Drop-out or non-traditional trajectory? Experiences of young people participating in an educational reintegration project

Abstract

Given the close link between dropout and social justice, preventing dropout is a primary objective of education policy. However, there are not many studies that investigate dropout as a reversible moment. Even less from the perspective of the young people involved. The aim of this research is to understand the educational trajectories of young people who are in a reintegration project, based on their own narratives. Through the biographical approach, seven narratives of these young people were collected. The main findings refer to the fact that the educational trajectory is not linear and has its turning point when they enter the project and not when they leave school, as they recognise their capacity for agency in this process. In conclusion, this understanding makes it possible to provide more appropriate responses to the needs of young people with misaligned educational trajectories.