final research doc submitted to uni

Research Project Report

SIGNIFICANT REOCCURRING BARRIERS OF ENGAGEMENT IN EDUCATION

Eliana DeurVictoria University 2009

Eliana Deur ‘Significant reoccurring barriers of engagement in education’

CONTENTS

ACKNOWLEDGEMENTS 5EXECUTIVE SUMMARY 5

INTRODUCTION 6BACKGROUND 6

COMMUNITY PROFILE AND NEEDS ASSESSMENT 7OUTLINE AND RATIONALE OF RESEARCH 9

AIMS AND OBJECTIVES 11METHODOLOGY 12 Qualitative data 12

Quantitative data 12LITERATURE REVIEW 13

Background 13Main Findings 14

Conclusions of evidence of effective practice 18

YOUNG PEOPLE'S PERSPECTIVES - THE SURVEY RESULTS 18What is important to young people? 20

Are young people involved in activities? 20Where do young people turn for advice on studies? 21

Young people's numeracy/literacy levels 21


IDENTIFYING SIGNIFICANT BARRIERS AND SOLUTIONS 22What stops young people from study/going to school? 22

Most to least common barriers 23What support do young people need to get through school/studies? 24

Most to least common solutions 25Case studies of young people - the analysis 25

KEY STAKEHOLDERS UNDERSTANDING - THE SURVEY RESULTS 26 The barriers 26

Supports needed for re-engagement 28 Teachers solutions 28

Youth transition solutions28 Other stakeholder solutions 28

Recommendations for VU service delivery as suggested by stakeholders 29 Teachers recommendations of service delivery 29

Youth transition service recommendations of service delivery 30MAIN FINDINGS AND KEY THEMES 30

RECOMMENDATIONS FOR BEST PRACTICE OF EXISTING YOUTH TRANSITION SERVICES 33FINAL CONCLUSIONS 35

APPENDICES 36APPENDIX 1 YOUNG PEOPLE

2009 VU Youth Transitions Survey - Reengaging into Education 36Evaluation form and results Me and My Future program 41Young People Survey Results – Barriers to Education 44

Case studies and focus groups of young people 49Case study Young Person 1 49Case study Young Person 2 50


Case study Young Person 3 52Case study Young Person 4 53 Case study Young Person 5 54Case study Young Person 6 55 Case study Young Person 7 57

Focus group results of young people from ‘Me and My Future’ Program 58

APPENDIX 2 TEACHER INTERVIEW QUESTIONNAIRE AND RESULTS 59Interview Questions For School Teachers/Co-Ordinators/ Principals 59

T eacher Interview Results – Themes of Barriers to Education 60T eacher Interview Results –Barriers to Education 64

APPENDIX 3 OTHER STAKEHOLDER INTERVIEWS 69Interview results from youth transition services 69

Interview results from Brimbank City Council 70

REFERENCES 71

ACKNOWLEDGEMENTS I would like to thank the many practitioners who donated their priceless time to provide me with incredible information.


This project relied on the valuable contributions of the following people:

Victoria University – the institution and all Youth Studies lecturers 2007-2009

Victoria University Youth Transitions service at The Visy Cares Hub in Sunshine – Younes Benhim and Jackie Kovacevic

All the young people who participated in the surveys and programs

Teachers – VCAL – Jacinta Kirkpatrick and Catherine Hedley

Sunshine College – Helen Pericleous (VU Bridging Program), and 8 teachers

Totem – Sam and Navian

VU ESL (Footscray Nicholson campus) – Peter Newnham

Educational Services - Western Bulldogs SpiritWest Services – Chris Christoforou

Brimbank City Council – Marlese situated at The Visy Cares Hub in Sunshine

Youth Transition Coordinator/Officers at Western Local Community Partnership in Sunshine - Boyd, Luke and Jo.

EXECUTIVE SUMMARY This research was commissioned by Victoria University Youth Transitions (VUYT) to examine engagement issues faced

by young people opting to pursue an education. The research sought to obtain identification of significant reoccurring

barriers and appropriate supports necessary for young people’s successful transitions of re-engaging in education. The

research included: a review of current literature on barriers to education; quantitative data collection of young people and

the community within Brimbank municipality; qualitative data obtained from focus groups, case studies, questionnaires

and interviews with teachers, council staff, youth transition service co-ordinators, and young people disengaged or at risk

of disengaging from education. The literature states that early school leavers are at risk of unemployment , low wages,

less wealth over a lifetime, poorer physical and mental health, higher rates of crime, and less engagement in active

citizenship (Owens, 2004; Rumberger, 1987 cited DEECD 2008). Evidence from this research shows determining factors


to be associated with young people’s disengagement from education as: lack of appropriate education and support,

disconnection from family, mental health concerns, poverty-related participation issues and low attainment. The research

suggests that best practice models should include a co-ordinated welfare approach of early intervention, continuity of

programs for long-term skill building, and individualized care such as case management. These recent findings reiterate

the demand and necessity of youth transition services as a means of supporting young people to overcome barriers

related to disengagement and to increase their pathways to education.

INTRODUCTIONThis research project and evaluation determines effective youth practice deliveries to support young people’s re-

engagement in education. The researcher undertook this work in April to October 2009 as part of the requirements for the

BA Youth Studies program at VU, a part of which includes placement within a youth transitions service in the western

suburbs of Melbourne. Evidence suggests that education levels ultimately affect not only a young person’s development

in general but also their health and wellbeing during the entire lifespan. The challenge of this research was to identify the

significant reoccurring barriers and solutions as set out by all stakeholders in addition to providing an appropriate service

response.

BACKGROUNDVictoria University Youth Transitions (VUYT) agency is located at The Visy Cares Hub in Sunshine which is a

collaboration of youth services in the municipality of Brimbank. The primary objective is to maximize the positive

opportunities for young people by focusing on their social inclusion within a centralized location of Sunshine and the

Western suburbs. Development of The Hub occurred over a period of 10 years in partnership with Brimbank City Council

and offers the following services: Victoria University Youth Transitions, Robert Stary and Associates (criminal lawyers),


Sunshine Youth Housing, Western Melbourne Headspace, Brimbank Youth Services –YMCA, Ardoch Youth Foundation,

Centre for Multicultural Youth (CMY) and Melbourne City Mission.

VUYT is a federally funded multidivisional organisation within the department of School of Youth and VCE, which is one

component of the Community Education Programs & Services under the hierarchy of Victoria University Higher Education.

VUYT supports young people aged 15-25 who have left school without completing Year 12, and seek intensive

individualised assistance, alternative pathways planning, career advice and support which serves as a portal/drop in

centre for young people wanting to return to education or training. VUYT assists by addressing matters that affect young

people’s capacity to participate positively in education and the community by offering a range of programs and one on one

case management. VUYT also offers learning enrichment activities and youth leadership workshops for young people of

all capabilities and potential.

COMMUNITY PROFILE AND NEEDS ASSESSMENTThe City of Brimbank is the second most populous municipality in metropolitan Melbourne, and the largest in the western

region with approximately 170,000 residents. To date, Brimbank is the largest culturally diverse municipality in Australia

encompassing a significant community with diverse and complex needs. Population characteristics include families with

children, particularly one parent families. Currently the population of 12-24 year olds is 19.3% of the total population, with

one quarter of 15 to 24 year olds born overseas (BYPAP, 2008, p7). One in five of the residents are affected by some

form of disability. Many individuals and households in Brimbank live on the thresholds of poverty (a mere $20 above the

poverty line) with incomes almost $100 less/week than the Victorian State average. Unemployment is at 8.9% compared

to 4.1% of the State. Brimbank is the second most disadvantaged local government area in the Melbourne Statistical


Division (MSD) with the suburb Sunshine ranked high on the social environment index of disadvantage. These factors

ultimately affect the wellbeing of the majority of the Brimbank community (BCCPO, 2008).

In regards to health and safety of young people, road & traffic accidents, suicide, and heroin abuse/dependence are the

leading cause of life lost, while mental health is the leading cause of healthy years lived due to a disability. The main

causes of poor health are ‘mental illness, alcohol and heroin abuse, poor oral health and asthma’ (BYPAP, 2008, p10).

Overall life expectancy has increased over recent years and personal safety generally appears to be improving. Rates of

family violence have consistently increased from 2002/03 to 2006/07, significantly higher than the state average of 5.8%.

Despite crimes against the person dropping by 8.9%, only 47.7% of people reported feeling safe at night. The Council

(BCC representative, 2009) agree that, ‘transport, internet and safety are big issues. Safety is a barrier because it inhibits

young people’s socialisation’ (see Appendix 3) (BCCPO, 2008).

Qualifications in education ‘are one of the most important indicators of socio-economic status. The education participation rates are lower than average with 24.1% of 15-24 year olds attending educational institutions compared to nearly 30% of Melbourne. Additionally, formal education levels for residents with a Degree or Diploma are nearly half the state average. The statistics (BCCPO, 2008) for the highest level of schooling completed (15 years & over) are as follows:

Highest level of school completed Brimbank (%) Melbourne MSD (%)Degree or Diploma 15.0% 27.3%

Year 12 41.0% 48.5%

Year 8 or below 13.1% 7.8%

No qualifications 57.9% to 45.9%


Internet is related to education and learning with 50% of Brimbank households connected compared to 60% for the rest of Melbourne. The following table (BCCPO, 2008) represents that a lower percentage of 19-20 year olds of the Brimbank population engage in education:

Attend university or other tertiary institution Brimbank (%) Melbourne MSD (%)Attending university or other tertiary institutions 32% 41%

Educational institution 56% 62%

University qualifications 15.1% 27%

OUTLINE AND RATIONALE OF RESEARCHPower, wealth and opportunity systematically bring advantage to some but disadvantage to others, this is the society in

which we live. As today’s economy crashes, inequality rises (Saunders,1994,9) which is cause for Brimbank young

people in comparison to the majority of society to be at greatest risk of such things as poverty, malnutrition and

homelessness (Bates, Riseborough,1993). Early school leavers are at risk of unemployment , low wages, less wealth

over a lifetime, poorer physical and mental health, higher rates of crime, and less engagement in active citizenship

(Owens, 2004; Rumberger, 1987 cited DEECD 2008). Young people prone to leaving school before Year 10 completion

are usually from disadvantaged social backgrounds, with gradual withdrawal/tendencies of disengagement, less

motivation, more personal and behavioural issues, history of school failure, and low academic achievement (Lamb et al,

2004;Rumberger, 1987; Audas and Willms, 2001; European Commission, 2005 cited DEECD 2008). These findings

alone are cause for primary focus to be on young peoples needs ‘and the provision of means of meeting those needs’

(Archer, Kelly, Bisch,1984,53).


Research has shown that environmental factors can effect health, wellbeing and put young people at risk (VU, 2007).

Brimbank’s low income households ‘effect a person’s life chances, health, chance of home ownership, and life

expectancy’ (Haraloumbis, Van Kreiken, Smith&Holborn; 1996, 46). This constitutes a majority of Brimbank residents in a

predisposition of poverty ‘forced to live without the items, resources and/or services which society regards as necessities’

(Mack and Lansley cited Becker,1997), within substandard living conditions and incapable of participating in society

(Becker,1997; Greig, Lewins, White,2003). This in turn inhibits such things as access to education which is crucial to a

young person’s development in general (CS, 1993). According to Brimbank City Council’s (BCC) research for policy and

best practice, health and wellbeing can be improved through addressing social environment factors such as

‘demographics, ethnicity, sense of place and belonging, sense of community, social capital, social support, social

inclusion or isolation, lifelong learning, gender, language, art and culture, participatory democracy, community facilities,

perceptions of safety and globalisation’ (MPHP, 2001 cited BCCPO, 2008, p46-47). Much consideration should be given

to this as components of the social environment include lifelong learning and education, and actually impact a person’s

health at every life stage.

Maslow’s Hierarchy of Needs (VU, 2007) and others like Holland, Reynolds, and Weller (2007, cited Bottrell, 2009, p479)

implore self esteem and a sense of belonging is of most importance to adolescents. The promoting of good health, rights

to safety and stability within the framework of education determines a young person’s social capital (CYFA, 2005 cited

DHS, 2008) and if not addressed lead to risk factors. Strong capital ‘buffers disadvantage’ (Stanton-Salazar & Spina,

2005; Terrion, 2006; Vinson, 2004 cited Bottrell, 2009, p478) and results in well-being while weak capital results in

‘criminality, school dropout [and] teen pregnancy’ (Ferguson, 2006 cited Bottrell, 2009, p480). This pertinent need for

social capital, belonging and stability is achieved by keeping a young person connected to peers, community (such as


school), family or a significant adult, and other networks. Without these protective factors, young people are unable to

participate in civic or community activities and are heading for a proverbial slide into homelessness, mental health,

offending and drug and alcohol abuse (Crane, Brannock, 1996, Burdekin 1989 cited Alberici 2007).

The evidence is clear that education participation rates within Brimbank is low and proves to be a necessity for better

living and positive outcomes for young people. The rationale of this research is related to many of the above findings

which suggest the basic premise of all youth policy and research should include transitions to education and educational

links to community.

AIMS, OBJECTIVES The aim of this research project and evaluation was to identify, assess and analyse barriers of young people’s ability to

reengage into education. The research sought to find answers to the following: What are the significant reoccurring

substantial barriers evident in the local area which prevents young people’s re-engagement into education? What do

these young people need to overcome these barriers?? How can VUYT support these young people to overcome these

barriers?? The objectives were:

To learn from and undertake a research project for improvement of service delivery and community

development purposes

To identify and analyse significant reoccurring barriers of young people in the local area

To identify and analyse supports needed for young people to overcome such significant barriers


METHODOLOGY

Qualitative data Of the 21 young people who participated in the research 17 filled out surveys/questionnaires at programs. 7 case studies

were formed from new and existing VUYT clients (3 of these young people also filled out a survey). In total, 14 teachers, 1

youth transition service and a BCC staff member filled out open-answer surveys/questionnaires either through informal

interviews or as a group project. Data was collected from the review of current literature in publications such as journals,

articles, reports, and statistics. A variety of methodologies were used to obtain qualitative data for the study and

consisted of ethnographical fieldwork observation methods at focus groups and programs, through interviews,

questionnaires and case management sessions. The focus groups took place at ‘The Bridging Program’, while the case

studies were shaped from the ‘Me and My Future’ program via evaluation forms and initial case management

assessments. Both surveys ‘Interview questions for school teachers/youth transition service co-ordinators/principals/other

stakeholders’ (See Appendix 2) and ‘2009 VU Youth Transitions Survey – Re-engaging into education’ for young people

(see Appendix 1) were formulated from data retrieved through the literature review within this paper.

Quantitative data A collation of statistics and demographical data was retrieved from Brimbank City Council’s Community Plan Overall

2009-2030 (BCCPO) which formed the quantitative data within the community profile of this paper. Of the 21 young

people who participated in the research 17 filled out surveys/questionnaires at programs (See Appendix 1) which formed

the quantitative data as seen in Graphs 1-6. Analysis of these samples were then scaled from the most common to least

common answers from participants perceptions of what is personally important, their involvement of activities, highest


level of schooling, who they turn to for advice, numeracy/literacy levels, barriers to study/school, and supports to assist

with study/school. Anonymity was adhered to throughout this research.

The challenges which were faced within the methodology were found to be language barriers with CALD participants at

the focus groups, a majority were humanitarian refugees from NESB (58%) and presented as not comprehending the task

at hand. They filled out many rather than a select few of the barriers and solutions.

Analysis of the overall data presented in this paper resulted in the implementation of re-occurring specific themes which

were then sorted into reoccurring overall themes. The main findings were retrieved from these themes as identified

significant re-occurring barriers, appropriate supports/responses and recommendations for good practice. The final data

presented in this paper has been retrieved from current research of publications, surveys and informal interviews,

fieldwork observations and case management sessions.

LITERATURE REVIEWBackground Before commencing the field research, a literature review was undertaken to identify the key themes that had emerged

from published evidence. The paper identifies barriers to education faced by young people, and the best practice models

and strategies as suggested by the research in assisting young people at risk of or disengaged, to successfully retain or

transition into education. It includes research conducted by the Department of Education, Employment and Workplace

Relations (DEEWR), Department of Education and Early Childhood Development (DEECD) i.e. specifically Victorian

Schools and research projects targeted at emotionally disturbed and socially excluded young people.


Main findings

The DEEWR’s (2009) new Youth Compact ‘earn or learn’ practice of streamlined services begins in January 2010. The

Youth Transitions agenda targets at risk and disengaged young people and each service must aim to maximize

engagement, attainment and successful transitions of mainstream, alternative or training pathways education and life

skills outcomes. The new agenda includes: multiple learning pathways Year 12 or equivalent; career development;

mentoring; school, business and community partnerships; and individualized, personalised support. Support mechanisms

such as numeracy/literacy, low socio-economic communities (SES) and quality teaching are part of the strategy.

Supporting this notion is The 2009 National Assessment Program Literacy and Numeracy (NAPLAN) report which has

revealed that 10% of school students are failing to meet the minimum standards for reading, writing, and numeracy

(Jenkins, M, O’Malley, S, 2009). Research shows that more boys drop out of school than girls, and young people are

most likely to disengage without completing Year 10. These are the types of barriers:

low school achievement

history of dissatisfying experiences at school

history of truancy, suspension or exclusion from school

self esteem issues

behavioural

low literacy or numeracy levels

disability

mental health issues

undiagnosed mental illness


disconnection from family

homelessness

carer responsibilities

A&OD issues

Contact with criminal justice systems

(Youth pathways providers 2007 cited DEEWR 2009)

According to DEEWR a good model is innovative, individualised and offers a genuine continuum of care within a case

management framework. A whole community approach to interventions should be designed to both keep young people

engaged, educated and connected with their families (DEEWR, 2009). A good model should be driven by the needs of

the young people and include:

Identification of personal barriers

Development and implementation of a individual transition plan

Intensive case management

Group work

Problem solving

Motivation, skills building and counselling

Mentoring and advocacy

Mediation and assistance to employment opportunities

Referral to specialist services

(Youth projects cited DEEWR)


http://www.youthprojects.net/

Dr Tim Watts, Dr Bob Carbines, and Ms Leonne Robb found young people discontinued youth pathways if they did not

receive full service, or were not in school on commencement. A majority of participants were still in school, other

education, or other training because of a successful exit of Youth Pathways (61.9% in 2006 retained/re-engaged in school

compared to 76.6% in 2008, 8% other education, training compared to 10.9% in 2008 (DEEWR, 2009).

Those at greatest risk are regarded as: indigenous, refugees, disability and integration needs, low achievers, low SES,

family stress, neighbourhoods of high poverty or remote location, complex welfare needs (mental health, foster care,

independent living, and carers of parents). Young people disengage progressively for years, long before they actually quit

school. DEECD literature states that effective strategies must include targeted interventions of student focused support

such as: mentoring, early intensive pathways and careers planning, career guidance, co-ordinated welfare, family

outreach, programs to improve social skills, tutoring, targeted financial support, intensive continuum of case management,

assistance for skill development among low achievers (DEECD, 2008). Some Victorian school wide strategies include:

smaller class sizes, early intervention to support numeracy/literacy skills, mini schools, strategic team based teaching

approaches, pathways planning and quality careers guidance counselling, initiatives to improve parental connections, and

broad curriculum provision. The most effective programs offer connectedness, trust, tasks with tangible results, allowance

of diverse needs, addressing poor achievement and personal obstacles. Research and review across the board

encapsulates case management as the major factor to ‘effective projects developed to help retain students in education

and training and promote successful transitions to further study and work (DETYA, 2001 cited DEECD, 2008, p25).

Further studies of disadvantaged young people (DYP) suggest access to relevant cultural programs and inclusion of

higher level needs into broader development policies. This research challenges youth policy dual orientations of DYP and


argues that ‘engagement with the arts has the potential to foster identity and self-esteem and…facilitate broader and

stronger connections with education’ (de Roeper, Savelsberg, 2009, p212). Results from the Making Tracks research

project found 4 out of 12 participants had re-engaged at school and recognized strong personal development and future

career planning. Another vital finding was ‘sporadic access to creative activities’ (de Roeper, Savelsberg,2009, p216)

had negative impacts for DYP, while continuity of programs and follow up after a project has finished had positive impacts

in long term skill development. Exposure to art activities for DYP tends to be within the school domain as opposed to

others who experience creative opportunities with their families which in turn increase skills, self confidence and self

esteem (Heath,2005 cited de Roeper, Savelsberg, 2009). Research concluded that art-programs inclusive of all social

backgrounds ‘provided an invaluable connection and conduit into other educational and developmental activities’ (de

Roeper, Savelsberg, 2009, p223).

Best practices for youth with emotional disturbance (ED) focuses on self-determination, strengths-based approach and

systematic transition planning must begin in the middle school years. The barriers preventing successful transitions

include uncoordinated systems, socio-economic and community factors addressing life domains (i.e. education,

employment, independent living, and community adjustment). Professionals, youth and parent advocates and community

leaders agree that these ED youth must have provision of individualized services within a community coordinated support

system (Clark & Foster-Johnson, 1996, Korologg, 1990, Lehman, 1996 cited Lehman, C Ph.D, Clark, H Ph.D, Bullis, M

Ph.D, Rinkin, J, Castellanos, L, 2002). Findings revealed lack of appropriate education, vocational training, and

socioeconomic realities are contributing to antisocial behaviours and maladjustment to adult life. Edgar and Levine’s,

(1986, cited Lehman, et al 2002) research highlighted issues for ED youth as: high unemployment and underemployment

causing less independence; less likely to access post-secondary educational programs; and lack of coordination and

continuity between educational and adult services. Overall they struggled dramatically after school with patterns of


disconnectedness, and were least likely to be involved in clubs and social groups, have high absenteeism, and 55% drop-

out rates (i.e. double the rate of the general population). After 7 years of tracking 700 youth, half of those who completed

high school were employed and living independently, and 58% within the justice system once or more (aged 15-18)

(Silver, Unger, and Fiedman, 1983, cited Lehman, et al 2002). Analysis of social outcomes revealed many of them are

unable to break the cycle of poverty and function outside mainstream society throughout adulthood, therefore need

continued support many years after leaving school. For policy and service directions to have positive outcomes they

should include: quality one on one intensive case management; education system coordination with community services;

support to break cycles of poverty; inclusion into mainstream; continual support; current policies addressing successions

into society; identified alternatives to effectively support troubled youth, and youth directing the planning of support

services post school.

Conclusions and evidence of effective practice in addressing barriers to education Summary of this literature concludes that successful youth transition models of practice requires all of the following: early

intervention, individualised continuity of care, identification of personal barriers, individual transition planning, intensive

case management, financial support, continuity of programs for skill development (numeracy/literacy/social/ personal/

independent living), mentoring/tutoring or smaller classes, broad curriculum or alternative methods of delivery, co-

ordinated partnerships of welfare, schools and businesses, opportunities for community connectedness/adjustment post

school, family outreach, assistance with pathways to education/career, referral to specialist services and continual support

throughout .

YOUNG PEOPLE’S PERSPECTIVES - THE SURVEY RESULTSThe young people who filled out the surveys were involved in two of a variety of programs held by VUYT. The ‘Bridging

Program’ and the ‘Me and My Future’ programs were delivered during school hours at the Visy Cares Hub in the program


and/or computer room. The reflective practitioner attended sessions as a co-facilitator, observer, or case manager, took

field notes for case studies, and conducted ethnographic interviews. Of the 17 young people who filled out surveys and

attended programs or case management sessions (see Appendix 1) 58% were male, 58% were from non English

speaking backgrounds (NESB) and 35 % were from the suburb of Sunshine. Their average age was 17.75 with an

average highest level of schooling as year 9.875. This coincides with research mentioned earlier that most quit school

before Year 10. The young people determined their reading skills as average at 41%, writing as poor at 47%, and their

math’s as average at 47% (see Graph4). This highlights a numeracy/literacy barrier for young people in Sunshine and

skill development as a necessity for pathways to education. Individual and structurally related low attainment levels are a

prevalent and re-occurring issue within this research. Being independent/getting a job was ranked of highest importance,

family relationships/friendships as second, and financial security as the third (see Graph1). When requiring assistance

with studies/schoolwork young people were prone to firstly go to parents, then a relative or family friend, or thirdly their

friends or a youth worker (Graph3). The young people surveyed were quite involved in activities with youth groups rated

highest, sports (as a participant) second, and religious as thirdly most common (Graph2). All of these young people

regularly accessed The Visy Cares Hub services. The reason for this inclusion of general information (‘What is important

‘Graph1, ‘Involvement of activities’ Graph2, ‘Where they turn for advice’ Graph3, ‘Numeracy/Literacy levels’ Graph 4) is a

snapshot of how young people fare and is considered a pertinent analysis of their needs and backgrounds. This following

information of data (Graphs 1-6) will ultimately shape the future direction of VUYT’s program delivery.


Graph1

Graph2 Graph3


Graph4


Identifying the significant barriers and solutions Graph5


Most to least common barriers (data from young people) Of the 17 young people who filled out ‘2009 VU Youth Transitions Survey – Re-engaging into education’ (see Appendix 1)

they were questioned, ‘what stops you studying/going to school?’ Evidence of these samples is seen in Graph 5 of the

significant barriers preventing young people studying or going to school. These are: 59% school/study problems and

struggles with understanding; 53% coping with stress; 47% bored with subjects; 35% lack of self esteem/confidence; 29%

mental health, transport (no family car or money), finance, family conflict, disability, discrimination, class room

environment and delivery of learning; 23% alcohol and drug use, engaged in criminal justice system; 17% suspension or

expelled from school, health/genetic problems, homelessness or risk of homelessness, lack of social support, parents

separating/divorcing, no internet connection/computer, parenting or other responsibilities as a carer, too many

students/not enough teachers to help; 11% body image, poor nutritional intake, sexuality (relationships, health, identity),

work to support my family; and 6% limited or no parental support, bullying/abuse, juvenile justice orders.


Graph6


Most to least common solutions (data from young people) Of the 17 young people who filled out ‘2009 VU Youth Transitions Survey – Re-engaging into education’ (see Appendix 1)

they were also questioned, ‘what support do you need to get you through school/studies?’ Evidence shown in Graph 6

displays supports which young people believe will assist them getting through studies or school. These are : 70%

programs to improve study or social skills; 65% support for family and self, access to transport ; 59%access to

internet/computer, case management support, career/job planning and help, someone to believe in me; 47% one on one

mentor/guide, help with homework and study, financial planning, help with independent living/preparing to live away from

home; 41% participation in activities, to have my say about subjects taught at school, guidance throughout the school

year and beyond; 35% social support, continuous and caring support from an adult; 29% emotional support; 23% access

to nutritious food, access to culturally appropriate health services; and 11% help with adjusting to community as an adult.

Case studies of young people- the analysisAfter compiling 7 case studies of young people, a variety of barriers to education were identified (see Appendix 1). These

were family conflict, self esteem, anxiety and depression, caring for a parent, lack of direction, AOD, abuse and

discrimination. Inclusive of these results were transitional stages of adolescence questioning, ‘where do I belong? where

am I going?’, which typify the adolescents search for personal identity (Ruittenbeck 1964 cited VU, 2007) ultimately

affecting their behaviour and actions. The environmental factors of many young people included unemployment,

increased health risks and suicide rate and single parent families with poorer health (due to low income). Some displayed

significant behavioural difficulties compared to children and young people from a supportive family and background.

Dealing with disadvantages and living without quality parental relationships have impacted these young people negatively

highlighting the need for a youthworker to be a significant adult to aid in building resilience, self esteem and offer social,

practical, emotional and financial support. One particular finding was that identification and opportunities to overcome


barriers must be a priority before reengaging into education, yet other findings revealed reengaging into education was a

means to overcoming barriers and the solution to successful transitioning. The very thing that could be a solution for one

person could very well be the problem for another. There is no defining answer when a young person’s barriers end, but

one certainty of good practice is accounting for individual timing and variations within individual transition planning. Of the

young people studied, 29% had barriers which significantly affected their ability to engage in education and also had basic

needs which required preferential treatment before self-actualisation could occur. The other 71% had positive outcomes

of successful transitions into education. This evidence supports the research that young people who experience

supportive and stable ongoing positive relationships with youthworkers are more likely to overcome adversities, as proven

through these young people being case managed with continuum of care at VUYT. In summary these case studies

highlight that individualised treatment plans must be specific as to the problems and interventions, and meet the young

person’s career needs and goals within a supportive environment.

KEY STAKEHOLDERS’ UNDERSTANDING - THE SURVEY RESULTSThe barriers (data from teachers, Brimbank City Council and youth transition services)Of the 14 teachers who filled out ‘Interview questions for school teachers/youth transition service co-ordinators/

principals’/other stakeholders’ (see Appendix 2) large qualitative samples were placed into a variety of sections. These

were: Section1: Common Barriers of Young People which are home related, school related, structural and/or individual

related barriers. Section 2: Needs of Young People which include assistance from home, assistance from

school/teachers, young people themselves, assistance from other stakeholders eg Government, training providers,

community groups etc. Section 3: Improving support from the Service in the areas of awareness raising and advocacy,

pathways and transitions, curriculum and presentation, and improve existing services - resources, staff, support structure

(see Appendix 2). Of the teachers who were asked of their input on what they understand are the most common barriers


which prevent young people’s engagement with education’ (see Appendix 2), 50% stated that past education is

inadequate and related to poor literacy & numeracy and other learning difficulties. These are considered both individual

and school related barriers. 36% of teachers stated that lack of support and knowledge of how to support was also a

barrier within home, school and structural systems, and 21% believed parental understanding and expectations was also

an issue within the home. While 21% perceived personal issues related as individual barriers to education.

A BCC representative (2009) was interviewed with ‘Interview questions for school teachers/youth transition service co-

ordinators/ principals’/other stakeholders’ (see Appendix 2). According to a BCC representative (2009) what is not

conducive to these common barriers are such things as ‘transport, internet and safety…Safety is a barrier because it

inhibits young people’s socialisation’ (See Appendix 3). Research conducted within Brimbank municipality has found that

the biggest barriers preventing young people’s engagement with education is a ‘gap for young people aged 8-12 years

old’ (BCC representative, 2009). This evidence shows that young people are falling through the cracks in the school

system early, long before they become adolescents. This is a cause for concern, as early intervention and recognition of

disengagement must begin within the early years of a classroom.

Two youth transition officers were also interviewed with ‘Interview questions for school teachers/youth transition service

co-ordinators/ principals’/other stakeholders’ (see Appendix 2). After interviewing the youth transition service, conclusive

evidence found mainstream schooling was inappropriate because young people were not engaging with the curriculum,

programs on offer were inappropriate, and little support was given. ‘Policies aren't engaging to re-engage’ nor are

schools intervening in time, and ‘teachers are unaware of available services for healthy exits’ (Youth Transition Officers,

2009 - see Appendix 3).


Supports needed for re-engagement as identified by teachers, youth transition services and other stakeholders The 14 teachers, youth transition service, and BCC representative were asked, ‘What do they think/know these young

people need to overcome these barriers’ on the ‘Interview questions for school teachers/youth transition service co-

ordinators/ principals’/other stakeholders’ (see Appendix 2). Their answers are as follows:

Teachers solutionsIn order for young people to overcome barriers 50% of teachers believed that increasing their skills in numeracy, literacy,

self esteem and behavioural issues, and one on one support is the answer. While 21% thought support mechanisms from

the institutions, and a useful environment (which is safe and fun) or a quiet room to study will help. Then 14% said young

people need individualised support for personal development to overcome specific difficulties and find strengths. An

equal number thought they required early intervention focus, individualised support, more funds into education for

homework support and English as second language, alternative education, and an integrated approach (see Appendix 2).

Youth transition solutions The two youth transition officers strongly believed that education and awareness of youth transition services at schools

was the leading solution to assisting young people in overcoming barriers. Continuum of case management care with

additional options to enter throughout the year was identified as another solution. ‘Being out of school six months is too

long to be disconnected from community’ (Youth Transition Officers, 2009 - see Appendix 3).

Other stakeholder solutions The Brimbank City Council representative (2009) stated that for young people who need educational support they need

‘referrals …from schools/welfare co-ordinators who are concerned for students in need of numeracy/literacy, mentoring

and social supports. We have found that with these supports in place this will allow young people to reconnect at

schools’. In regards to safety being a common barrier, BCC address this by holding ‘bigger events… somehow safety in

numbers works for the community…It also works for community programs/events if we partner up with already established


communities…alongside a community leader who… already developed respect/rapport/relationships with a number of

people’ (see Appendix 3).

Recommendations for VU Youth Transitions service delivery as suggested by stakeholdersThe teachers, and youth transition service were asked, ‘How can our service support clients to overcome these barriers?’

on the ‘Interview questions for school teachers/youth transition service co-ordinators/ principals’/other stakeholders’ (see

Appendix 2). Their answers were varied and are as follows: One on one case management/counselling/support for

problems/family issues/discover strengths/learning strategies; Pathways to uni/youth transition programs e.g. 'Me&My

Future'/info of career pathways; Tutoring from people who understand their learning and emotional needs/language

barriers; Advocating, lobbying against System; Support, information and awareness of career pathways/pathway

programs for literacy and learning strategies at schools, and TAFE; Homework club; Free internet; proper VU facilities -

available classrooms, without funding delays; A place for after school study; Create strong links from secondary to tertiary

education – i.e. early intervention of disengagement; Collaboration of education at schools for greater awareness of

available youth services; Individualised , genuine continuum of care, within a case management framework driven by

young people; Whole community approach (see Appendix 2 and 3).

Teachers recommendations of VU service deliveryAccording to the interview/survey data of the 14 teachers, the most common recommendations are as follows (see

Appendix 2). Pathway programs (youth transition services/programs and career pathways)/case management and

counselling for support in problems, family issues, discovering strengths, learning strategies were high on the agenda with

43% of teacher recommendations. Tutoring (from people who understand learning/emotional needs/language) was

suggested by 21% of teachers. Information, learning and awareness of career pathways, programs and services/

homework club/advocating and lobbying against the system were regarded by 14% as also important.


Youth Transition Service recommendations of VU service deliveryThe two youth transition officers suggested that education and awareness of youth transition services at schools will

improve VUYT’s service delivery. Additional to this is continuum of case management care and increased options to

enter a course throughout the year rather than mid year intakes. This is specifically highlighted in their answer to

solutions earlier in the paper (see Appendix 3).

MAIN FINDINGS AND KEY THEMES The overall key themes which emerged from all stakeholders are listed as follows (in most reoccurring to least

reoccurring). The most prevalent of barriers is due to a lack of appropriate education, and also disconnection from family

or family related stress or misunderstandings. The literature and the stakeholders coincide that a lack of access to

internet or computers and transport, which is related to the poverty levels in Brimbank is cause for this second concern.

Young people have stated they need help with coping with stress (See Graph 5), so mental health issues are fast

becoming a major concern and is an equally common theme overall. Thirdly, there is such a history of dissatisfying

experiences at school and as the samples suggest is related to lack of supports and inabilities to understand subjects.

Fourthly, there are such themes as: unrecognised low school achievements, disabilities; carer responsibilities; contact

with criminal justice systems; and fifthly, history of truancy, suspension or expulsion; self esteem issues; low literacy or

numeracy levels; homelessness; alcohol and other drug issues; community adjustment/disconnection; policies that aren’t

engaging to re-engage; discrimination/ bullying. The least reoccurring theme overall is a lack of co-ordination of systems.

Key issues from this research have found that many young people are falling through the gaps in education because of its

system structure, and many are falling behind in their progress without effective intervention or quality teaching. As a


result, what has surfaced is a lack of school support and services (especially literacy, family, student services) for young

people which are fast becoming the determining factors of incomplete secondary education. Young people in

Melbourne’s west who have lower levels of educational participation, specific language and literacy issues due to a higher

than average % of CALD population require extra assistance.

Additionally, services are currently delivered by a number of agencies in an un-coordinated manner with different services

taking different approaches and applying a different intervention, which does not result in the best outcomes for young

people. Although the Federal government is implementing this new co-ordinated approach around the delivery of services

where current funding arrangements will soon expire, there is still an astounding lack of education impacting community

health and wellbeing. Regardless of whether the barriers are individual or structural it is not suffice for sole reform to

youth transition services. The research suggests reform is necessary within the education system itself, such as an

engaging curriculum that is inclusive of all diversities and capabilities and relevant to this ever changing society.

The research also suggests that there are overall themes emerging of solutions in assistance of young people re-

engaging in education. The most significant are numeracy/literacy programs or skill development, mentoring, social

supports, personal development/self esteem and independent living programs. Repetitive statements from all

stakeholders indicated that individualised continuity of care, intensive case management, co-ordinated welfare systems

and youth transition services are equally valuable (i.e. during and post school). These solutions should be aligned with

individualised transition guidance and career planning. Early intervention from primary school to higher education to

career entry must be strictly implemented within the framework of school settings. Community connectedness activities

and programs, in partnership with established communities and services have proven to be beneficial to young people.

These are regarded as imperative within this research as another segue to education. Additional overall solutions


regarded as relative but comparatively less common to the above hypothesis’ are: identification of personal barriers;

tutoring or smaller classes; broad curriculum and alternative methods of delivery and support; post school

adjustment/inclusion into mainstream community; support mechanisms (from institutions for emotions/family); financial

support; policies addressing youth successions and engaging to re-engage; and useful environment/quiet room to study.


According to those who disregard the aforementioned experts and research, it is not merely the components of the social

environment, self esteem, belonging, community links, youthwork practice approaches and strong social capital that

create successful transitions to education. It is that the mere odds are stacked against young people to even complete

schooling. Lee & Breen (2007 cited Smyth, 2005) state that educational outcomes are dependent on an amazing

alignment of supporting conditions and situations, and argue that it’s not just the resilient nature of young people that sees

them achieve higher levels of education. There are other things to take into consideration such as social discrepancies

and structures. Summary of this literature concludes that an amazing alignment of supportive conditions is required for

successful education, and a genuine reduction in early school leaving requires a change in the way schools relate to

young people. So in order for successful youth transitions, the model of practice for re-engagement into education

requires the aforementioned solutions, in addition to: continuity of programs for long term skill development

(numeracy/literacy/social/ personal/independent living); co-ordinated partnerships of welfare, schools, community and

businesses; opportunities for community connectedness/adjustment post school; family outreach; greater assistance with

pathways to education/career; and referral to specialist services and continual support throughout. With all these

supports systems and strategies in place, young people will have greater opportunities and pathways to better health,

wellbeing and education. Government policy, schools, community welfare, and youth services need to address the

significant reoccurring barriers defined in this research, and must work further towards assisting young people to

overcome such issues. RECOMMENDATIONS FOR BEST PRACTICE OF EXISTING YOUTH TRANSITION SERVICES


The research suggests that for positive outcomes and successful transitions for young people to re-engage into

education, that VUYT is best to continue with existing case management and program models to improve skills and

support young people to overcome barriers. VUYT’s service delivery is in accordance with the Government’s National

Partnership on Youth Attainment and Transitions (DEEWR, 2009) agenda and meets most of the Youth Compact

standards and guidelines, but requires some improvements in the program modules and its partnership with schools.

Although VUYT collaborates and refers young people to youth services at The Visy Cares Hub and has connections with

some local schools, it lacks slightly in the outcome framework of School Business Community Partnership Brokers. The

Government requires youth transition services to broker partnerships and improve community and business engagement

with schools, an area in need of improvement for VUYT. If fulfilled these programs delivered by VUYT will ‘assist schools

to extend learning beyond the classroom, increase student engagement, lift attainment and improve educational

outcomes’ (DEECD, 2008). A strong partnership with schools is needed in addition to other improvements for VUYT’s

service delivery to enable early intervention and support for young people disengaging. The reflective practitioner

suggests VUYT commence marketing of their skill building programs at local schools and raise awareness of the service

available to young people, teachers and the community.

Due to the disadvantage and CALD community profile of young people in Brimbank certain requirements must be

addressed first to improve young people’s chances of receiving education. Evidence from this research has shown a need

to increase young people’s numeracy/literacy skills to enable them to study, and this must be addressed before re-

engaging in education. Because support mechanisms such as ‘numeracy/literacy, low socio-economic communities (SES)

and quality teaching’ (DEEWR, 2009) are a priority for the Youth Compact agenda, the research further suggests VUYT

offer programs directly addressing numeracy and literacy. VUYT’s existing personal development and independent living

programs meet the requirements of Government guidelines. This is evident in established and current programs such as


‘Me and My Future’, ‘Career Mapping’, ‘Prep Ed’ and ‘Tools and Skills for Life’, and as the research suggests should

increase to several times throughout the calendar year. VUYT fulfils its service aims in assessing a young person’s needs

by working with them to establish a plan for their future. This produces positive outcomes that help them realise their

potential, and links their abilities with appropriate educational and training options delivered through good practice. The

VUYT service fulfils the requirements of assisting young people to overcome barriers through case management and

programs and increases their skills by: identifying strengths, goals and career options; finding ways to overcome any

barriers to learning; getting involved in flexible and accredited education or training options; increasing life and

employability skills, including areas such as budgeting, socialisation, health and nutrition (VU, 2009).

The reflective practitioner suggests continuing with a service which focuses on appropriate models of individual quality

care, problem solving to address barriers, and career pathway advice while providing continuum of care for young people.

Improvements should be made to the development and implementation of VUYT’s individual transition plan, by integrating

initial assessment forms with: greater detail to further identify personal barriers to learning, more specific goal timeframes,

numeracy/literacy sample test and a skills/strengths assessment. This will encourage a holistic approach of referrals to

other appropriate services and aid in career and educational directions. Implementing early intervention, providing young

people a better life with opportunities to increase skills, offering safer environments than that which is provided by the

young person’s family should remain high on the agenda. Quality education programs and offering consistent standards

will allow continuous improvement of young people’s health and wellbeing. What is required by VUYT’s delivery is the

continuation of ongoing support and relationships with workers taking into account each individual experience and need.

All of the above recommendations have proven that young people prosper and bounce back from adversities and barriers

faced in life with VUYT’s existing and new service delivery.


FINAL CONCLUSIONS The education system is in dire need of reform within its curriculum, grading and structure. Early intervention of the

disengaged at schools, alongside quality teaching, are merely not enough. Alternative methods of delivery should be

inclusive for all young people in addition to compulsory pathways and knowledge for career planning. For the benefit of

young people, research has shown that schools are best practiced by forming smaller classrooms with one on one

mentoring opportunities. This includes establishing strong partnerships with youth transition services offering programs in

numeracy/literacy, mentoring and social supports, and any continuum of programs which increase skills and offer career

pathways. The nature of Brimbank’s young people reflects a vulnerable and disadvantaged youth who tend to struggle

with the transition into society, therefore this calls for the support of youth workers and services that offer continuity of

care. This will enhance the establishment of their identity to a state of independence. As per the Children, Youth and

Families Act (2005) (cited DEEWR, 2009) and the new Youth Compact strategy (DEEWR, 2009), the government is

obliged to assist in education which is best practiced with quality care through case management support. Individualised

goals and transition plans within ongoing one on one support, and relationships with workers will afford young people the

opportunity to transition successfully and reengage into education. Youth transition services must work in collaboration

and partnership with Government, young people, other community services, schools, and businesses to offer referrals and

a collaborative approach. This will increase social inclusion, social capital, general development, and health and

wellbeing of Brimbank’s young people.

APPENDICES

APPENDIX 1 YOUNG PEOPLE 2009 VU YOUTH TRANSITIONS SURVEY - REENGAGING INTO EDUCATION


This research project aims to identify young people’s reoccurring significant barriers to education. The answers will allow us to offer appropriate support and help improve our service to young people. Your participation in this survey is voluntary. Your information will be kept confidential. Please complete the following:What is your age (in years)? _______________________________________________________

What is your gender? • Male • Female

Do you speak any languages other than English at home? If yes, please state: _____________________________

What is your postcode? __________________________

What is important to you? Please rank from 1 to 5 (please tick any that apply)Being independent Family relationships Feeling needed and valued Financial security Friendships (other than family) Getting a job Making a difference in the community Physical and mental health School or study satisfaction Spirituality / faith Other (please state)

What school year level have you completed? Year 8Year 9Year 10Year 11


Year 12Other (please state)

Are you involved in any of the following activities/groups? (please tick any that apply)Arts / cultural Environmental Religious Sports (as a participant) Sports (as a spectator) Nothing/None/na Volunteer Youth groups and clubs Other (please state)

If you need help with school/studies, where do you turn for advice and support? (please tick any that apply).Community agencies (eg. youth worker etc) Friends Internet Magazines Parent/s Relative / family friend School counsellor Someone else in your community (eg. doctor, church minister etc.) Teacher Telephone helpline Other (please state)

What support do you need to get you through school/studies? (please tick any that apply)


One on one mentoring – adult speaking on your behalf, monitors behaviour, academic performance and attendance, other services to help, offers ongoing feedback and encouragement, problem solves, listens to concerns, communicates with familySupportive for family and self

Participation in activities Access to nutritious food

Access to culturally appropriate health services Access to transport

Access to internet/computer Case management support – assessing needs/goals, assistance, and progressHelp with homework and studyTo have my say about subjects taught at schoolFinancial planningCareer/job planning and helpSocial supportEmotional supportContinuous and caring support from an adultGuidance throughout the schoolyear and beyondPrograms to improve study or social skillsSomeone to believe in meEqual opportunity – a fair goHelp with independent living, preparing to live away from homeHelp with adjusting to community as an adult


How would you rate your literacy (reading/writing) and numeracy (maths) level? (Circle one)Reading Poor Writing Poor Maths Poor

Average Average AverageExcellent Excellent Excellent

What stops you from studying/going to school? (please tick any that apply)Alcohol or drug useBody imageBullying/abuseBored with teaching and subjects Coping with stressSuspension or expelled from schoolDisabilityDiscrimination –age/race/gender/cultureFamily conflict Finance – cannot affordHealth/genetic problemsHomelessness or risk of homelessness Juvenile justice ordersLack of self esteem/confidenceLack of social supportLimited or no parental supportMental health problemsNo internet connection/computerParenting or other responsibilities as a carerParents separating/divorcingPast/present criminal offences/police involvementPoor nutritional intakeSchool or study problems Sexuality (relationships, health, identity) Struggle with understanding subjects


The classroom environment Too many students, not enough teachers to helpTransport – no family car, money for public transportWork to support my familyOther: (please state)

Comments ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

If you need support for any of the above issues, please contact staff at the VU Youth Transitions at the Hub!!

Thank you for participating in this research. It is much appreciated.

Evaluation form and results Me and My Future program’:


.

What did you like about the program?YP#1-You can meet other people, I felt confident coming here and now I feel confident going to VCALYP#2- The touch typingYP#3- Was open with everyone. Everything was explained well. Was fun to go to.


What was the aim of the sessions? Or your personal aim?YP#1- To succeed what I want to doYP#2- Was told toYP#3- (blank)

Only 2 clients (YP#2&YP#3) filled this. Score Scale:1=poor 2=satisfactory 3=good 4=excellentThe activities 2/3 Youth workers 2/4

The sessions 2/3 Body Image/ Healthy Relationships

2/3

The venue 2/3 Sexual Health 2/4Food 1/4 Self Esteem/Assertiveness 2/4

The Rules/ expectations

2/4 Career mapping/Resume writing -/4

How could the program have been made better for you?YP#1- It was better than I expectedYP#2-Cooking programYP#3- They have it down pat, everything was fun as we4ll as getting the right info. On it all, can’t say it’s perfect but close to it.What did you not like?YP#1-Nothing I have no doubtsYP#2- The food – would have liked to eat strawberriesYP#3- NothingPlease list what you got out of the sessions: YP#1-Computer skills, confidenceYP#2-Looking into my futureYP#3- A resume; More confidence with the whole body image; How positive words can help.


Young People Survey Results – Barriers to Education


BARRIERS and SOLUTIONS TO RE-ENGAGING WITH EDUCATION

TOTA

LS

%

Average Age 17.75 • Male 58% • Female 42%NESB 58%Postcode 3020 35%

What is important to Being independent 16 94%

you? Family relationships 15 88%Feeling needed and valued 12 70%Financial security 14 82%Friendships (other than family) 15 88%Getting a job 16 80%Making a difference in the community 6 35%Physical and mental health 11 65%School or study satisfaction 11 65%Spirituality / faith 9 53%Other (please state) 1 6%

What school year level have you completed?

Average Highest Year Level9.875


Are you involved in any Arts / cultural 1 6%

of the following Environmental 0%

activities/groups? Religious 5 29%Sports (as a participant) 7 41%Sports (as a spectator) 4 23%Nothing/None/na 3 17%Volunteer 2 11%Youth groups and clubs 10 59%

Other (please state) 0 0%If you need help with school/studies, where do

Community agencies (eg. youth worker etc) 10 59%

you turn for Friends 10 59%

advice and support? Internet 8 47%Magazines 0 0%Parent/s 12 70%

Relative / family friend 11 65%School counsellor 6 35%Someone else in your community (eg. doctor, church minister etc.) 2 11%

Teacher 9 53%Telephone helpline 3 17%

Other (please state) 0 0%

What support do you need One on one mentor/guide 8 47%

to get you through Support for family and self 11 65%


school/studies? Participation in activities 7 41%Access to nutritious food 4 23% Access to culturally appropriate health services 3 17% Access to transport 11 65% Access to internet/computer 10 59%Case management support 10 59%Help with homework and study 8 47%To have my say about subjects taught at school 7 41%Financial planning 8 47%Career/job planning and help 10 59%Social support 6 35%Emotional support 5 29%Continuous and caring support from an adult 6 35%Guidance throughout the schoolyear and beyond 7 41%Programs to improve study or social skills 12 70%Someone to believe in me 10 59%Equal opportunity – a fair go 6 35%Help with independent living, preparing to live away from home 8 47%

Help with adjusting to community as an adult 2 11%

How would you rate your literacy (reading/writing)

Reading - Poor/Average/Excellent

5 P 29% 7 A 41% 4 E 23%


and numeracy (maths) level?

Writing - Poor/Average/Excellent

8P(47%) 5A(29%) 3E(17%) 1 N/A

Maths - - Poor/Average/Excellent

6P (35%) 8A (47%) 2E (11%) 1 N/A

What stops you from Alcohol or drug use 4 23%

studying/going to school? Body image 2 11%Bullying/abuse 1 6%Bored with teaching and subjects 8 47%Coping with stress 9 53%Suspension or expelled from school 3 17%Disability 5 29%Discrimination –age/race/gender/culture 5 29%Family conflict 5 29%Finance – cannot afford 5 29%Health/genetic problems 3 17%Homelessness or risk of homelessness 3 17%Juvenile justice orders 1 6%Lack of self esteem/confidence 6 35%Lack of social support 3 17%Limited or no parental support 1 6%

What stops you from Mental health problems 5 29%studying/going to school? No internet

connection/computer 3 17%


Parenting or other responsibilities as a carer 3 17%Parents separating/divorcing 3 17%Past/present criminal offences/police involvement 4 23%Poor nutritional intake 2 11%School or study problems 10 59%Sexuality (relationships, health, identity) 2 11%Struggle with understanding subjects 10 59%The classroom environment 5 29%Too many students, not enough teachers to help 3 17%Transport – no family car, money for public transport 5 29%Work to support my family 2 11%

Other: (please state) 6%

Case studies and focus groups of young peopleCase study Young Person 1


YOUNG PERSON 1 is a 16 year old female living in a single parent family in Footscray. YOUNG PERSON 1 has a

disability of learning difficulties, a Year 8 level of schooling, and has significant barriers of alcohol use. YOUNG PERSON

1 was referred to by Open Family, and has also had mental health assistance for self harming 3 years ago. Her initial VU

Connections assessment was in February 2009 in which YOUNG PERSON 1 listed her goals as: ‘achieve a higher level

of schooling than Year 8’, ‘wants to figure out what I want to do’, and ‘to feel better bout self’. YOUNG PERSON 1 is

unsure of her career future plans. YOUNG PERSON 1 barriers are: ‘No support due to intellectual disability, and could

not cope doing Year 9’; ‘Fear of same thing happening again’; and ‘Very low self esteem’. YOUNG PERSON 1 began her

progress with the following strategies; ‘Start being serious about my education’; and ‘Stay engaged with workers and ask

for help and support when I need it’. YOUNG PERSON 1 completed the ‘Me and My Future’ VU program, which resulted

in her saying that she liked the program because, ‘You can meet other people, I felt confident coming here and now I feel

confident going to VCAL’. YOUNG PERSON 1 is currently re-engaged in education and has transferred over to VCAL in

April 2009. Staff have monitored her progress and YOUNG PERSON 1 is happy and settled into education.

YOUNG PERSON 1 filled out an evaluation on completion of VU Youth Transitions ‘Me and My Future’ program (see Evaluation form and results Me and My Future program’ (Appendix 1).

Case study Young Person 2


YOUNG PERSON 2 is a 16 year old female who comes from a single parent household and has 2 other siblings. YOUNG

PERSON 2 completed Year 9 equivalent through distance education and had not studied since 2007. During that time

YOUNG PERSON 2 had been forced into counselling and diagnosed with anxiety disorder and was administered anti-

depressant medication. YOUNG PERSON 2 revealed her hindrances/barriers to study was anxiety and parents

separating, therefore she could not pursue her schooling education any longer. YOUNG PERSON 2 was forced by her

mother in April 09 to attend all 4 sessions of VU Youth Transitions ‘Me and My Future’ girls only program held. Initially

YOUNG PERSON 2 presented as shy and did not participate enthusiastically. During the program YOUNG PERSON 2

was participating voluntarily, and interacting well with other young people and the program facilitators.

On completion of the program YOUNG PERSON 2 was case managed and enrolled at TAFE full time in Hospitality

(Kitchen Operations). YOUNG PERSON 2 expressed that despite her mothers past expectations was adamant to

achieve her desired goals. YOUNG PERSON 2 actually said, ‘For the first time in my life I am doing something I want to

do, not what I’m forced to do’. Funds were provided for her to assist her financially to pay her course fees. VU staff

monitored her mental health and suggested to address this before studying again, but YOUNG PERSON 2 felt she was

no longer struggling with anxiety. Although YOUNG PERSON 2 has managed to work for 2 years as an acting manager

at a food outlet without any anxiety, recommencing studies resulted in her anxiety resurfacing only after one week. The

hospitality course co-ordinator informed VU staff of YOUNG PERSON 2’s personal crisis as was presenting in class as

having trouble retaining information. VU staff and hospitality co-ordinator are currently trying to work out alternatives to

keep YOUNG PERSON 2 engaged in education, monitoring her progress and reviewing her transition. YOUNG PERSON

2 was linked into Headspace to assess her mental health and to consider cognitive behavioural therapy or medication.

Staff supported YOUNG PERSON 2 at Headspace appointment, and advocated for her both with her mother and

psychologist.


YOUNG PERSON 2 filled out an evaluation on completion of VU Youth Transitions ‘Me and My Future’ program (see Evaluation form and results

Me and My Future program’ (Appendix 1).

Case study Young Person 3YOUNG PERSON 3 is a 19 year old female referred to VU Youth Transitions by Open Family in March 2009, and started

the VU Connections program. YOUNG PERSON 3 is the oldest daughter, and has a sister, Mum and Stepdad. YOUNG


PERSON 3 has uncompleted Year 9 in 2006. YOUNG PERSON 3 now aims for a pathway to: ‘get into school with a Year

10 pass’, and with future aspirations for a ‘career in Cert IV/Diploma Youth Work for 2010’. YOUNG PERSON 3 listed her

barriers as: ‘mixed with the wrong crowd’, ‘drugs’ (Cannabis use from boredom) and ‘not motivated’. YOUNG PERSON 3

had a goal to overcome these barriers by utilizing strategies such as: ‘try my hardest’; ‘let nothing get in my way’. YOUNG

PERSON 3 progress included completing the ‘Me and My Future’ VU program, then transferring over to VCAL in April

2009. YOUNG PERSON 3 was also referred to an AOD service but refused, and instead ensured her drug use will cease

once re-engaged with education. On receiving the Certificate of attendance, YOUNG PERSON 3 appeared happy with

the program outcomes which included, ‘A resume; More confidence with the whole body image; How positive words can

help’. YOUNG PERSON 3 is currently thriving at VCAL, and happy to have re-engaged into education.

YOUNG PERSON 3 filled out an evaluation on completion of VU Youth Transitions ‘Me and My Future’ program (see Evaluation form and results

Me and My Future program’ (Appendix 1).

Case study Young Person 4YOUNG PERSON 4 has been in foster care since childhood and to the age of15. Her younger sibling was also in the

same foster family. YOUNG PERSON 4 who is now 17 had experienced violent episodes at home, and also suffered


physical abuse from a parent who is predominantly using a substance (ie. alcohol). For this reason she was placed in

care, and has become a strong tenacious person. After leaving care YOUNG PERSON 4 was referred to VU connections

and built rapport with a Youth Transitions Officer. When I met YOUNG PERSON 4 she was clean from heroin use for 5

weeks without any AOD counselling and quite proud of it. YOUNG PERSON 4 participated in the ‘Me and My Future’

program and expressed her aspirations to start a career in either hospitality or beauty. YOUNG PERSON 4 was

determined to remain substance-free, and to find a job or start a course despite her Year 9 level education. It has been 2

years since YOUNG PERSON 4 has engaged in education. A week prior to completion of the short VU program, we had

to find YOUNG PERSON 4 emergency accommodation as the last place found by her last youth worker was unsuitable,

unsafe and a health and safety biohazard. There were many heroin users in the house, and an alleged rapist visiting

often. This was not conducive to YOUNG PERSON 4’s stage of readiness to pursue life without heroin. I case managed

YOUNG PERSON 4, and found placement for her at emergency accommodation, which reduced a reoccurring crisis

situation. The outcome for YOUNG PERSON 4 has been positive, she has been selected and accepted into Iramoo and

now has a caseworker, an AOD worker, a JPET worker and a mental health worker. On completion of the ‘Me and My

Future’ program, YOUNG PERSON 4 presented as settled despite the boredom, and being the only white girl, and

language barriers at the refuge. Since then staff called her at the refuge, and followed up her progress which found her

settling in well at Iramoo Refuge, and has now moved to a Lead Tenant property (Lighthouse) which promotes a holistic

approach. YOUNG PERSON 4 is not currently engaged in education, due to a family member being terminally ill. Staff

monitoring her progress have found protective factors and social capital building around her.

Case study Young Person 5YOUNG PERSON 5 was referred his mother who found a VU pamphlet and made an appointment to see a VU youth support officer.

YOUNG PERSON 5 is an 18 year old NESB male, who completed Year 12 but had been out of education and work for 6 mths.


YOUNG PERSON 5 spent much of that time depressed and unmotivated, unsure of his future. YOUNG PERSON 5 was seeking

financial independence, and was certain of his goal to do a course in hotel management. He listed being independent, family,

financial security, friendships, getting a job, school/study satisfaction, spirituality/faith as important to him. He is actively involved in

the arts, religious, sports (as participant), and youth groups/clubs. His supports around him are friends, internet and parents. YOUNG

PERSON 5 needs to get through studies with support for: family/self, access to transport/internet, case management, help with

homework, financial/career planning, guidance through schoolyear, help with independent living. His literacy skills are: excellent –

reading, average - writing, poor - maths. YOUNG PERSON 5 has the following barriers: coping with stress, finance, lack of self

esteem/confidence, poor nutritional intake, school/study problems, struggle understanding subjects, classroom environment, too

many students not enough teachers, money for transport/no family car, Staff and I promptly gathered information, enquired about his

options and availabilities, and by that afternoon YOUNG PERSON 5 enrolled in a mid year intake VU Hotel Management course.

YOUNG PERSON 5 and his mother highly praised staff for their concerted efforts. YOUNG PERSON 5 was immensely grateful for

the change in his life. As recorded in placement journal dated 29th July 2009 - “This morning, first thing, Younes had big smiles and a

box of choccies and a thank you card from YOUNG PERSON 5 and his Mum. He has enrolled and now started the Hospitality

Management course at VU last week after sitting around doing nothing and without direction for 6mths. The card says, ‘To VU

Team, Thank you, so much for helping me out to find the right course so I could gain the skills that I need for my future. One day

when I’m a hotel manager, I’ll remember to invite you guys for a free stay. From YOUNG PERSON 5’. How absolutely divine. This

job is so satisfying, it brings such joy to me to know that young peoples lives are changing from the impact of our service to them”.

YOUNG PERSON 5 is currently engaged in education.

Case study Young Person 6In June this year YOUNG PERSON 6 dropped-in to VU Youth Transitions office. YOUNG PERSON 6 is a 20 year old

female, from a NESB who lives locally. YOUNG PERSON 6 has completed Year 12 at VCE in 2007, has excellent


numeracy and literacy skills, and has partly completed Diploma Tourism Management. What is important to YOUNG

PERSON 6 is independence, family relationships, financial security and spirituality/faith. YOUNG PERSON 6 was more

likely to turn to family, or a youth worker for support. YOUNG PERSON 6 expressed her needs to get through studies as:

support for family/self; participation in activities; access to transport/internet; case management; to choose subjects;

independent living, career and financial planning; programs to improve study/social skills; equal opportunities. YOUNG

PERSON 6 stated that, "I had a mentor but only saw her twice in a year. I need regular contact with a mentor". YOUNG

PERSON 6 was forced to leave her studies due to family health problems and her responsibilities as a carer. Her other

barriers are: body image, coping with stress, disability, family conflict and divorce, finance and health problems, sexual

identity, struggle understanding subjects, transport and must work to support family. After a couple of days deliberating

the best options for her in Beauty Therapy or Make Up, YOUNG PERSON 6 enrolled in a VU Certificate III Beauty

Therapy. Staff advised YOUNG PERSON 6 to think of her future goals to own her own business one day, which helped

her decision. YOUNG PERSON 6 is currently engaged in education, and has been referred to other services offering

appropriate financial assistance.

A support letter for YOUNG PERSON 6 follows:

29th July 2009

Dear Mr XXXXXX

RE: XXXXXXXXXXX Job Capacity Assessment

I am a case manager from Youth Transitions at Victoria University, and have had the pleasure of meeting XXXX when she first approached our office at the Visy Cares Hub in June of this year. I have found XXXX to be a confident and intelligent


young lady, who is dedicated to pursuing a successful career in Beauty, with aspirations to open her own salon one day. XXXX is currently enrolled at Victoria University in a Certificate III Beauty Therapy, which is a full time course. XXXX has significant barriers which are related to her NESB, culture and religion. In addition to this, XXXX has had past experiences of disengaging from education due to caring for a parent with health problems, therefore I believe XXXX is in dire need of financial support due to family health problems and low family income. XXXX has proven through past studies that she is dedicated, and has been recognised for such things as participation in extra curricular school productions and peer helper/mediation programs. I believe XXXX and her family will benefit greatly from this time off work to study in which she will be job ready on completion of the certificate.It would be appreciated if you would consider XXXX for financial support as we continue our assistance in offering case management support.

Kind Regards

Eliana DeurYouth Support Officer

Case study Young Person 7YOUNG PERSON 7 is a 16 year old female living in the West, who comes from a large NESB family of 10+ siblings and

who left Year 9 in December 2008. YOUNG PERSON 7 was referred by a staff member from the Visy Cares Hub, and


presented as withdrawn and notably depressed. Her literacy levels for reading are average, but writing and math are both

poor. YOUNG PERSON 7 is an active participant at sports activities/groups, and is a regular participant at youth dance

classes. YOUNG PERSON 7 has expressed that the things which are important to her are: family relationships, feeling

needed and valued, friendships (other than family) getting a job, making a difference in the community, physical and mental

health, and school or study satisfaction. When YOUNG PERSON 7 needs help with school/studies, she turns to friends,

parents, and relative/family friends for advice and support. YOUNG PERSON 7 lists her needs of support to get through

school/studies are for family and self, through participation in activities, to get help with homework and study, career/job

planning, social support, programs to improve study or social skills, and someone to believe in her. YOUNG PERSON 7’s

barriers to education include suspension or expulsion from school caused by discrimination related to her race/culture,

school or study problems, struggling with understanding subjects, and must work to support her large family. On the initial

case management session, YOUNG PERSON 7 stated her keenness to do a fashion design course, but this was not

available until next year. Journal notes, ‘Sometimes I think removing the barriers first is going to bring success. What was

made particular clear about this client was she needed to improve her social/literacy skills first, by finishing school first in

VCAL as a realistic option for her’. After staff encouragement and advice, YOUNG PERSON 7 enrolled in VU ‘Tools and

Skills for Life’ program to increase her skills as a stepping stone to attending VCAL (Fashion) in 2010. YOUNG PERSON 7

especially voiced her need to get help for her anger/behaviour. Her goal to reduce this educational barrier was for the

remainder of 2009 until recommencing studies in the New Year. To date, YOUNG PERSON 7 has commenced TOTEM

until start of VCAL 2010.

Focus group results of young people from ‘Me and My Future’ ProgramHindrances/barriers to study were listed as:

‘anxiety’,


‘bored with teaching and subjects’ ‘too many students, not enough teachers to help’, and ‘Parents separating’.

We got the group to come up with some self-help strategies and solutions themselves. Solutions to barriers to study were listed as:

AnxietyCognitive Behavioural Therapy or anti-anxiety medicationSupport from counsellor/psychiatristBreathing exercisesPositive thinking (Thoughts = Feelings = Behaviour)Read a book on how to overcome anxiety

Bored with teaching and subjects Find a course that interests youSuck it up and do it as it’s part of the sacrificeHard work = Dreams Fulfilled

Too many kids, not enough teachers to help Get a tutorAccess greater supportAsk teachers to sit with you one on one and explain in KEEP IT SIMPLE (KISS)

Parents separatingCounselling and/or family conflict resolution services(For the one client who did not like counselling) Youth worker supportOther adult support

APPENDIX 2 TEACHER INTERVIEW QUESTIONNAIRE AND RESULTSInterview Questions For School Teachers/Co-Ordinators/ Principals


2009 Vu Youth Transitions Survey - Reengaging Into EducationThis research project aims to identify young people’s reoccurring significant barriers to education. The answers will allow us to offer appropriate support and help improve our service to young people. Your participation in this survey is voluntary. Your information will be kept confidential. What are the MOST COMMON barriers which prevent young people’s engagement with education?

___________________________________________________________________________________

___________________________________________________________________________________

What do you think/know these young people need to overcome these barriers??

______________________________________________________________________________

______________________________________________________________________________

How can our service support clients to overcome these barriers??

______________________________________________________________________________

______________________________________________________________________________Comments:_______________________________________________________________________________________

Thank you for participating in this research. It is much appreciated.Kind RegardsEliana DeurVictoria University 3rd year Bachelor Youth Studies placement studentc/- Victoria University Youth Transitions

T eacher Interview Results – Barriers to Education

Section 1: Common Barriers of Young People home related barriers


Home-life Lack of support /knowledge of how to support Family financial situation (no internet and other resources) Violence at home Family problems No place to do homework Interrupted schooling (especially refugees)/disrupted learning Socio economic issues Access to transport Homeless or emergency housing Malnourished Court/legal issues (usually parents in jail too) Parental understanding of what students need/parental expectations (or lack thereof)school related barriers Past bad experiences in school system Academic teachers need y/w training to recognise issues Sterile classroom environment/teaching methods trigger behaviour Past education not adequate Falling through the gaps at primary school – progress not monitored Racism&discrimination Poor school facilities poor numeracy/literacy skills Lack of support

individual related barriers poor numeracy/literacy skills other learning difficulties Social isolation and poor social skills


Legal issues and court dates Poor health - Anxiety/stress/depression Legal problems (lack of understanding system + court orders) Truancy/bad behaviour - (lack of skills) Welfare support issues (JJ,mental health,AOD,perps against parents) Fear of success - sabotage opportunities Teenage pregnancy Cognitive processes Negative peer groups Language barriers Personal issues (boy/girlfriend,$,deaths) Drug issues Relevance of course material/activities No pathway/goals for future job/career Not enough homework/study timestructural related barriers Lack of appropriate opportunities (due to status/issues seriously affect retention and achievement in education) Living in rural areas Lack of support Section 2: Needs of Young People assistance from home Education at home/about homework Quiet room to work/fun,safe, useful environment for study Good diet Money for booksassistance from school/teachers Flexible learning arrangements


Integrated approach to personal issues and education ESL - to supply English as a second language Alternative education - ie accommodate ppl receiving info differently or personal learning barriers Early intervention (from primary school) New methods of rating intelligence - tests/exams(labelling) young people themselves Ground work with communication and working positively in a group One on one literacy skills/increase skills(self esteem/behaviours/self belief(long term) To make sure that the young person wants to move forward and improve their life They need to be there for themselves and they need to recognise that Time management strategies Confidence of success Less apathy to education, life overall, employment To be more financially independentassistance from other stakeholders eg Government, training providers, community groups etc Work around anger, frustration and behavioural management Individualised support/&personal development/support to overcome specific difficulties and find strengths More money in education for regular homework clubs Funding - secondary follows through to TAFE A massive injection by the government to provide the best resources and facilities Pathway programs into university Advocacy - especially legal and welfare issues To be able to have the same educational opportunities as other kids in rich areas Extra curricular activitiesSection 3: Improving support from the Serviceawareness raising and advocacy Advocating, lobbying against System Referral and advocacy


pathways and transitions Create strong links from secondary to tertiary education - ie.early intervention of disengagement Information and awareness of career pathways/pathway programs/learning strategies Pathways to uni/youth transition programs eg. 'Me&My Future'/info of career pathwayscurriculum and presentation One on one case management/counselling/ support problems/family issues/discover strengths/learning

strategies Youth friendly counsellors Support for workers/teachers-esp num/lit deficits Tutoring from people who understand their learning and emotional needs/language barriers Small group tutorials Fun activities to attract adolescents initially Sporting activities -male/femaleimprove existing services - resources, staff, support structure Homework club Free internet VU proper facilities - available classrooms, without funding delays A place for after school study Collaboration

TEACHER INTERVIEW RESULTS - BARRIERS AND SOLUTIONS TO RE-ENGAGEMENT TO EDUCATION TO

TALS

%Most common barriers?

Past education not adequate: poor numeracy/literacy skills,other learning difficulties 7 50%


Social isolation and poor social skills 1 Drug issues 2 Legal issues and court dates 1 Home-life 2 Lack of support /knowledge of how to support 5 36%Living in rural areas 1 Family financial situation (no internet and other resources) 2 Interrupted schooling (especially refugees)/disrupted learning 2 Poor health - Anxiety/stress/depression 1 Socio economic issues 1 Access to transport 1 Homeless or emergency housing 1 Legal problems (lack of understanding system + court orders)

1 Past bad experiences in school system 1 Truancy/bad behaviour - (lack of skills) 1 Welfare support issues (JJ,mental health,AOD,perps against parents)

1 Falling through the gaps at primary school 1 Academic teachers need y/w training to recognise issues 1 Fear of success - sabotage opportunities 1 Sterile classroom environment/teaching methods trigger behaviour 1 Racism&discrimination (esp asians) 1 Violence at home 1 Malnourished 1


Court/legal issues (usually parents in jail too) 1 Teenage pregnancy 1 Lack of appropriate opportunities (due to status/issues seriously affect retention and achievement in education) 1 Poor school facilities 1 Cognitive processes 1 Negative peer groups 1 Parental understanding of what students need/parental expectations (or lack thereof) 3 21%Family problems 2 Language barriers 2 Personal issues (boy/girlfriend,$,deaths) 3 21%Relevance of course material.activities 2 No pathway/goals for future job/career 1 Not enough homework/study time 1 No place to do homework 1

What do you think young people need to overcome these barriers? Ground work with communication and working positively in a group 1 Work around anger, frustration and behavioural management 1 One on one literacy skills/increase skills(self esteem/behaviours/self belief(long term) 7 50%Individualised support/&personal development/support to overcome specific difficulties and find strengths 2 14%


To make sure that the young person wants to move forward and improve their life 1 They need to be there for themselves and they need to recognise that 1 Support mechanisms from institutions/teachers/for family 3 21%More money in education for regular homework clubs 2 14%Extra curricular activities 1 ESL - to supply English as a second language 2 14%Advocacy - especially legal and welfare issues 1 Alternative education - ie accommodate ppl receiving info differently or personal learning barriers

2 14%Funding - secondary follows through to Tafe 1 Early intervention (from primary school) 2 14%Confidence of success 1 New methods of rating intelligence - tests/exams(labelling) 1 Less apathy to education, life overall, employment 1 Education at home/about homework 2 14%Flexible learning arrangements 1 Integrated approach to personal issues and education 2 14%A massive injection by the government to provide the best resources and facilities

1 Quiet room to work/fun,safe, useful environment for study 3 21%Good diet 1 Money for books 1 To be more financially independent 1


To be able to have the same educational opportunities as other kids in rich areas

1 Time management strategies 1 Pathway programs into university 1

How can our service support clients to overcome these barriers? One on one case management/counselling/ support problems/family issues/discover strengths/learning strategies 6 43%Homework club 2 14%Free internet 1 A place for after school study 1 Totem and return to study programs 1 Advocating,lobbying against System 2 14%Create strong links from secondary to tertiary education - ie.early intervention of disengagement 1 VU proper facilities - available classrooms, funding delays 1 Youth friendly counsellors 1 Collaboration 1 Support for workers/teachers-esp num/lit deficits 1 Pathways to uni/youth transition programs eg. 'Me&My Future'/info of career pathways

6 43%Referral and advocacy 1 Dont know 1 Tutoring from people who understand their learning and emotional needs/language barriers 3 21%


Fun activities to attract adolescents initially 1 Sporting activities -male/female 1 Small group tutorials 1 Information and awareness of career pathways/pathway programs/learning strategies 2 14%

APPENDIX 3 OTHER STAKEHOLDER INTERVIEWS_Interview results from youth transition services

Most common barriers?homelife - family problems - affect motivation and guidanceprevious school engagement - bored/ curriculum/mainstream inappropriateanxiety (day to day)lack of support (bad programs/curriculum/teachers/once yp 16 rejected by system)policies aren't engaging to re-engageteachers unaware of youth transition services for healthy exits of ypout of school 6 mths - too long to be disconnected from community


What do you think young people need to overcome? How can I service respond?education and awareness to schools/teachers of youth transition servicesregular appointments with case managers ie. continuum of careyouth transition services - case managementmore options to study throughout whole year, not just beginning and mid year intake

Interview results from Brimbank City Council

From your research within Brimbank municipality, what have you found to be the MOST COMMON barriers which prevent young people’s engagement with education?“We have found that there is a gap for young people aged 8-12 years old, this is a massive barrier. Another massive barrier is the actual ability to engage with those disengaged young people with barriers. Transport, internet and safety are big issues. Safety is a barrier because it inhibits young people’s socialisation, especially when parents are in fear for their children and do not allow them to go out. We have found that the bigger events are better, somehow safety in numbers works for the community which produces a growing crowd. It also works for community programs/events if we partner up with already established communities. Recent research results have reported that Brimbank is the most culturally diverse municipality in Australia. Over the weekend we had 150 young people turn up for a soccer game, this was because we worked alongside a community leader who had already developed respect/rapport/relationships with a number of people”.


How does your referral process work? ie. for young people who contact you needing educational support.“A lot of our referrals are from schools/welfare co-ordinators who are concerned for students in need of numeracy/literacy, mentoring and social supports. We have found that with these supports in place this will allow young people to reconnect at schools. YMCA are our contracted partners and hold programs/informal education at schools.”

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