STICKABILITY, TRANSFORMABILITY AND TRANSMITTABILITY: ALTERNATIVE, PULL-OUT PROGRAMS WITHIN SCHOOLS — WHAT THE LITERATURE SAYS ABOUT EFFECTIVE PRACTICE AND PROVISION FOR DISENFRANCHISED YOUNG PEOPLE

Abstract

<p><span style="font-family: Times New Roman;"><span style="color: #131413; font-size: medium;">This paper draws on the findings of a recent and extensive literature review to examine the efficacy of pull-out education programs (alternative programs) in schools in relation to student learning, well-being, and pathways. It synthesises the research on alternative education programs and their contribution to student outcomes using three main conceptual categories: how sustainable these programs are — their </span><span style="font-size: medium;"><span style="color: #131413;"><em>stickability</em>; how effective these programs are in achieving their stated purpose of improving and enhancing vulnerable students’ learning, well-being, and pathways — their <em>transformability</em>; and how these programs may be used successfully in other locations and contexts — their <em>transmittability. </em>It concludes with recommendations for future practice, suggesting that school systems should prioritise prevention and early intervention in providing support to vulnerable students in ways that take account of students’ own reasons for why they are disengaged from schooling.</span></span></span></p>