines and practical recommendations for education managers and teachers in terms of aiming educational process in boarding schools at promoting the development of postmodern personality type among their students.

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Krage, Gunta, and Ilze Ivanova. "DEVELOPMENT AND MANAGEMENT OF SUPPORT SYSTEM FOR EARLY SCHOOL LEAVERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 290–304. http://dx.doi.org/10.17770/sie2018vol1.3278.

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The started education reform School 2030 in Latvia requires to implement essential changes in approaches to education. The content and the way of learning, how the teachers manage everyday teaching and learning are being revised starting from kindergarden to the graduating of the school.The vision of the student includes the active and mindful participation of everybody in the life of the society, has deepened the necessary knowledge,developed skills and attitudes to be useful for the society. It means that the accent is put on every child to be involved in education.Education has to be built on equity, equality and quality. At the same time there is a great discrepancy between reality and aim of education in Latvia. There is a quite big drop out of students from general and professional education.According to the research of Baltic social research institute (2014) 26% of students from secondary schools and gymnasiums leave school before graduating it. Schools have a great potential to prevent it.The authors discuss the opportunity to develop support system in general education schools to prevent and avoid drop out of learning. The great attention is being paid to the cooperation and collaboration in the system of education, development of teachers’ competences.

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Gatsi, Roswitta, Margaret Funke Omidire, and Salome Human-Vogel. "Conceptualization of the Premature School Exit Phenomenon in Mashonaland Region of Zimbabwe: The Voice of Early School Leavers." Journal of Black Psychology 46, no. 2-3 (February 24, 2020): 228–60. http://dx.doi.org/10.1177/0095798420908458.

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School dropout is a major cause of attrition in schools globally, and its implications could be far-reaching. Evidence from previous studies has shown that the voice of those who have lived experiences of the phenomenon is missing. The present study investigated early school leavers’ conceptualization of school dropout from a Zimbabwean perspective. Twenty-two early school leavers from three sites in Zimbabwe participated in the study. The data collection strategies included focus group discussions, interviews, and life-story narratives. The findings indicated the need for an expanded definition of school dropout that goes beyond physical withdrawal from school. School dropout was understood as a traumatic personal experience, with psychological implications. It entailed deprivation of a meaningful future, retrieval of painful memories of school life, and a reflection of unresolved inequity in the education system. School policies and practices in the Zimbabwean education system should, thus, be sensitive to equity needs and provide professional counselling support to those affected and their families. Furthermore, skilled and emotionally stable personnel should be responsible for the country’s education system and economy.

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Chernjavskaja, Valentina Stanislavovna, and Dmitrij Sergeevich Merkulov. "SCHOOL LEAVERS’ UNIFIED STATE EXAM RESULTS AND SCHOOL SUCCESS LEVEL RELATIONSHIP." Sovremennye issledovaniya sotsialnykh problem, no. 6 (September 9, 2015): 290. http://dx.doi.org/10.12731/2218-7405-2015-6-25.

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31

Tilleczek, Kate, Bruce Ferguson, Dara Roth Edney, Anneke Rummens, Katherine Boydell, and Michael Mueller. "A Contemporary Study with Early School Leavers: Pathways and Social Processes of Leaving High School." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 3, no. 1 (October 24, 2011): 1–39. http://dx.doi.org/10.29173/cjfy12172.

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This article provides an account and discussion of research processes used in a contemporary study of early school leaving in Ontario, Canada. The Ontario Early School Leavers Study was conducted in conversation with 193 young people who left school prior to graduating, their educators and parents. The study was informed by a review of international literatures which point to the need for innovative social approaches and youth-attuned methodologies in the study of early school leaving. We present our research processes as informed by this literature and then present new analyses that illustrate critical social processes in early school leaving. The findings present unique data to show three pathways to early leaving and a constellation of risk and protective situations encountered by these young people along the way. Risk situations included the daily social workings of poverty, low socioeconomic status, the need to take on early adult roles, “place”, academic and social disengagement, negative relations with families and/or school personnel, and inflexible or unsupportive school structures. Protective situations were encountered in supportive families; from parents and teachers; in schools that were caring, flexible, and proactive; and in processes of self determination. The perspectives of the young people are discussed in relation to the international literature and the perspectives of 71 parents and educators who participated in the study. Impacts on practices in secondary schools suggest that early school leaving be recognized and treated as a heterogeneous, complex social process occurring at and across the nexus of families, schools, youth cultures and communities.

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Zakharevych, Nataliia. "KEY COMPETENCIES THROUGH SELF-REGULATED LEARNING, MOTIVATION AND METACOGNITION IN SCHOOL LEAVERS." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 9 (August 29, 2019): 52–56. http://dx.doi.org/10.25264/2415-7384-2019-9-52-56.

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33

Eagle. "Invisible Me: Three Northern Arapaho Early School Leavers." Journal of American Indian Education 60, no. 1-2 (2021): 29. http://dx.doi.org/10.5749/jamerindieduc.60.1-2.0029.

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34

LISOGOR, L. S. "Job placement of School-leavers in Economic Crisis." Demography and social economy, no. 2 (November 20, 2009): 58–67. http://dx.doi.org/10.15407/dse2009.02.058.

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35

Fleming, Ian. "Mentally handicapped school-leavers-their assessment and placement." Journal of the Institute of Mental Subnormality (APEX) 6, no. 1 (August 26, 2009): 23–26. http://dx.doi.org/10.1111/j.1468-3156.1978.tb00351.x.

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36

THOMPSON, ANGELA M. S. "Mentally handicapped school leavers: where do they go?" Child: Care, Health and Development 13, no. 6 (November 1987): 393–401. http://dx.doi.org/10.1111/j.1365-2214.1987.tb00555.x.

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37

Swan, Malcolm, and Richard Phillips. "Graph interpretation skills among lower-achieving school leavers." Research in Education 60, no. 1 (November 1998): 10–20. http://dx.doi.org/10.1177/003452379806000102.

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38

Bonica, Laura, and Viviana Sappa. "Early school‐leavers' microtransitions: towards a competent self." Education + Training 52, no. 5 (June 29, 2010): 368–80. http://dx.doi.org/10.1108/00400911011058316.

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Dooley, David, and JoAnn Prause. "Effect of unemployment on school leavers' self-esteem." Journal of Occupational and Organizational Psychology 68, no. 3 (September 1995): 177–92. http://dx.doi.org/10.1111/j.2044-8325.1995.tb00580.x.

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40

Hutton, Alison, Lynette Cusack, Lana Zannettino, Sarah J. M. Shaefer, Naomi Verdonk, and Paul Arbon. "What are school leavers’ priorities for festival preparation?" Australian Journal of Primary Health 21, no. 2 (2015): 249. http://dx.doi.org/10.1071/py13094.

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This paper reports on the findings from a qualitative research study that explored how young people prepared to minimise and/or avoid alcohol-related harm while attending a Schoolies Festival (SF). SFs are mass gatherings at which young people (schoolies) celebrate their graduation from high school. The attendance of schoolies, in various Australian communities, ranges between 10000 and 30000 individuals during the event. The literature suggests that schoolies are at higher than normal risk of harm at SF from misuse of alcohol, unsafe sex, aggressive behaviour, and other risk-taking factors. As a result of these concerns, SF organisers developed an infrastructure that treats alcohol-related harm, and provides on-site care (first aid stations) by St John Ambulance staff. This study used focus groups to identify strategies used by schoolies to avoid alcohol-related harm during SFs. Data revealed that schoolies did not actively seek health information before attending the event and did not display an interest in doing so. It is important to note that schoolies planned to use alcohol to celebrate and have a good time. Therefore a harm minimisation approach with a focus on providing the necessary infrastructure at SFs to minimise the dangers associated with excess alcohol use is important. Schoolies indicated that they had no desire for information about the hazards of alcohol ingestion. If any health messages were to be used by health authorities, it would be far more appropriate to promote the message of ‘take care of your mate’, to contribute to building a supportive environment at the event. This may be of more benefit to minimise harm at SFs than funding other health messages.

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Prause, JoAnn, and David Dooley. "Effect of underemployment on school-leavers' self-esteem." Journal of Adolescence 20, no. 3 (June 1997): 243–60. http://dx.doi.org/10.1006/jado.1997.0083.

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Anwar, Salahuddeen, and Kahira Shafi. "ASSESSING THE LEVEL OF LITERATENESS AMONG SCHOOL LEAVERS." International Journal of Social Sciences & Economic Environment 4, no. 2 (December 30, 2019): 07–11. http://dx.doi.org/10.53882/ijssee.2019.0402002.

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The purpose of this study is to see how well history is understood by Form Six pupils in Sarawak, Malaysia. Three dimensions of historical literacy are examined in this study: knowledge, skills, and historical values. As a study tool, the researchers created a questionnaire with multiple-choice questions on history. A total of 465 pupils from Sarawak's Form Six were recruited as research subjects. To determine the participants' historical literacy level, the data is descriptively analysed. According to the statistics, 69.40 percent of the population knows about history, 67.34 percent knows about skills, and 81.61 percent knows about values. A literacy rate of 72.78 percent is found in History. Key words: Sarawak, education, school leavers, form six

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Brown, Tara M., Claudia Galindo, Bradley Quarles, and Alice LaRue Joy Cook. "Self-Efficacy, Dropout Status, and the Role of In-School Experiences Among Urban, Young Adult School-Leavers and Non-leavers." Urban Review 51, no. 5 (March 27, 2019): 816–44. http://dx.doi.org/10.1007/s11256-019-00508-3.

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44

Saunders, Joan, Keri Wilton, and Bryan Tuck. "Employment and Adjustment of Hearing-Impaired School Leavers in New Zealand." Australasian Journal of Special Education 11, no. 2 (November 1987): 18–25. http://dx.doi.org/10.1017/s1030011200021771.

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The employment status and social adjustment of two groups of hearing-impaired young adults were compared with those of a group of normal hearing adults of comparable age. One of the hearing-impaired groups had graduated from units (special classes) in regular secondary schools. The rates of unemployment were similar for the hearing-impaired and normal hearing groups, but other intergroup differences in employment characteristics were apparent. In general, the social adjustment of the two groups of hearing-impaired groups was similar to that of the hearing group, although there were indications that the School for Deaf graduates had experienced more difficulty in coping following school graduation.

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45

Knox, Marie, and Trevor R. Parmenter. "Transition from School to Adult Life: Views of School Leavers with Disabilities." International Journal of Disability, Development and Education 37, no. 1 (January 1990): 45–55. http://dx.doi.org/10.1080/0156655900370105.

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Iannelli, Cristina, and Adriana Duta. "Inequalities in school leavers’ labour market outcomes: do school subject choices matter?" Oxford Review of Education 44, no. 1 (January 2, 2018): 56–74. http://dx.doi.org/10.1080/03054985.2018.1409970.

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Joiner, Adam B., Attique Shafiq, and Anneke Muller. "Does a psychiatry summer school for school-leavers improve attitudes towards psychiatry?" Asian Journal of Psychiatry 28 (August 2017): 100–101. http://dx.doi.org/10.1016/j.ajp.2017.03.029.

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Jackson, Karen M. "Influence Matters: The Link between Principal and Teacher Influence over School Policy and Teacher Turnover." Journal of School Leadership 22, no. 5 (September 2012): 875–901. http://dx.doi.org/10.1177/105268461202200503.

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This study outlines the relationship between teachers’ and principals’ perceptions of their influence over policies within their school and teachers’ actual employment decisions—specifically, teachers’ decisions to stay (continue their affiliation with their school), to move (transfer to a different school), or to leave the teaching profession. This article outlines a theoretical orientation that brings the exercise of influence within an organization together with three theories of school leadership to focus on the extent to which teachers’ and principals’ perceptions of their exercise of influence over school policy affects teachers’ turnover decisions. Using data from the 1999-2000 Schools and Staffing Survey in a series of multinomial logistic regressions, the analysis finds that increases in teacher influence over school policy are associated with greater teacher job stability (stayers), whereas increases in principal influence over school policy are associated with a higher incidence of teachers leaving the teaching profession (leavers). This study highlights the important role that principals’ perceptions of their own influence over school policy play in teachers’ employment decisions and, therefore, the employment stability of teachers in their schools.

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Abelgas, Limuel, Edwin Pilapil, Jonathan O. Etcuban, Janine Joy Tenerife, Lilibeth Pinili, and Regina Sitoy. "Determinants of Sea Gypsies School Leavers in the Philippines." Asian Review of Social Sciences 8, no. 3 (November 5, 2019): 15–24. http://dx.doi.org/10.51983/arss-2019.8.3.1603.

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The Sea Gypsies (Badjaos) stride in education since a large number of children not taking part in education programmes. This is due to reasons of an unjustified stigma associated with the Badjao people, which cause them to be discriminated against in school and the employment market. This study ascertained the determinants of Badjao school leavers in Cebu City, Philippines. It employed a descriptive method using the adapted survey questionnaire. Sixty-five respondents were identified using purposive sampling. The data gathered were organized and treated statistically using weighted mean, percentile ranking, and multiple regression. The findings disclosed that the Badjao respondents had perceived that personal and family factors could be the determinants why they had left school. Also, the integration and program implementation were not associated with why the respondents had left school. The respondents’ profile and their perceived reasons for leaving school had no significant relationship. Lastly, the respondents perceived reasons for leaving school. Hence, it is highly recommended that the proposed developmental plan of this study be adopted, implemented and monitored in order to help the Badjaos to finish their studies and become more responsible and productive citizens of the country.

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Brown, Tara M., Alice L. J. Cook, and Jesus Santos. "Reconceptualizing Risk and High School Noncompletion: The Case of Latina/o Ninth-Grade Leavers in an Urban School." Teachers College Record: The Voice of Scholarship in Education 121, no. 7 (July 2019): 1–32. http://dx.doi.org/10.1177/016146811912100703.

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Background Many “dropout” studies use the concept of risk as a framework for understanding the persistent problem of high school noncompletion among students of color in urban schools. This research, which frames risks as statistical probabilities and largely focuses on static and individual risk factors, does not account for the myriad ways in which risks for school failure are produced within everyday school processes. Purpose This study employs a theory of risk—as indicative of uncertainty about how current circumstances impact future outcomes—that considers both objective and socially constructed dimensions of risk to understand how uncertainties about graduation arise and are negotiated within the high school context in ways that contribute to risk for, and eventuate in, school-leaving in the ninth grade. Participants Participants are 25 Latina/o school-leavers, 18–24 years of age, who attended the same high-poverty, high-minority urban public high school and left permanently in the ninth grade. Research Design Drawn from a larger participatory action research study of young adult school-leavers, study data were participants’ accounts of their schooling experiences, drawn from in-depth interviews and school policy documents. We examine these data to understand how a variety of school-specific factors and interactions between them contributed to risks for school-leaving and participants’ eventual departures from school. As guided by our framework, we analyze established risk factors and participants’ perceptions of uncertainty about school success and graduation, as related to school structures and policies, school practices, and social interactions. This includes attention to the transition from middle to high school, which prior research identifies as significant to school-leaving in the ninth grade. Findings Study findings indicate that, in addition to shifting expectations from eighth to ninth grade, policies, practices, and interactions among participants and high school personnel contributed to risks for school-leaving. Importantly, the ways in which uncertainties about school success were processed by individuals and through policy and practice both heightened and attenuated risk for high school noncompletion. Conclusions We argue that conceptualizations of risk that include its socially constructed dimensions will enhance researchers’ capacities to identify and understand the complexity of factors that contribute to school-leaving. This approach to risk also points to the need for further research on everyday school processes, the perspectives of school-leavers, and the ways schools—particularly those that serve low-income youth of color in urban communities—contribute to the problem of high school noncompletion. I was a freshman for three years, and then I just stopped … I was getting tired of doing the same thing over and over again, staying back. I just didn't feel like doing it anymore. Everybody else passed the ninth grade, and I stayed back, so I was like, “They could do it, but I'm not going to do it. I can't.” — TimDog, 20

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