ABSTRACT Participation rates are low in further education (FE). In attempts to increase participation for disadvantaged young people (YP), government initiatives, such as raising the participation age to 18, A Level reform, enhancing the quality of apprenticeships and work-based learning and placing emphasis on English and Maths qualifications have, been employed. Additionally, The Department for Education (DfE) has committed to supporting young people in their transition from school to FE, emphasising the link between transition experiences and retention. In this literature review, we aim to answer the broad research question above.Drawing on literature searches across relevant databases, and hand and citation searches, a meta-ethnography using six relevant articles led to construction of a line of argument. Four overarching themes (each with sub-themes) were constructed: a new social world – new beginnings and peer relationships; motivation – feeling valued, motivation to progress and aspirations; challenges – uncertainty and adjusting to change; support – expectations of support and teacher support. These themes appear to be important to YP in their transition and they are mediated through development of relationships with others and with the environment. The themes are situated within psychological theory and policy literature, in particular, the Preparing for Adulthood (PfA) Framework.

中文翻译：

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有特殊教育需要的年轻人如何经历从学校到继续教育的过渡？文献综述

摘要 继续教育（FE）的参与率很低。为了增加弱势青年 (YP) 的参与度，政府采取了多项举措，例如将参与年龄提高到 18 岁、A Level 改革、提高学徒制和基于工作的学习质量以及重视英语和数学资格证书。受雇。此外，教育部 (DfE) 致力于支持年轻人从学校过渡到 FE，强调过渡体验与保留之间的联系。在这篇文献综述中，我们旨在回答上述广泛的研究问题。利用相关数据库中的文献搜索以及手和引文搜索，使用六篇相关文章的元人种学导致构建了一个论点。构建了四个总体主题（每个主题都有子主题）：一​​个新的社会世界——新的开始和同伴关系；动机——感觉受到重视、进步的动力和抱负；挑战——不确定性和适应变化；支持——对支持和教师支持的期望。这些主题似乎对 YP 的转型很重要，它们通过与他人和环境的关系发展来调节。这些主题位于心理学理论和政策文献中，特别是成年准备 (PfA) 框架。这些主题似乎对 YP 的转型很重要，它们通过与他人和环境的关系发展来调节。这些主题位于心理学理论和政策文献中，特别是成年准备 (PfA) 框架。这些主题似乎对 YP 的转型很重要，它们通过与他人和环境的关系发展来调节。这些主题位于心理学理论和政策文献中，特别是成年准备 (PfA) 框架。