The long term impact of early school leavers experience of a second chance at education -‘You don’t need to be who you think you are’

Introduction: Early school leaving can create a vulnerable population and is associated with difficulties in mental health, identity, social exclusion and increased risk of engaging in crime. There is a considerable lack of research on the issue, particularly in relation to the community-based intervention programmes which aim to support this population. This study sought to explore the lived experience of participants who had completed such a programme and how they defined their own personal outcomes. Method: A qualitative design was used in which fourteen semi-structured interviews were conducted with participants. Each participant had completed a 2 year programme to obtain a second level qualification. Time since completion of the programme varied between 2 and 9 years (average = 5 years). Interviews were analysed using Interpretive Phenomenological Analysis (IPA). Results: 6 superordinate themes were derived from the participants’ narratives. ‘A Life of Rejection’ related to experiences before attending the programme; ‘Respecting the Individual’ related to the teaching approach on the programme; ‘Nurturing Relationships’ occurred in the context of attachment based experiences with staff members; ‘Meeting Needs’ related to a sense of home, family and care experienced on the programme; ‘Forming a Different Identity’, was characterised by a new sense of self; and ‘Lasting Impact’ related to the perceived long term effects of the programme. Discussion: The findings of the study are discussed in the context of previous literature while highlighting the potential contribution of this study to improving such programmes. Strengths and limitations of the study are explored followed by a critical reflection on the research process. Implications for clinical practice, education policy and future research are also outlined.