Partnerships Supporting Young People to Negotiate Complex Pathways From School.

Area of Science:

• Education
• Sociology
• Career Development

Background:

• The school-to-work transition (SWT) is increasingly complex for young people, especially in the post-pandemic era.
• Young individuals are often expected to independently navigate their career pathways, despite systemic challenges.
• Emergent adulthood highlights the unique developmental stage of young people during this critical transition.

Purpose of the Study:

• To investigate the role of boundary-crossers in supporting young people's school-to-work transition.
• To analyze how SWT partnerships can effectively share the responsibility of guiding youth career pathways.
• To provide data-driven insights for improving policy and practice in youth career support.

Main Methods:

• A pragmatic case study approach was employed, analyzing qualitative data from 2018-2023.
• Data were collected through interviews and surveys from three school-to-work partnership programs in regional Tasmania, Australia.
• Thematic analysis was used to identify the functions and impact of boundary-crosser roles within these partnerships.

Main Results:

• Boundary-crosser work was identified as a crucial element in the studied SWT partnerships.
• Effective boundary-crossing involved accessibility, regionally-tailored support, and clear communication, reducing equity barriers.
• This role facilitated a shared responsibility model for the school-to-work transition among schools, pathways, and young people.

Conclusions:

• SWT partnerships can effectively share the responsibility of guiding young people by incorporating a dedicated boundary-crosser role.
• The concept of boundary-crosser work offers a novel framework for policymakers to enhance support systems for the school-to-work transition.
• This research provides nuanced understanding and practical strategies for improving youth career development initiatives.