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This special issue focuses on the trajectories of early school leavers and includes corresponding papers from six countries in Europe. It presents a cross-national view on interrelated issues that facilitate understanding of the lessons that can be learned from these trajectories to promote a more socially just approach to education. In this introductory article, the authors present early school leaving (ESL) as a key issue in Europe, discuss relevant good practices and set the scene for an analysis of education as a matter of social justice and human rights – one which requires, above all, the prevention of educational poverty.

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What leads young people to disengage and leave school early? This paper focuses on young adults’ educational trajectories, with the objective of identifying useful insights for improving school measures and strategies against early school leaving and school disengagement. Specifically, it draws upon an empirical study with young adults from the north of Portugal. Longitudinal bio-interviews took place with young men and women, aged 17 to 24, who were enrolled in secondary education at mainstream schools or in alternative learning contexts or who were early school leavers. A set of critical moments and circumstances were identified as turning points in the young adults’ descriptions of their school trajectories, revealing both obstacles and incentives to continue studying. Based on these narratives, the study identifies some risk and protective factors for early school leaving and makes suggestions about how to improve school-based measures to prevent school disengagement. Some key recommendations for schools include: increased support mechanisms during educational transitions; a firm stance on bullying and the creation of violence-free and secure learning environments; enhancing socio-emotional support and encouraging the emergence of relationships of care; and providing meaningful education by ensuring the school content is aligned with students’ motivations and needs.

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How to cite this article: Macedo E, Santos SA, Araújo HC. How can a second chance school support young adults' transition back to education? Eur J Educ. 2018;53:452-455. https://doi.

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