Learner identity in secondary post‑compulsory education students from Areas in Need of Social Transformation: an example of resilience

Abstract

Achieving adequate integration and success at school in the post-compulsory stages involving situations where there is a risk of social exclusion is a real identity challenge for adolescents. In this research, we used a convenience sampling and selected two high schools located in Areas in Need of Social Transformation in Seville (southern Spain). We studied the learner identity of all their students in the first and second grade of secondary postcompulsory education (N=70). These students present a trajectory of resilience, as they remained in the education system despite facing many difculties. In this exploratory research, their identity as learners was analysed through an interview applied in a focus group format (N=12), where their supports, strengths and psycho-social obstacles that facilitate/hinder their stay in the education system in the post-compulsory stage were also identifed. Results show that adolescents have a good attitude towards academic training, based on the conviction that, in the future, they will be able to achieve a higher quality of life and a rapid insertion in skilled jobs. The image students have of themselves combines a negative perception of their lack of work habits, the difculty of self-regulation and the little effort made, with a more positive view of their agency in the process, highlighting their intellectual and academic capacity and their efort when they set out to do so. Family, teachers and peers play a role in the resilience and identity construction of the adolescents, through protecting them, developing positive perceptions and expectations, stimulating control and effort and attributing successes and failures to students. Programmes based on the participation of the target group are essential for the design and improvement of psychosocial intervention programmes in these contexts.