Abstract
ABSTRACT In recent decades, it has become the case that leaving school early may no longer be the conclusion of one’s educational experiences, with more alternative educational spaces for disenfranchised learners becoming accessible. This qualitative study examines the experiences of 14 young adults in Ireland who, having left their mainstream school prior to receiving a higher secondary qualification, returned to education through an alternative facility called Youthreach. Findings indicated that participants made a distinction between a general appreciation for education, reflective of their aspirational identities, and their feelings towards the specific educational environments they have encountered. A meaningful engagement occurred when their educational aspirations appeared obtainable within the context of a particular setting. Consequently, participants did not reflect on their initial decision to leave as a mistake, as they found that their unsupportive environments provided them with little space to succeed. As a result, participants presented their decision to leave as a sensible response in accordance with what they deemed to be the right course of action for their own development.
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