Preventing educational exclusion

The well-being of students in Finnish vocational education institutions continues to decline. Comprehensive support is unavailable from a single point of contact, and information is not shared between the authorities. In the worst case scenario, this results in students having to turn to dozens of different instances in their search for support. 

“This, of course, is an extreme example. However, it is these kinds of observations that inspired us to launch our Heading for Degree project,” says Postdoctoral Researcher Airi Hakkarainen, the leader of the project.   

According to her colleague, Senior Researcher Kristiina Lappalainen, the project aims to identify students’ strengths, seeking to contribute to the meaningfulness of their studies and, consequently, the attainment of qualifications. In other words, the objective is to find measures for preventing educational exclusion among adolescents, which is a ticking time bomb in Finnish society. 

“In the public debate, educational exclusion has unfortunately been labelled as a problem of the individual. Our project seeks to highlight the fact that educational exclusion is in fact never a problem of the individual alone. Many things contribute to the phenomenon,” Lappalainen says.  

Furthermore, the majority of adolescents continue to do really well, and Hakkarainen points out that a large proportion of those at risk of educational exclusion end up tackling their problems effectively.  

 

Earlier research by Hakkarainen and Lappalainen has shown that many adolescents who don’t manage to face their problems so well and who have risk factors will attain their qualifications, despite various challenges. 

“Similarly, some very successful students end up getting stuck, not being able to move forward or find their place in society,” Lappalainen says.   

The project now seeks to identify the factors that contribute to a positive outcome. 

“There are common factors, we are certain of it.”  

The study will be carried out as a survey spanning at least three years among adolescents living in Joensuu. In the first phase of the study last spring, approximately 400 ninth-graders gave their consent for researchers to monitor and follow up on their educational paths.  

Particular attention will be paid to adolescents who, based on assessments, belong to a risk group.  

“People with risk factors may have mathematical difficulties, weak learning-to-learn skills, or socio-emotional problems,” Hakkarainen sums up.   

Her earlier research has shown that mathematical difficulties and socio-emotional problems are the most important risk factors for dropping out of school.  

“However, more research evidence relating to this link is needed. We are also studying the association of educational support with students’ perceptions of their strengths and student engagement.”  

The survey will be carried out among adolescents annually, charting experiences of self-efficacy, personal strengths and resources within the environment during their upper secondary or vocational education.   

“For this, we are using the Positive Youth Development measure, which has been introduced in the US. We will validate this measure among Finnish adolescents, providing them with an opportunity to reflect on their lives, choices and strengths.”  

“It will be interesting to see whether the factors supporting our youth are the same, regardless of where they are studying – in other words, whether experiences of success are created by the same factors for students in upper secondary and vocational education,” Hakkarainen explains.  

The survey also charts young people's perceptions of different instances, housing, adults and education, but the main emphasis is on their strengths. 

“We are collaborating with local upper secondary education institutions, vocational education institutions, Ohjaamo centres – which are one-stop guidance shops for young people – and with the open vocational institute,” Lappalainen says.   

According to her, both the researchers are very excited about the study, as the findings will be extremely relevant, providing valuable information for the City of Joensuu and Finnish society as a whole. 

 

As both researchers are scholars of special education, they admit that the significance of support is something they think about constantly. 

“The truth is that in primary education, support is provided in a systematic and planned manner to those who need it. In lower secondary education, unfortunately, this is no longer the case, resulting in students dropping out and other problems,” Lappalainen says.  

In the public debate, extending compulsory education by one year has been proposed as a measure to prevent educational exclusion. According to Hakkarainen, however, one year will not change the situation for better or worse. 

“Young people will only find their place and purpose through individual encounters and support. An extra year of school is not a solution to the problem.”  

Both researchers emphasise that their study doesn’t presuppose that educational exclusion is something certain types of people will be automatically destined for. Lappalainen has been studying young people who are at risk of educational exclusion for several years.  

“I’ve witnessed such great success stories that I’m inclined to think the opposite. By identifying the crucial factors, we’ll be able to support the individual positive development of our young people in the right way.”