Добірка наукової літератури з теми "Youthreach"

Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.

Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.

Este artigo fornece uma visão geral das pesquisas realizadas com jovens que abandonaram a escola em quatro centros de Youthreach no oeste da Irlanda. Ele oferece perspectivas progressistas sobre ligações entre o abandono escolar precoce e as questões relacionadas com saúde mental. Em particular, as histórias dos participantes revelam que suas experiências escolares comuns tiveram um efeito prejudicial sobre sua saúde mental. Os achados destacam a necessidade de criar provisões educacionais que tenham o “cuidado” e o “respeito” como conceitos centrais e que os centros Youthreach sejam reconhecidos como uma alternativa viável e válida para a escolaridade geral.Palavras-chave: Centros Youthreach. Saúde mental. Evasão escolar precoce. Second chances: Want to meet the needs of early school-leavers? Focus on their mental healthAbstractThis article provides an overview of research carried out with early school-leavers in four Youthreach centres in the West of Ireland. It offers progressive perspectives on links between early school leaving and mental health related issues. In particular the participants’ stories reveal that their mainstream schooling experiences had a damaging effect on their mental health. The findings highlight the necessity for the creation of educational provisions that have “care” and “respect” as central concepts, and for Youthreach centres to be recognised as a viable and valid alternative to mainstream schooling.Keywords: Youthreach centers. Mental health. Early school leaving. Segunda oportunidad: ¿Quieres satisfacer las necesidades de los que abandonan prematuramente la escuela? Centrarse en su salud mentalResumenEste artículo ofrece una visión general de la investigación realizada con los jóvenes que abandonan prematuramente la escuela en cuatro centros Youthreach en el oeste de Irlanda. Ofrece perspectivas progresistas sobre los vínculos entre el abandono escolar temprano y las cuestiones relacionadas con la salud mental. En particular, las historias de los participantes revelan que sus experiencias de escolarización general tuvieron un efecto perjudicial en su salud mental. Los resultados ponen de relieve la necesidad de crear disposiciones educativas que tengan “cuidado” y “respeto” como conceptos centrales y que se reconozca a los centros de Juventud como una alternativa viable y válida a la enseñanza ordinaria.Palabras clave: Centros Youtreach. Salud mental. Abandono escolar temprano.