Article 2023

School as a risk factor: considering how learning from work-based education can improve students’ experiences in school

MI
Matheson, Ian A.
 HN
Hutchinson, Nancy L.
 TS
Tejpar, Sunaira
 CP
Chin, Peter
Preventing School Failure
Journal · Vol. 67 · Issue 4 · pp. 246-255
Abstract

School-based education can be a context of adversity for some youth. Research has identified the value of work-based education in serving as a context of resilience to support individual-level factors including agency and autonomy, but researchers are increasingly highlighting the need for examining the influence of contextual factors. In this paper, we argue for a conceptual framework that integrates recent social cognitive theories focused on the individual within a person-in-context model (DeLuca et al., 2012) in order to identify why work-based education can be a context of resilience. We identify facets in the individual, social and cultural, and political and economic domains that can be applied to school-based education in order to keep students from becoming disengaged. © 2022 Taylor & Francis Group, LLC.

Keywords

Author Keywords

Self-determination theory (SDT) Disadvantaged youth person-in-context model work hope theory (WHT) work-based education (WBE)

Index Keywords

Author Affiliations
Faculty of Education, Queen’s University, Kingston, ON, Canada
Funding & Acknowledgements
No funding information
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