Where are they now? Flexi school graduates reflect on their experiences of alternative education

Moffatt, Annabel and Riddle, Stewart (2019) Where are they now? Flexi school graduates reflect on their experiences of alternative education. International Journal of Inclusive Education. ISSN 1360-3116


Young people who graduate from high school are more likely to transition into further study or training, get a job and earn higher wages. However, many young people with the highest needs leave or become excluded from mainstream school settings and some complete their education in alternative education contexts. This paper shares reflections from Flexi School graduates on their experiences of alternative education, demonstrating their commitment to employment and integration into their communities, because their alternative education enabled them to gain a sense of belonging. Graduates assert the significance of their alternative schooling experiences in improving their outcomes and helping them overcome disadvantage and marginalisation. We contend that alternative schooling can help marginalised young people attain the skills and qualifications required for further study or training by giving them proficiencies, confidence and attitudes that help to generate positive opportunities and outcomes.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published online: 11 May 2019. Permanent restricted access to ArticleFirst version, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 23 May 2019 01:48
Last Modified: 25 Jun 2019 01:20
Uncontrolled Keywords: alternative education, disengagement, social justice, equity
Fields of Research : 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1301 Education Systems > 130106 Secondary Education
Identification Number or DOI: 10.1080/13603116.2019.1615564
URI: http://eprints.usq.edu.au/id/eprint/36362

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