Reengaging Early School-Leavers Through Second-Chance Education: A Research Synthesis From a European Perspective

Abstract

Engaging young individuals through second-chance education (SCE) is crucial for providing alternative pathways to gain relevant qualifications and improve their career and life prospects. This research synthesis aimed to identify patterns that better define why and how SCE can be considered a complement to mainstream education. It focused on the compensation aspect of SCE, emphasizing its role in encouraging a return to education or accessing the labor market. The study systematically examined research articles tackling SCE in Western Europe to reveal unique characteristics, explore students’ experiences, and address its outcomes. Adopting a configurative approach, this study analyzed 68 records organized around three domains: pedagogic design of second-chance education, students’ experience through SCE programs, and measured outcomes of these programs. Results revealed SCE’s student-centered approach, flexibility, and trust-oriented nature, promoting personal growth, social skills, and employability. More longitudinal and quantitative studies are needed to assess long-term effects. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Keywords

Author Keywords

meta-analysis adult education/development at-risk students compensatory education early school-leavers measured outcomes pedagogic design reengagement research synthesis second-chance education student experience

Index Keywords

Author Affiliations

Department of Pedagogy, Universitat Rovira i Virgili, Tarragona, Tarragona, Spain

Department of Didactics and School Organization, Universitat de València, Valencia, Valencia, Spain

Funding & Acknowledgements

Universitat de València, UV

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the Department of Innovation, University, Science and Digital Society of the Valencian Community under Grant AICO/2021/254. This work was conducted during a stay of the first author at the Universitat de Val\u00E8ncia, supported by the URV Requalifica program (2021-URV-RQ-06), and during a stay of the second author at the Swiss Federal University for Vocational Education and Training, supported by the Salvador Madariaga Program (Reference PRX22/00214).

Grant: AICO/2021/254

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the Department of Innovation, University, Science and Digital Society of the Valencian Community under Grant AICO/2021/254. This work was conducted during a stay of the first author at the Universitat de Val\u00E8ncia, supported by the URV Requalifica program (2021-URV-RQ-06), and during a stay of the second author at the Swiss Federal University for Vocational Education and Training, supported by the Salvador Madariaga Program (Reference PRX22/00214).

Grant: 2021-URV-RQ-06, PRX22/00214

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the Department of Innovation, University, Science and Digital Society of the Valencian Community under Grant AICO/2021/254. This work was conducted during a stay of the first author at the Universitat de Val\u00E8ncia, supported by the URV Requalifica program (2021-URV-RQ-06), and during a stay of the second author at the Swiss Federal University for Vocational Education and Training, supported by the Salvador Madariaga Program (Reference PRX22/00214).

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Reengaging Early School-Leavers Through Second-Chance Education: A Research Synthesis From a European Perspective

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