Partnerships to support early school leavers: school-college transitions and 'winter leavers' in Scotland

• Published in: Journal of education and work Vol. 23; no. 4; pp. 339 - 362
• Main Authors: Canduela, Jesus, Chandler, Rachel, Elliott, Ian, Lindsay, Colin, Macpherson, Suzi, McQuaid, Ronald W., Raeside, Robert
• Format: Journal Article
• Language: English
• Published: Routledge 01.09.2010
• Subjects: Administrator Attitudes; Best Practices; Case studies; college; College Bound Students; College School Cooperation; Data Analysis; early school leavers; Employment; Foreign Countries; further education; Higher education; Innovation; Mail Surveys; NEET; Outcomes of Education; Partnerships in Education; School Surveys; Schools; Scotland; Student Characteristics; Student Needs; Training; Transfer Policy; Transitional Programs; United Kingdom (Scotland)
• ISSN: 1363-9080; 1469-9435
• DOI: 10.1080/13639080.2010.490550

This article explores the characteristics, destinations and progression routes of early school leavers - specifically 'exceptional entry winter leavers' - in Scotland. Exceptional entry allows students to enter college in the term before their statutory school leaving date - such young people attend college while formally remaining the responsibility of their school. Such arrangements represent an innovative model of supporting transitions to further education among a specific, potentially vulnerable client group, while also offering lessons for the development of school-college collaboration in other areas. Based on an analysis of official data, new survey research with schools and colleges, and in-depth case studies, this article identifies how schools and colleges work in partnership to support these early school leavers. We find that schools and colleges have developed a range of innovative approaches to engaging with winter leavers, and that the majority complete their programmes or achieve other positive end-of-year outcomes. However, the most disadvantaged young people remain least likely to progress. The article concludes by identifying lessons for good practice in school-college partnership-working and considering implications for policies to prevent young people from finding themselves not in employment, education or training.