Creating Safe, Engaging and Educational Spaces and Experiences for Disenfranchised Youth: Young People’s Perspectives
Hauptsächlicher Artikelinhalt
Abstract
Participation in extended education opportunities benefits development and learning. However, an increasing number of Australian children and young people are becoming disenfranchised from formal schooling and face access barriers to extended education offerings. In this article we present and discuss the voices of young people who participated in two early intervention programs aimed at promoting positive development and psycho-social-educational outcomes in disenfranchised youth. Their narratives demonstrate how relational, youth-centred, flexible and holistic engagement practices promote safety, trust and a sense of belonging. In the context of relational and environmental safety, participants engaged in experiences which foster development and learning and, thus, accessed their right to education. We discuss the findings drawing on trauma-informed practices, ecological systems theory and children’s rights and highlight the importance of listening to children and young people and acting on what they have to say.
Keywords: Disenfranchised youth, educational engagement programs, children’s rights, trauma-informed practice, ecological systems theory, children and young people’s voices
Bibliography: Casley, Marilyn/Bateson, Martina: Creating Safe, Engaging and Educational Spaces and Experiences for Disenfranchised Youth: Young People’s Perspectives, IJREE – International Journal for Research on Extended Education, Vol. 13, Issue 2-2025, pp. 46-68.
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