Page 145 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

Guiding at-risk youth through learning to work
Lessons from across Europe

Community groups, mentors and organisations representing minority and
disadvantaged groups can play an important role here by providing informal and
non-formal guidance. It is vital that all young people, including the most
hardtoreach and disadvantaged, are able to access appropriate and good quality
guidance. If guidance is to have a significant impact across all young people, it
must have the necessary strategies and resources in place to reach those who
are often ignored by mainstream measures because they are not easy to reach.
It is not enough simply to support young people: front-line support staff need
to be appropriately selected, trained, coordinated and then continuously
supported. This includes professionals as well as volunteers from a range of
different agencies, organisations and schools working with young people.
Support staff should also be provided with opportunities to exchange experiences
with their peers. Further, the study has found that initial and continuing teacher
training should become an important part of the overall policy approach to
encouraging school completion, as dissatisfaction and difficulties with school-
level processes are some of the main reasons young people drop out early.
Access to good quality, initial and continuing teacher-training is made all the
more important by the fact that, in many countries, teachers are responsible for
delivering career guidance and play a central role in identifying young people
experiencing difficulties in school. This is also highlighted by the new Strategic
framework for education and training in the EU (Education and training 2020).
A difficult challenge for guidance professionals and other teaching staff
involved in providing guidance services to at-risk young people is learning how to
establish a good working relationship with the young people in question. The
partnership between parties needs to be based on mutual trust and respect but
also needs to place the interests of the young people first.
Further, the study has found that parental involvement plays a key role in
motivating and supporting young people in education and training. Evidence from
literature and the case studies shows clearly that not only can parental
involvement have a significantly positive impact on the young person’s education
and development, it can also benefit the parents themselves, the school and the
wider community. Young people who are supported and encouraged to succeed
in their education and training by their parents are less likely to disengage from
school. In many cases, it can also build a solid foundation for learning throughout
life. Parental and community involvement is particularly beneficial for young
people at risk of disaffection with the education and training system and can
provide an effective framework of support to facilitate (re)integration. Regarding
career guidance, involving parents in the process can ensure that they have a

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