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Reviews literature on negative experiences tied to rule-bounded, inflexible settings and problematic teacher relationships, then outlines typical re-engagement strategies used in adult education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nSara Murray and Jane Mitchell Charles Sturt University  \nThe vocational education and training sector plays a critical role in the provision of educational opportunities for young adults who have left school SULRU WR FRPSOHWLQJ D TXDOL¿FDWLRQ􀀑 6RPH UHVHDUFK KDV IRXQG WKDW D PDMRU factor that supports student re-engagement in formal education is the ‘adult learning environment’ that characterises institutions such as TAFE. Other studies have questioned the suitability of the adult learning environment IRU VRPH VWXGHQWV􀀑 7KLV VWXG\\ H[SORUHV KRZ VWXGHQWV DQG WHDFKHUV LQ ¿YH foundation TAFE courses view the adult learning environment, and how they respond to this environment. The paper argues that the adult learning environment can in some instances be a ‘double-edged sword’, in that it can both enhance and limit student engagement.  \nBackground  \n:LWKLQ $XVWUDOLD WKHUH LV D VPDOO \\HW VLJQL¿FDQW QXPEHU RI \\RXQJDGXOWV ZKR OHDYH VFKRRO SULRU WR FRPSOHWLQJ D TXDOL¿FDWLRQ DQG􀀒RU  \n112 The ‘double-edged sword’ of the adult learning environment  \nwho are unemployed or not participating in formal study. Australian Bureau of Statistics (2012) participation data indicate that in 2011 8% of people aged between 15 and19 years, and 12% of those aged between 20 and 24, were not engaged in any form of work or study. Developing practices that re-engage young adults in formal education is important in terms of social equity. Many young adults who have left school early, and who are not engaged in work or study, are from backgrounds associated with social and economic disadvantage (Marks & McMillan, 2001) . School completion or an equivalent TXDOL¿FDWLRQ LV KLJKO\\ FRUUHODWHG ZLWK JDLQLQJ HPSOR\\PHQW DQG ORQJHU term health and well-being (Black, Polidano & Tseng, 2009) .  \nThe vocational education and training (VET) sector in Australia plays a crucial role in the provision of educational services that address GLVDGYDQWDJH DQG SURYLGH VNLOOV DQG TXDOL¿FDWLRQV WKDW ZLOO SUHSDUH early school leavers for employment or further study (Skills Australia, 2010; Brown & North, 2010) . The term ‘second chance’ education has been used to describe courses provided by institutions such as TAFE (Technical and Further Education) for young people who have OHIW VFKRRO ZLWKRXW D TXDOL¿FDWLRQ DQG􀀒RU ZKR DUH GLVHQJDJHG IURP schooling (Karmel & Woods, 2008; Ross & Gray, 2005; Wyn, Stokes & Tyler, 2004) . Successful completion of second chance courses, JHQHUDOO\\ DW WKH &HUWL¿FDWH ,􀀏 ,, RU ,,, OHYHO􀀏 VLJQL¿FDQWO\\ LPSURYHV WKH chances of young people gaining employment (Skills Australia, 2010) .  \nThere is only a relatively small body of literature that has examined the experiences of young adults in second chance settings. However, in the research that has been conducted, there are clear patterns. Young adults who leave school early and then participate in second chance educational opportunities have often had very negative experiences at school. Indeed when young adults have been asked why they disengaged from school two reasons stand out. First, these young people report a dislike of school environments that are ruleERXQG􀀏 LQÀH[LEOH DQG UHVWULFWLYH􀀑 7KH\\ GHVFULEH VXFK HQYLURQPHQWVas ones in which students struggle to conform and in which there LV FRQÀLFW DQG SRZHU VWUXJJOHV 􀀋&UDQH 􀀉 /LYRFN􀀏 􀀕􀀓􀀔􀀕􀀞 0F*UHJRU & Mills, 2011) . Second and relatedly, young adults often mention negative relationships with teachers as a reason for disengaging from and leaving school. Students report, for example, that teachers‘talked down’ to them (Black, Balatti & Falk, 2010); they were ‘picked  \nSara Murray and Jane Mitchell 113  \non’ by teachers (Attwood, Croll & Hamilton, 2010); they fought with teachers (Wyn, et al., 2004); and they were punished unfairly by teachers (Lee & Ip, 2010) .  \nA dislike of school and teachers are common reasons that young people put forward for leaving school prior to ","cbCaitoslIp872lF","https://ap.wps.com/l/cbCaitoslIp872lF","pdf",157341,18,"English","# Background\n## Adult learning environment and participation context\n# Literature on disengagement\n## Dislike of school environments\n## Negative relationships with teachers\n# Contributing factors and consequences\n## Social and economic disadvantage\n## Downward spiral of engagement\n# Policy and practice for re-engagement\n## Curricular, pedagogical, and welfare strategies\n## Flexible adult learning environment and respectful relationships","[{\"question\":\"What does the paper argue about the adult learning environment?\",\"answer\":\"It argues the adult learning environment can be a “double-edged sword,” enhancing engagement in some cases while limiting it in others.\"},{\"question\":\"Why do some young adults disengage from school in second-chance settings?\",\"answer\":\"They often report disliking rule-bound, inflexible, and restrictive school environments, along with negative relationships with teachers.\"},{\"question\":\"Which factors are described as contributing to early school leaving?\",\"answer\":\"The text highlights social and economic disadvantage and additional circumstances such as ill-health, disability, homelessness, domestic violence, poverty, and transience, often alongside low attendance and school mobility.\"}]","The ‘double-edged sword’ of the adult learning environment - Paper | PDF",1792074615,45]