Promoting Academic Success and Social Inclusion in Non-Formal Education Contexts: The Case of a North-East Region of Portugal

Marta de Oliveira Rodrigues, Armando Loureiro, Paul Flynn, Muhammet Berigel and Sofia Marques da Silva ()
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Marta de Oliveira Rodrigues: Centre for Research and Intervention in Education, Faculty of Psychology and Educational Sciences, University of Porto, 4200-135 Porto, Portugal
Armando Loureiro: Centre for Research and Intervention in Education, Department of Education and Psychology, University of Trás-os-Montes and Alto Douro, 5000-801 Vila Real, Portugal
Paul Flynn: School of Education, University of Galway, H91 TK33 Galway, Ireland
Muhammet Berigel: Management Information Systems, Faculty of Economics and Administrative Sciences, Karadeniz Technical University, 61080 Trabzon, Turkey
Sofia Marques da Silva: Centre for Research and Intervention in Education, Faculty of Psychology and Educational Sciences, University of Porto, 4200-135 Porto, Portugal

Societies, 2023, vol. 13, issue 8, 1-12

Abstract: The processes leading to school failure and early school leaving are complex and involve multidimensional factors. In Portugal, as in other European countries, in the last decade, several policies, programmes, and practices have been developed to address this issue. This article focuses on a socio-educational practice of the study support type developed within a national programme aimed at social inclusion and educational success located in the community. The data collected through a semi-structured interview and a focus group with socio-educational professionals allowed us to identify how the study support practice is characterised and perceived by these actors. Processes and factors of transformation that occurred in the practice regarding its mode of implementation, conceptual evolution, and specificities were also addressed. Results indicate that the practice promotes improvements in participants’ outcomes such as learning, social behaviour, integration, and autonomy; the construction of a strong and sustained relationship with significant adults from the learning point of view; and the completion of compulsory schooling and studies. Hence, the research findings highlight that participation in the practice leads to transformative processes in the academic pathways of children and young people involved in the practice concerning academic, individual, and social dimensions.

Keywords: prevention intervention; school success; social inclusion; study support practice; non-formal educational context (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2023
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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