Page 149 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

through to their first steps into the mainstream. This progression pathway is
illustrated in Figure 6.

Figure 6. Supported reintegration journey

Source: GHK Consulting, 2009.
Outreach workers, mentors, role models, guidance professionals and others
who work with young people can encourage and impact upon re-engagement,
though re-engagement itself comes when the young person takes personal
responsibility for learning and career development objectives. Professionals and
others can support young people, but cannot force participation. Targeted
support at an early stage can often prove most effective. Role models and
mentors can help to raise aspirations, revive an interest and enthusiasm for
learning and widen the horizons of the young person through highlighting the
benefits associated with participation. Those young people who are in need of
support can be identified at an early stage through tracking, linked to soft contact
and re-engagement before young people become completely disengaged.
Young people’s appetite for learning can be stimulated through holistic,
tailored approaches, specific to their needs. Support systems such as the relay
classes (France) and holistic interventions such as youth schools (Lithuania) and
Youthreach (Ireland) can be delivered over different timescales, depending on
the nature of support required. Such projects aim to stimulate interest through the
offer of alternative learning opportunities and/or environments which do not
necessarily resemble formal schooling, at least in the early stages. This might
include providing young people the freedom to choose the subjects they want to
study from a wide variety of topics, or using alternative methods of learning.
The initial assessment of the young person’s needs, aspirations and
motivations is crucial. It is essential to ensure that the support delivered is
appropriate to the young person’s needs and that it is provided by appropriate,
experienced and knowledgeable professionals. It should also act as the first
stage in what should be a continuous review of progress and examination of
learning goals. For example, in the UK Notschool.net project, the review of
progress (academic, social and personal) takes place on constantly to ensure the

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