Chance Schools Research Articles

Life trajectories and expected changes as factors for young adults’ participation in second chance education

Second Chance Schools (SCSs) have been operating for twenty-five years in Greece, that provide basic education to adults (18 years of age and older) who have not completed the compulsory nine-year education but have a primary school leaving certificate (six-year study). This study reports and analyses the participation factors of young adults (18–29 years old) in Second Chance Schools in Greece, investigates their degree of satisfaction with the curriculum, the treatment they received from their educators, the degree of influence of their immediate family, friends, acquaintances and work environment in their decision to participate, but also whether participation in SCS is connected to their life course, with direct reference to life transitions and expected changes. It is a quantitative survey that was conducted in 2023, in which 152 young adult students from Second Chance Schools of mainland Greece were involved and more specifically from the administrative regions of Central Macedonia, Eastern Macedonia and Thrace, of Thessaly and Attica. The data were collected through written questionnaires, followed by the analysis in SPSS. Factor analysis was applied to the empirical data with the method of principal component analysis. A set of factors emerged from the analyses that appear to influence the decision to participate.

The impact of an organized physical activity program on the health indicators of students from differ-ent cultural groups in second chance school setting

The primary objective of this research was to assess the impact of a structured physical activity program on the health indicators of adult students attending a multicultural Second Chance School (SCS). The study encompassed a total of 62 SCS students aged 19 to 57, who were divided into two groups: experimental and control. The intervention program consisted of two sessions per week spanning 20 weeks, with each session lasting 60 minutes. The exercise intensity ranged from 65% to 85% of HRmax and included various activities such as aerobics, weight exercises, dumbbell routines, and hiking. Measurements were taken at both the commencement and conclusion of the organized physical activity program. Specialized equipment, including a wall-mounted stadiometer, precision scales, a unique tape measure, an automated sphygmomanometer, and the DXA machine, was employed for data collection. Data analysis involved ANOVA variance analyses, descriptive statistics, and T-Tests utilizing the SPSS software. The results revealed a statistically significant primary influence attributed to the 'measurement' factor (p<.001) across all health indicators, except for total BMD and total BMC, when comparing the experimental and control groups. In terms of gender disparities, men exhibited higher measurements in body mass, fat-free mass, belly size, and blood pressure, while women displayed greater fat mass and total body fat. To conclude, the intervention program had a positive impact on improving the health indicators of adult SCS students. Future research endeavors should explore the implementation of Physical Activity programs in other SCSs throughout Greece. Keywords: Adult Students; Health Indicators; Organized Physical Activity; Second Chance Schools

The Rates of Return of Private Investments οn Second Chance Schools of Greek Life Long Learning

The Rates of Return of Private Investments οn Second Chance Schools of Greek Life Long Learning

From exclusion to inclusion: unveiling the macro and micro dynamics of second chance education

Second Chance Schools (SCSs) are innovative institutions located worldwide, including Greece, that allow adults who haven’t completed compulsory education to reintegrate into educational systems. This study aims to provide a comprehensive understanding of the benefits and challenges associated with second chance education. Conducted in SCSs within the Central Macedonia region of Greece, the research involved seven school units, with a total of 21 interviews—three from each unit. The study utilised an Interview Guide, and data from semi-structured interviews were analysed using Atlas TI Software. The thematic content analysis resulted in 127 codes grouped into six broader categories. The findings highlight the transformative potential of Second Chance Education on both micro and macro levels. The study emphasises SCE’s profound impact on mental health and self-esteem at the micro level, revealing numerous benefits for individual students. On the macro level, the investigation expands to consider school-wide and broader life circumstances, shedding light on the multifaceted aspects influencing participation, motivation, and outcomes in the context of lifelong learning.

Exploring motivational drivers for English language learning in Greek prisons

In adult education, understanding the dynamics of motivation among incarcerated individuals to attend English as a Foreign Language (EFL) classes is crucial for effective educational programming, successful rehabilitation, and recidivism reduction efforts. The present study, focusing on Greek prisons, investigates two key aspects: a) the influence of sociodemographic factors (marital status, age, gender, and occupation previous to sentence) on inmates’ motivation to attend EFL classes and b) the relative prevalence of intrinsic and extrinsic motivational factors driving inmates to attend EFL classes. Grounded in theories of foreign language learning motivation, the study employed quantitative methods with a large sample of 400 adult inmates enrolled in English classes at Second Chance Schools across all Greek prisons. The findings reveal that marital status, age, gender, and previous occupation are factors that significantly impact inmates’ motivation to attend EFL classes, with female inmates demonstrating higher motivation than their male counterparts. Notably, the study highlights the predominance of extrinsic motivation among inmates, with the desire to make their families proud being the most highly rated motivational driver.

Recontextualising Stenhouse: Instantiations of the ‘teacher as researcher’ metaphor in Greece and Cyprus

AbstractThis paper explores the transfer, translation and recontextualisation of Laurence Stenhouse's work, as encapsulated in the ‘teacher as researcher’ metaphor, to the Greek language and in the fields of research and policy in Greece and Cyprus. We first briefly frame action research work as emerging through and within a specific space‐time (and in conversation with others in North America, Australia and Europe). We then trace its translation from English to Greek in specific key publications in books and articles (including his 1975 seminal work An introduction to curriculum research and development), which have since been central to curriculum studies as an academic field in both countries. We then construct four vignettes as cases of different uses of the metaphor in different fields. The first two refer to the institutional context of a new type of school called ‘second chance schools’ and a state policy for the professional development of teachers in Greece. The other two refer to an initial teacher education university programme and to the most recent school curriculum change in the Republic of Cyprus. We conclude by discussing certain patterns of constriction across the four vignettes in the recontextualisation of the ‘teacher as researcher’ to particular aspects of the metaphor as it morphed in two rather centralised contexts with a strong historical presence of a formal, state‐mandated curriculum and of teachers as public servants. Despite these patterns of constriction, we also note how other aspects of the metaphor provided conditions for some transformation.

Innovation Approaches to Inclusive Education in Europe – The Impact of Second Chance Schools

This article presents research and findings related to the Second Chance Schools - an innovative approach which is gaining strength and popularity in recent years but is almost unknown in Bulgaria. The documentary research, the analysis of interviews of the various actors and the online surveys during the project revealed a set of characteristics of Second Chance Schools common to most countries in Europe. The study reveals that in the countries where the SCS approach has been applied, early school leavers’ rates are going down.

The Significance of Visual Literacy in Second Chance Schools in Greece

Visual literacy, the ability to interpret and create visual information, is an essential skill in today's digital age. In the context of Second Chance Schools in Greece, where students often face complex barriers to traditional education, the importance of visual literacy takes on new dimensions. This conference paper explores the significance of visual literacy as a powerful tool for improving educational outcomes and promoting social inclusion in Second Chance Schools across Greece. Second Chance Schools in Greece cater for individuals who have dropped out of mainstream education, offering them a second chance to acquire basic education, skills and qualifications. A significant number of these students come from disadvantaged backgrounds, with diverse learning needs and experiences that can be challenging to address. Visual literacy can act as a bridge to overcome these challenges by providing a more accessible and engaging way of learning. The paper discusses the theoretical underpinnings of visual literacy, emphasising its role in developing critical thinking, improving communication skills and promoting cultural sensitivity. It also highlights the practical aspects of implementing visual literacy in Second Chance Schools, including the use of multimedia resources, digital tools and hands-on projects. Practical examples and case studies from Second Chance Schools in Greece illustrate the transformative impact of visual literacy on student engagement and retention. The paper also explores the societal and economic benefits of promoting visual literacy in Second Chance Schools. By equipping students with visual communication skills, they are better prepared to access higher education or enter the labour market. This in turn helps to break the cycle of poverty and social exclusion that many of these students face. The findings and insights presented here provide valuable guidance for educators, policymakers and stakeholders in improving the educational landscape for underserved and marginalised learners in Greece and beyond.

Overview of Second Chance Schools in the Province of Malaga (Spain): A case Study

The rate of early school leavers (ESL) in Andalusia is relatively high, reaching 21.8% in 2020. This will condition the employability of specific population sectors and, to some extent, other exclusionary dynamics. Second Chance Schools (E20) are proposed as an educational alternative for those who have dropped out of school early.
 In this paper, we will analyze the profile of E20 users in the Malaga province and their motivations and expectations. We found that the majority of the participants in the Second Chance School programs in the province of Malaga are Spanish women aged 16-22 years old and living in Malaga City.
 The average drop-out age is 16 years old, and the main reason is demotivation and disinterest (29.5%, followed by family reasons (25.3%). The primary motivation for returning to studies is "self-improvement." The level of satisfaction of the participants is relatively high and has a very positive effect on other areas of life.

Second Chance Schools in Portugal and Spain: Educational Proposals for Students in Greatest Vulnerability

Second Chance Schools in Portugal and Spain: Educational Proposals for Students in Greatest Vulnerability

Investigating the Role of Second Chance Schools and COVID-19 Pandemic on the Mental Health and Self-Image of Greek Adult Students.

COVID-19 has globally impacted both physical and mental health. This study aimed to explore the impact of Second Chance Schools (SCS) and the COVID-19 pandemic on the mental health and self-image of Greek SCS students. A total of 251 SCS students from two consecutive study cycles participated, completing the research instruments at the beginning and end of their studies. Participants' anxiety, depressive symptomatology, well-being, self-esteem and self-efficacy were evaluated by means of the GAD-7, PHQ-8, WHO-5 Well-being Index, Rosenberg Self-Esteem Scale and Generalized Self-Efficacy Scale, respectively. The research spanned three years, including a year of universal lockdown, a year with protective measures and a year without anti-COVID-19 measures. Factor analysis, regression analyses and two two-way repeated measures ANOVAs were applied to the collected data. All five psychological dimensions measured by the study's instruments were grouped into two factors, namely mental health and self-image. Well-being positively influenced mental health, while anxiety and depression had a negative impact. On the other hand, self-efficacy and self-esteem positively contributed to self-image. Mental health and self-image were moderately correlated. Pre-SCS values of mental health and self-image predicted a higher percentage of variance in post-SCS values compared to anxiety, depression, well-being, self-efficacy and self-esteem. Moreover, mental health improved after the completion of SCS, but only for participants after the lifting of anti-COVID-19 measures. Conversely, self-image improved for all participants regardless of the presence of anti-COVID-19 measures. Overall, the SCS had a considerable impact on the participants' mental health and self-image, although the effect was influenced by COVID-19.

Evaluating the Results of the Implementation of an Exercise Program on the Physical Condition for Learners of a Multicultural Second Chance School

Evaluating the Results of the Implementation of an Exercise Program on the Physical Condition for Learners of a Multicultural Second Chance School

The necessity of Audio Visuals in Adult Education - An empirical study in Second Chance Schools in Greece

Starting from the basic principles and theories of Adult Education, the specific characteristics of adult learners, as well as the conditions for their effective education, the present study will attempt to present the importance of the use of audiovisual material (television, educational and non-educational, video, multimedia, etc.) in Adult Education in Second Chance Schools. For the effectiveness of education in adult population, it is useful to follow some prerequisites. The connection of learning with the needs of learners, as well as its voluntary nature are considered necessary elements. Still, for learning to be effective, careful structuring of the educational programme is needed, with clear reference of the educational objectives to the trainees. Also, personalisation in learning is considered particularly useful by incorporating the ways and pace of learning desired by the learners. Audiovisual media can be an important facilitator for adults in order to enable their active participation and overcome any obstacles on the path to the acquisition of new knowledge, since knowledge is made tangible through them. The use of audiovisual media, in contrast to traditional teaching methods, therefore, enhances adult learners' motivation to learn, since the combination of image and sound, as well as the charm of the codes of spectacle, make these media attractive, while at the same time allowing observation and enhancing group or practical exercises, they also contribute significantly to the process of self-education. Audiovisual media also promote self-activity, with an attempt to personalise teaching. The present research examined via a project the results of the use of audiovisual materials in an adult class of a second chance school in the suburbs of Athens. The results show the importance of use of audiovisual material in adult classrooms, not only for the new knowledge acquisition but also for the students’ satisfaction and motivation for the learning process.

Evaluating Principals’ Satisfaction with Selection Processes in Second Chance Schools: A Multicriteria Approach

Research indicates that the importance the social validity of an appropriate principal-selection method may have, as well as the importance of the parameters that affect it, is directly related to the acceptance or reaction of the candidates to it and their job satisfaction. The aim of this quantitative research is to examine and present the candidate satisfaction in the selection of principals / assistant-principals of the Second Chance Schools in a major European country. The survey involved 184 candidates (77.97% of the total population) who responded to a valid and reliable evaluation scale of the qualitative characteristics of the selection procedures. The MUSA (multicriteria satisfaction analysis) method was used for analyzing the satisfaction of candidates with respect to satisfaction criteria, associated with four dimensions. The results indicate that candidates are overall satisfied, although only a small portion of their expectations is fulfilled. Moreover, it was found that interpersonal relationships and communication play a crucial role in the recruitment and selection process. Finally, ways of satisfaction improvement are provided, according to each factor.

Parents as students: seeking for the balance

The purpose of this study was to examine the potential impact of the conflict between work, family and school on absenteeism from high-school, and the role academic motivation might have, for non-traditional students in Cyprus. To this end, a mixed-method research was conducted. The main research tools were the structured interview with former and current nontraditional high-school students with dropout behavior and a structured questionnaire for the registered students of a second chance school in Cyprus. Thematic analysis of the interview data indicated that being unable to respond effectively to the complex role of simultaneously being a parent, an employee and a student had resulted to increased absenteeism and dropout. Statistical analysis confirmed the above view, since absenteeism had a positive correlation with working hours and having children. Moreover, it was found that almost half of the participants experienced work-family-school conflict. Intention to dropout was higher for students that experienced work-family-school conflict compared to those who did not. It is noteworthy that academic motivation could predict intention to dropout. In conclusion, it seems that being a parent, a worker and a student is not an easy job, since it may result to work-family-school conflict and school dropout. However academic motivation may mediate the above relationship, increasing the likelihood of non-traditional students graduating from high-school.

A Escola de Segunda Oportunidade – Educar e Formar para Inserir – Lisboa: uma análise sobre a Intervenção Socioeducativa

Currently, there are seven Second Chance Schools (E2O – Escolas de Segunda Oportunidade) in Portugal, with the first one appearing in Lisbon in 2021, where an initial study on the profile of young people and a subsequent study on the impact that this service had on them were conducted, with the purpose of analyzing the characterization of young people from the Second Chance School – Educar e Formar para Inserir – Lisbon. The use of a qualitative methodology, process analysis technique and structured interviews concluded that at the beginning of the school year, all of the 25 teenagers were unmotivated with school, 14 were already absent and 6 were dropping out at the end of the school year, most of the teens reported that this socio-educational response will be an asset for the future and that they intend to continue studying. It is worth highlighting the great contribution of the social intervention technicians who systematically monitored them and, through resilience, always adopted different strategies in order to attract these teenagers to the educational path.

Investigating the Implementation of Universal Design for Learning in Greek Secondary and Second Chance Schools through Teachers' Reflections Dayle Learning

<p style="text-align:justify">In the last decades, the notion of universal design for learning (UDL) has gained prominence in the Greek educational scene (former government plan in education, projects based on UDL). This educational philosophy is essentially a necessary inclusive practice given the new conditions, the extreme heterogeneity of the student population due to socio-political and economic factors, and the exceptional circumstances due to COVID-19 pandemic. The UDL aims to ensure access and equity in learning for all learners despite differentiating characteristics. With our study, we seek to investigate whether teachers in secondary and second chance schools (SCS) are ready to implement UDL, what their expectations are, what obstacles they face, and the results of implementation through their records in reflection journals, a practice that is fully consistent with the context of UDL.</p>

Learning in second-chance schools during COVID-19 Case study: Legal framework and distance learning platforms in Greek prisons

In this research paper we focus on the problems concerning inmates' access to education through Second Chance Schools operating within penitentiaries due to the Covid-19 pandemic. A specially encrypted platform has been created through open-source software that can provide distance learning and does not allow access to any part of the internet other than the learning process.

The Use of Common E-Learning Tools towards State (Degree) of Scientific Literacy in Greek Second Chance Schools (SCS), during the First Wave of the COVID-19 Pandemic

Introduction: Reforming measures imposed by the COVID-19 pandemic in the Greek educational System, during the academic year 2020-2021 led to the implementation of distance learning in Second Chance Schools, for the first time. Trainers and trainees of Second Chance Schools, faced certain difficulties, with the arrival of the first COVID-19 wave, in March, April, May 2020 in Greece, being almost unprepared to use distance learning courses contemporary technologies aiming at provision and attendance. Purpose: To investigate and analyze the process of provision of synchronous and asynchronous distance learning of the scientific literacy trainers of Greece’s Second Chance Schools, as well as, the trainers’ opinion based on their individual-professional characteristics. Method: The use of a properly structured questionnaire, which was distributed among the scientific literacy trainers of the Second Chance Schools of Greece, was followed. The questionnaire was divided in three different groups. The interrelation between the variables (factor analysis) was investigated, while the most important data were re-investigated using the x2 (chi-squared). Results: 58.1% of the trainers used webex platform for the synchronous distance learning, with the 56.5% having educational experience in Second Chance Schools ranging 0 to 6 years (p p p p p d with the statement that “scientific literacy cannot be taught properly in distance learning”, with the 27.9% attributing it in the “interrupted partake of the trainees” (p p d with the statement that “distance learning covers sufficiently the curriculum which would be taught in person”, with the 21.0% not having Informatics and Communication Technology (ICT) certificate (p Conclusion: The vast majority of the scientific literacy trainers that took part in the synchronous distance learning, in Second Chance Schools, are not pleased by the distance learning of scientific literacy in comparison with the adequacy and apprehension of the curriculum that would be taught in person.

Alternative education and second chance schools: global and Latin American perspectives on its history and outlook

Alternative Education has become a tool for inclusion for young people with particular needs not normally addressed in homogeneous schools. This article presents a theoretical review of its history, its typology and the organizational schemes used as it correlates to the regular school system. We review the impact of Alternative Education's Second Chance Schools on student performance and retention based on the experience in Latin America, Europe and the US.