School exclusion and supported school-to-work transitions for adolescents: protocol for a mixed-methods evaluation of a structured school-based program.
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| Title: | School exclusion and supported school-to-work transitions for adolescents: protocol for a mixed-methods evaluation of a structured school-based program. |
|---|---|
| Authors: | Schulze, Marlene1 (AUTHOR) marlene.schulze@hfh.ch, Stöckli, Meret1 (AUTHOR), Schellenberg, Claudia1 (AUTHOR), Sticca, Fabio1 (AUTHOR), Hövel, Dennis Christian1 (AUTHOR) |
| Source: | Frontiers in Education. 2026, p1-7. 7p. |
| Subject Terms: | *School-to-work transition, *Student expulsion, *Longitudinal method, *Social problems, *Career development, *Teenagers, *Mixed methods research |
| Geographic Terms: | Switzerland |
| Abstract: | School exclusion and supported school-to-work transition programs are used to support adolescents with social, emotional and behavioral difficulties who cannot be adequately supported within regular classroom settings. Despite their practical relevance, systematic evidence on their developmental outcomes and implementation conditions remains limited. The aim of this study protocol is to describe the study design and planned analyses strategy of a mixed-methods evaluation of a structured (out-of-) school-based measure in Switzerland. The program comprises two distinct program components, which are implemented within a common framework and target adolescents in lower and upper secondary education in Switzerland with social, emotional and behavioral difficulties: (1) temporary school exclusion with planned reintegration into the regular classroom and (2) supported transitions from school into vocational pathways. The protocol aims to enhance transparency and replicability by specifying the evaluation framework prior to the completion of data collection. The evaluation combines (a) longitudinal quantitative assessments using standardized instruments at program entry, exit, and three-month follow-up, (b) controlled single-case studies employing repeated direct behavior ratings to capture short-term developmental trajectories, and (c) qualitative interviews with pupils and professionals to examine implementation processes and contextual conditions. Findings will be integrated through methodological triangulation. The evaluation focuses on within-person developmental changes in social and behavioral domains across the program as a whole. No analytical comparisons between program components are intended. The study further aims to identify contextual factors that facilitate or hinder successful implementation. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193247956 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: School exclusion and supported school-to-work transitions for adolescents: protocol for a mixed-methods evaluation of a structured school-based program. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Schulze%2C+Marlene%22">Schulze, Marlene</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> marlene.schulze@hfh.ch</i><br /><searchLink fieldCode="AR" term="%22Stöckli%2C+Meret%22">Stöckli, Meret</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schellenberg%2C+Claudia%22">Schellenberg, Claudia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sticca%2C+Fabio%22">Sticca, Fabio</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hövel%2C+Dennis+Christian%22">Hövel, Dennis Christian</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Frontiers+in+Education%22">Frontiers in Education</searchLink>. 2026, p1-7. 7p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School-to-work+transition%22">School-to-work transition</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+expulsion%22">Student expulsion</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+problems%22">Social problems</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: School exclusion and supported school-to-work transition programs are used to support adolescents with social, emotional and behavioral difficulties who cannot be adequately supported within regular classroom settings. Despite their practical relevance, systematic evidence on their developmental outcomes and implementation conditions remains limited. The aim of this study protocol is to describe the study design and planned analyses strategy of a mixed-methods evaluation of a structured (out-of-) school-based measure in Switzerland. The program comprises two distinct program components, which are implemented within a common framework and target adolescents in lower and upper secondary education in Switzerland with social, emotional and behavioral difficulties: (1) temporary school exclusion with planned reintegration into the regular classroom and (2) supported transitions from school into vocational pathways. The protocol aims to enhance transparency and replicability by specifying the evaluation framework prior to the completion of data collection. The evaluation combines (a) longitudinal quantitative assessments using standardized instruments at program entry, exit, and three-month follow-up, (b) controlled single-case studies employing repeated direct behavior ratings to capture short-term developmental trajectories, and (c) qualitative interviews with pupils and professionals to examine implementation processes and contextual conditions. Findings will be integrated through methodological triangulation. The evaluation focuses on within-person developmental changes in social and behavioral domains across the program as a whole. No analytical comparisons between program components are intended. The study further aims to identify contextual factors that facilitate or hinder successful implementation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3389/feduc.2026.1807443 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 1 Subjects: – SubjectFull: School-to-work transition Type: general – SubjectFull: Student expulsion Type: general – SubjectFull: Longitudinal method Type: general – SubjectFull: Social problems Type: general – SubjectFull: Career development Type: general – SubjectFull: Teenagers Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Switzerland Type: general Titles: – TitleFull: School exclusion and supported school-to-work transitions for adolescents: protocol for a mixed-methods evaluation of a structured school-based program. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Schulze, Marlene – PersonEntity: Name: NameFull: Stöckli, Meret – PersonEntity: Name: NameFull: Schellenberg, Claudia – PersonEntity: Name: NameFull: Sticca, Fabio – PersonEntity: Name: NameFull: Hövel, Dennis Christian IsPartOfRelationships: – BibEntity: Dates: – D: 24 M: 04 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2504284X Titles: – TitleFull: Frontiers in Education Type: main |
| ResultId | 1 |
