Page 71 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

leaving than their peers and will need to be targeted with alternative support
measures.
Young people from Roma/Gypsy and traveller communities are at risk of
dropping out of mainstream schooling for a range of reasons. They may
experience discrimination at school or be subject to bullying from their peers.
They may have low aspirations, either for cultural reasons (education not valued
within the family or community) or for economic reasons (they have a defined
career path in the family business and feel ready to move on to work rather than
pursuing education). They may find it difficult to form relationships with teachers
and or pupils for reasons of cultural differences or simply because they are not
able to attend regularly. Language can also present a barrier and their itinerant
lifestyle (if they do travel) may make it almost impossible to maintain continuity in
their learning. Further, young people from these communities may also
experience the problems met by young people, and in particular early school
leavers, from any background.
Guidance measures should be able to cater for the specific needs of these
minority groups. The guidance process should start with by identifying the young
person’s needs, both in terms of learning and personal development, and should
continue to offer support tailored to the young person’s circumstances. For
example, if the young person has an itinerant lifestyle, distance or e-learning
might be offered as an alternative to attendance at a specific course. Where the
young person has specific gaps in basic or life skills due to their previous
interrupted learning, support should be offered to fill these gaps. Practical factors
should also be addressed, for example by providing financial support in return for
participation, or addressing transport difficulties. Further, the culture within the
organisation(s) offering guidance and learning opportunities to the young person
should be one of acceptance and free from prejudice.

4.3.3. Importance of raising aspirations
Several case studies demonstrated that aspirations are clearly a key part of a
young person’s decision about if and how to progress in their learning; however,
their choices, decisions and behaviour are also influenced by a range of other
social, economic and contextual factors (Learning and Skills Council, 2009).
The importance of raising aspirations among young people is their influence
on educational achievement and life outcomes. Even though the aspirations
change with the child’s age, good results at school are an important step on the
way to success across a broad range of future life choices. Parents and family
are the most important influences on children but young people and their parents

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