Emily S Rudling, Sherridan Emery, Kitty Te Riele, Jessica Woodroffe, Tess Crellin, Becky Shelly, Gemma Burns, Robert Alderson
{"title":"Partnerships Supporting Young People to Negotiate Complex Pathways From School.","authors":"Emily S Rudling, Sherridan Emery, Kitty Te Riele, Jessica Woodroffe, Tess Crellin, Becky Shelly, Gemma Burns, Robert Alderson","doi":"10.1002/jad.70047","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>The school-to-work transition (SWT) is complex for young people. The postpandemic era, characterized by rapidly evolving economies and technologies, has augmented the complexity of negotiating such pathways. Despite this, young people-understood here through the lens of emergent adulthood-are often positioned as wholly responsible for navigating their own pathways beyond school.</p><p><strong>Methods: </strong>A pragmatic case study approach was used to analyze qualitative data collected from three SWT partnership programs (UniHub, Australian School-based Apprenticeships [ASbAs], and Regional Learning Pathways [RLPs]) aimed at young people (2018-2023) in regional areas of Tasmania, Australia. For each program, participants were interviewed (N = 6 [UniHub]; N = 23 [ASbAs]; N = 44 [RLPs]) and surveyed (N = 350 [UniHub]; N = 21 [ASbAs]), and data were thematically analyzed to identify the role of boundary-crossers in SWT partnerships.</p><p><strong>Results: </strong>Boundary-crosser work emerged as a key component of the sampled SWT partnerships. Enabling features of boundary-crossing work in partnerships include accessibility, support contextualized to the region and individual-like reducing barriers to equity-and using clear communication approaches. This role redistributed responsibility in the SWT to a partnership between schools, pathways, and young people.</p><p><strong>Conclusions: </strong>Whereas literature and policy underscore the economic and developmental importance of SWT, the contribution of this article is research and data that nuance understanding of how SWT partnerships can share the responsibility of the SWT by designing in the program a boundary-crosser role. The concept of boundary-crosser work in SWT partnerships offers a novel approach for policymakers in policy and practice to rethink how the SWT is supported.</p>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2000,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Adolescence","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/jad.70047","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: The school-to-work transition (SWT) is complex for young people. The postpandemic era, characterized by rapidly evolving economies and technologies, has augmented the complexity of negotiating such pathways. Despite this, young people-understood here through the lens of emergent adulthood-are often positioned as wholly responsible for navigating their own pathways beyond school.
Methods: A pragmatic case study approach was used to analyze qualitative data collected from three SWT partnership programs (UniHub, Australian School-based Apprenticeships [ASbAs], and Regional Learning Pathways [RLPs]) aimed at young people (2018-2023) in regional areas of Tasmania, Australia. For each program, participants were interviewed (N = 6 [UniHub]; N = 23 [ASbAs]; N = 44 [RLPs]) and surveyed (N = 350 [UniHub]; N = 21 [ASbAs]), and data were thematically analyzed to identify the role of boundary-crossers in SWT partnerships.
Results: Boundary-crosser work emerged as a key component of the sampled SWT partnerships. Enabling features of boundary-crossing work in partnerships include accessibility, support contextualized to the region and individual-like reducing barriers to equity-and using clear communication approaches. This role redistributed responsibility in the SWT to a partnership between schools, pathways, and young people.
Conclusions: Whereas literature and policy underscore the economic and developmental importance of SWT, the contribution of this article is research and data that nuance understanding of how SWT partnerships can share the responsibility of the SWT by designing in the program a boundary-crosser role. The concept of boundary-crosser work in SWT partnerships offers a novel approach for policymakers in policy and practice to rethink how the SWT is supported.
期刊介绍:
The Journal of Adolescence is an international, broad based, cross-disciplinary journal that addresses issues of professional and academic importance concerning development between puberty and the attainment of adult status within society. It provides a forum for all who are concerned with the nature of adolescence, whether involved in teaching, research, guidance, counseling, treatment, or other services. The aim of the journal is to encourage research and foster good practice through publishing both empirical and clinical studies as well as integrative reviews and theoretical advances.