What leads young people to disengage and leave school early? This paper focuses on young adults’ educational trajectories, with the objective of identifying useful insights for improving school measures and strategies against early school leaving and school disengagement. Specifically, it draws upon an empirical study with young adults from the north of Portugal. Longitudinal bio-interviews took place with young men and women, aged 17 to 24, who were enrolled in secondary education at mainstream schools or in alternative learning contexts or who were early school leavers. A set of critical moments and circumstances were identified as turning points in the young adults’ descriptions of their school trajectories, revealing both obstacles and incentives to continue studying. Based on these narratives, the study identifies some risk and protective factors for early school leaving and makes suggestions about how to improve school-based measures to prevent school disengagement. Some key recommendations for schools include: increased support mechanisms during educational transitions; a firm stance on bullying and the creation of violence-free and secure learning environments; enhancing socio-emotional support and encouraging the emergence of relationships of care; and providing meaningful education by ensuring the school content is aligned with students’ motivations and needs.

中文翻译：

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年轻人的教育经历告诉我们有关早期辍学过程的哪些信息？

是什么导致年轻人脱离学校并提前离开学校？本文着重于年轻人的教育轨迹，目的是找出有用的见解，以改善针对早退和脱离学校的学校措施和策略。具体而言，它基于对葡萄牙北部年轻人的实证研究。纵向生物学访谈针对年龄在17至24岁之间的男女，他们在主流学校或替代学习环境中接受中学教育，或者是初中毕业生。一系列关键时刻和情况被确定为年轻人描述其学校轨迹的转折点，揭示了继续学习的障碍和动机。根据这些叙述，该研究确定了一些导致早退的风险和保护因素，并提出了有关如何改进基于学校的措施以防止学校脱离学校的建议。对学校的一些主要建议包括：在教育过渡期间增加支持机制；对欺凌和建立无暴力和安全的学习环境持坚定立场；加强社会情感支持并鼓励建立护理关系；通过确保学校内容符合学生的动机和需求来提供有意义的教育。对欺凌和建立无暴力和安全的学习环境持坚定立场；加强社会情感支持并鼓励建立护理关系；通过确保学校内容符合学生的动机和需求来提供有意义的教育。对欺凌和建立无暴力和安全的学习环境持坚定立场；加强社会情感支持并鼓励建立护理关系；通过确保学校内容符合学生的动机和需求来提供有意义的教育。