{"id":68519,"date":"2023-06-09T00:07:26","date_gmt":"2023-06-09T04:07:26","guid":{"rendered":"https:\/\/world.edu\/?p=68519"},"modified":"2023-06-09T00:07:26","modified_gmt":"2023-06-09T04:07:26","slug":"20-of-australian-students-dont-finish-high-school-non-mainstream-schools-have-a-lot-to-teach-us-about-helping-kids-stay","status":"publish","type":"post","link":"https:\/\/world.edu\/20-of-australian-students-dont-finish-high-school-non-mainstream-schools-have-a-lot-to-teach-us-about-helping-kids-stay\/","title":{"rendered":"20% of Australian students don\u2019t finish high school: non-mainstream schools have a lot to teach us about helping kids stay"},"content":{"rendered":"

\"\"<\/p>\n

A significant proportion of young Australians still do not finish high school. According to data\u00a0released by the Productivity Commission<\/a>\u00a0on Tuesday, about one in five students leave before they reach Year 12.<\/p>\n

In 2022, about 79% of students started Year 12, the lowest in the last ten years of data reported. The rate was higher for non-government schools (87.2%) than government schools (73.5%).<\/p>\n

If a student reaches Year 12 it doesn\u2019t mean they complete the year. Figures released\u00a0last month<\/a>\u00a0by the South Australian Department for Education show of those who began Year 12 in the state, only 64% completed their Year 12 certificate.<\/p>\n

This is a problem. But our work with non-mainstream schools is showing how we can retain and engage more students if they are treated with more respect and given more choice in the senior years.<\/p>\n

Why is it important for young people to finish Year 12?<\/strong><\/h4>\n

It is hugely important for young people to finish Year 12. Low-skilled, entry level jobs are disappearing.<\/p>\n

In 2022, the National Skills Commission\u00a0found<\/a>\u00a0more than nine out of ten new jobs to be created in the next five years will require post-secondary qualifications.<\/p>\n

There is a clear link between finishing\u00a0Year 12 and higher earning capacity<\/a>\u00a0\u2013 for one, students are more likely to earn above the minimum wage. But more than this, Year 12 is where young people start to build a\u00a0career<\/a>, rather than have a job.<\/p>\n

School completion also means young people are more likely to be engaged in their communities and have a\u00a0longer, healthier life<\/a>.<\/p>\n

Why are these students leaving?<\/strong><\/h4>\n

Over the last few decades, the collapse in the youth labour market and raising the school leaving age has meant senior secondary schooling must accommodate a more diverse range of young people.<\/p>\n

But it is still designed for a time when this stage of education was meant for a small elite.<\/p>\n

If young people\u00a0do not see themselves reflected<\/a>\u00a0in the curriculum or school structure, this is a problem. Exams and a heavy academic workload will not work for everyone. Simply bolting on vocational education and training programs don\u2019t give young people enough choice and power to express their interests and skills.<\/p>\n

We know if young people live in poverty, rural and remote locations or come from an Indigenous background, they have a have significantly\u00a0lower chance<\/a>\u00a0of staying on for and completing Year 12.<\/p>\n

Disadvantaged young people who don\u2019t fit the narrow image and academic aspirations of schooling \u201csuccess\u201d are often told by their schools they would be better off\u00a0leaving<\/a>. This can be to another school or perhaps a vocational program. But it can start the\u00a0journey out of school<\/a>, without clear direction or guidance.<\/p>\n

Many come to this conclusion themselves. The implicit contract that Year 12 completion leads to higher paid work in the future is not enough to counter the lack of belonging they feel at school.<\/p>\n

A new type of school<\/strong><\/h4>\n

Increasingly, research is showing us the way we do schooling\u00a0needs to change<\/a>\u00a0to support all young people.<\/p>\n

Our work is with new schools that are\u00a0adapting<\/a>\u00a0to meet the needs of different groups of students.<\/p>\n

Independent \u201cspecial assistance schools\u201d \u2013 sometimes known as\u00a0flexi schools<\/a>\u00a0\u2013 cater for young people who have left mainstream education, because they have either failed or become disengaged. There is\u00a0growing demand<\/a>: there were 48 independent special assistance schools in the 2014 and 96 as of 2022 in addition to those in the Catholic sector.<\/p>\n

What do special assistance schools do?<\/strong><\/h4>\n

Special assistance schools have much to teach mainstream schools. Their strength comes from being small, usually with less than 150 students, with a focus on relationships that foster understanding and responding to their students.<\/p>\n

These schools work with generalist teachers and a range of youth workers, social workers, makers, coaches and other adults to support student wellbeing. The curriculum follows students\u2019 interests and passions.<\/p>\n

There is direct negotiations about what students do. For example, a young person with an interest in visual arts may work with an artist-in-residence to organise and plan an exhibition on youth experiences with mental health.<\/p>\n

In addition to the art making, they would explore the maths of organising an exhibition space, the literacy in communicating to others and increase their knowledge and understanding of their own wellbeing and how artists make a living.<\/p>\n

Treating students as (young) adults<\/strong><\/h4>\n

The students accessing these schools arrive with their own issues, ideas, aspirations, skills and capabilities. These young people have already made a choice, wanting to continue their education.<\/p>\n

For some they want to do learning in the way they did it at school but in a smaller, more respectful place. Others come with a clear idea of what they want to achieve but not knowing how to get there. For others it is about testing the water.<\/p>\n

We know students benefit from being treated like adults, where they feel their voice is heard and they have a say in how the school works.<\/p>\n

We are partnering with\u00a0special assistance schools in South Australia<\/a>\u00a0to speak to education\u00a0authorities<\/a>\u00a0about how to get their work accredited. This could reimagine how learning and achievement is recognised for these young people.<\/p>\n

This could potentially see students finish Year 12 without doing a battery of exams or assignments. Instead, they would develop a \u201clearner profile<\/a>\u201d, which would reflect the the skills and learning they had developed.<\/p>\n

But more than this, they will have developed networks, support and the confidence to talk about their capabilities and achievements.<\/p>\n

Author Bios:<\/strong> Nigel Howard is a Research Associate and Andrew Bills is a Researcher into Educational Leadership and Policy both at Flinders University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

A significant proportion of young Australians still do not finish high school. According to data\u00a0released by the Productivity Commission\u00a0on Tuesday, about one in five students leave before they reach Year 12. In 2022, about 79% of students started Year 12, the lowest in the last ten years of data reported. The rate was higher for […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[434475],"coauthors":[11733],"class_list":["post-68519","post","type-post","status-publish","format-standard","hentry","category-education","tag-high-school-dropouts"],"acf":[],"yoast_head":"\n20% of Australian students don\u2019t finish high school: non-mainstream schools have a lot to teach us about helping kids stay - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/20-of-australian-students-dont-finish-high-school-non-mainstream-schools-have-a-lot-to-teach-us-about-helping-kids-stay\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"20% of Australian students don\u2019t finish high school: non-mainstream schools have a lot to teach us about helping kids stay - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"A significant proportion of young Australians still do not finish high school. 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