Final Research doc submitted to uni

Research Project Report
SIGNIFICANT REOCCURRING BARRIERS OF ENGAGEMENT IN EDUCATION
Eliana Deur
Victoria University 2009
Eliana Deur Page 1 ‘Significant reoccurring barriers of engagement in education’

CONTENTS
ACKNOWLEDGEMENTS 5
EXECUTIVE SUMMARY 5
ACKNOWLEDGEMENTS
I would like to thank the many practitioners who donated their priceless time to provide me with incredible information.
This project relied on the valuable contributions of the following people:
Victoria University – the institution and all Youth Studies lecturers 2007-2009
Victoria University Youth Transitions service at The Visy Cares Hub in Sunshine – Younes Benhim and Jackie Kovacevic
All the young people who participated in the surveys and programs
Teachers – VCAL – Jacinta Kirkpatrick and Catherine Hedley
Sunshine College – Helen Pericleous (VU Bridging Program), and 8 teachers
Totem – Sam and Navian

VU ESL (Footscray Nicholson campus) – Peter Newnham
Educational Services - Western Bulldogs SpiritWest Services – Chris Christoforou
Brimbank City Council – Marlese situated at The Visy Cares Hub in Sunshine
Youth Transition Coordinator/Officers at Western Local Community Partnership in Sunshine - Boyd, Luke and Jo.
EXECUTIVE SUMMARY
This research was commissioned by Victoria University Youth Transitions (VUYT) to examine engagement issues faced
by young people opting to pursue an education. The research sought to obtain identification of significant reoccurring
barriers and appropriate supports necessary for young people’s successful transitions of re-engaging in education. The
research included: a review of current literature on barriers to education; quantitative data collection of young people and
the community within Brimbank municipality; qualitative data obtained from focus groups, case studies, questionnaires
and interviews with teachers, council staff, youth transition service co-ordinators, and young people disengaged or at risk
of disengaging from education. The literature states that early school leavers are at risk of unemployment , low wages,
less wealth over a lifetime, poorer physical and mental health, higher rates of crime, and less engagement in active
citizenship (Owens, 2004; Rumberger, 1987 cited DEECD 2008). Evidence from this research shows determining factors
to be associated with young people’s disengagement from education as: lack of appropriate education and support,
disconnection from family, mental health concerns, poverty-related participation issues and low attainment. The research
suggests that best practice models should include a co-ordinated welfare approach of early intervention, continuity of
programs for long-term skill building, and individualized care such as case management. These recent findings reiterate
the demand and necessity of youth transition services as a means of supporting young people to overcome barriers
related to disengagement and to increase their pathways to education.

INTRODUCTION
This research project and evaluation determines effective youth practice deliveries to support young people’s re-
engagement in education. The researcher undertook this work in April to October 2009 as part of the requirements for the
BA Youth Studies program at VU, a part of which includes placement within a youth transitions service in the western
suburbs of Melbourne. Evidence suggests that education levels ultimately affect not only a young person’s development
in general but also their health and wellbeing during the entire lifespan. The challenge of this research was to identify the
significant reoccurring barriers and solutions as set out by all stakeholders in addition to providing an appropriate service
response.
BACKGROUND
Victoria University Youth Transitions (VUYT) agency is located at The Visy Cares Hub in Sunshine which is a
collaboration of youth services in the municipality of Brimbank. The primary objective is to maximize the positive
opportunities for young people by focusing on their social inclusion within a centralized location of Sunshine and the
Western suburbs. Development of The Hub occurred over a period of 10 years in partnership with Brimbank City Council
and offers the following services: Victoria University Youth Transitions, Robert Stary and Associates (criminal lawyers),
Sunshine Youth Housing, Western Melbourne Headspace, Brimbank Youth Services –YMCA, Ardoch Youth Foundation,
Centre for Multicultural Youth (CMY) and Melbourne City Mission.
VUYT is a federally funded multidivisional organisation within the department of School of Youth and VCE, which is one
component of the Community Education Programs & Services under the hierarchy of Victoria University Higher Education.
VUYT supports young people aged 15-25 who have left school without completing Year 12, and seek intensive
individualised assistance, alternative pathways planning, career advice and support which serves as a portal/drop in
centre for young people wanting to return to education or training. VUYT assists by addressing matters that affect young

people’s capacity to participate positively in education and the community by offering a range of programs and one on one
case management. VUYT also offers learning enrichment activities and youth leadership workshops for young people of
all capabilities and potential.
COMMUNITY PROFILE AND NEEDS ASSESSMENT
The City of Brimbank is the second most populous municipality in metropolitan Melbourne, and the largest in the western
region with approximately 170,000 residents. To date, Brimbank is the largest culturally diverse municipality in Australia
encompassing a significant community with diverse and complex needs. Population characteristics include families with
children, particularly one parent families. Currently the population of 12-24 year olds is 19.3% of the total population, with
one quarter of 15 to 24 year olds born overseas (BYPAP, 2008, p7). One in five of the residents are affected by some
form of disability. Many individuals and households in Brimbank live on the thresholds of poverty (a mere $20 above the
poverty line) with incomes almost $100 less/week than the Victorian State average. Unemployment is at 8.9% compared
to 4.1% of the State. Brimbank is the second most disadvantaged local government area in the Melbourne Statistical
Division (MSD) with the suburb Sunshine ranked high on the social environment index of disadvantage. These factors
ultimately affect the wellbeing of the majority of the Brimbank community (BCCPO, 2008).
In regards to health and safety of young people, road & traffic accidents, suicide, and heroin abuse/dependence are the
leading cause of life lost, while mental health is the leading cause of healthy years lived due to a disability. The main
causes of poor health are ‘mental illness, alcohol and heroin abuse, poor oral health and asthma’ (BYPAP, 2008, p10).
Overall life expectancy has increased over recent years and personal safety generally appears to be improving. Rates of
family violence have consistently increased from 2002/03 to 2006/07, significantly higher than the state average of 5.8%.
Despite crimes against the person dropping by 8.9%, only 47.7% of people reported feeling safe at night. The Council

(BCC representative, 2009) agree that, ‘transport, internet and safety are big issues. Safety is a barrier because it inhibits
young people’s socialisation’ (see Appendix 3) (BCCPO, 2008).
Qualifications in education ‘are one of the most important indicators of socio-economic status. The education participation
rates are lower than average with 24.1% of 15-24 year olds attending educational institutions compared to nearly 30% of
Melbourne. Additionally, formal education levels for residents with a Degree or Diploma are nearly half the state average.
The statistics (BCCPO, 2008) for the highest level of schooling completed (15 years & over) are as follows:
Highest level of school completed Brimbank (%) Melbourne MSD (%)
Degree or Diploma 15.0% 27.3%
Year 12 41.0% 48.5%
Year 8 or below 13.1% 7.8%
No qualifications 57.9% to 45.9%
Internet is related to education and learning with 50% of Brimbank households connected compared to 60% for the rest of
Melbourne. The following table (BCCPO, 2008) represents that a lower percentage of 19-20 year olds of the Brimbank
population engage in education:
Attend university or other tertiary institution Brimbank (%) Melbourne MSD (%)
Attending university or other tertiary institutions 32% 41%
Educational institution 56% 62%
University qualifications 15.1% 27%

OUTLINE AND RATIONALE OF RESEARCH
Power, wealth and opportunity systematically bring advantage to some but disadvantage to others, this is the society in
which we live. As today’s economy crashes, inequality rises (Saunders,1994,9) which is cause for Brimbank young
people in comparison to the majority of society to be at greatest risk of such things as poverty, malnutrition and
homelessness (Bates, Riseborough,1993). Early school leavers are at risk of unemployment , low wages, less wealth
over a lifetime, poorer physical and mental health, higher rates of crime, and less engagement in active citizenship
(Owens, 2004; Rumberger, 1987 cited DEECD 2008). Young people prone to leaving school before Year 10 completion
are usually from disadvantaged social backgrounds, with gradual withdrawal/tendencies of disengagement, less
motivation, more personal and behavioural issues, history of school failure, and low academic achievement (Lamb et al,
2004;Rumberger, 1987; Audas and Willms, 2001; European Commission, 2005 cited DEECD 2008). These findings
alone are cause for primary focus to be on young peoples needs ‘and the provision of means of meeting those needs’
(Archer, Kelly, Bisch,1984,53).
Research has shown that environmental factors can effect health, wellbeing and put young people at risk (VU, 2007).
Brimbank’s low income households ‘effect a person’s life chances, health, chance of home ownership, and life
expectancy’ (Haraloumbis, Van Kreiken, Smith&Holborn; 1996, 46). This constitutes a majority of Brimbank residents in a
predisposition of poverty ‘forced to live without the items, resources and/or services which society regards as necessities’
(Mack and Lansley cited Becker,1997), within substandard living conditions and incapable of participating in society
(Becker,1997; Greig, Lewins, White,2003). This in turn inhibits such things as access to education which is crucial to a
young person’s development in general (CS, 1993). According to Brimbank City Council’s (BCC) research for policy and
best practice, health and wellbeing can be improved through addressing social environment factors such as

‘demographics, ethnicity, sense of place and belonging, sense of community, social capital, social support, social
inclusion or isolation, lifelong learning, gender, language, art and culture, participatory democracy, community facilities,
perceptions of safety and globalisation’ (MPHP, 2001 cited BCCPO, 2008, p46-47). Much consideration should be given
to this as components of the social environment include lifelong learning and education, and actually impact a person’s
health at every life stage.
Maslow’s Hierarchy of Needs (VU, 2007) and others like Holland, Reynolds, and Weller (2007, cited Bottrell, 2009, p479)
implore self esteem and a sense of belonging is of most importance to adolescents. The promoting of good health, rights
to safety and stability within the framework of education determines a young person’s social capital (CYFA, 2005 cited
DHS, 2008) and if not addressed lead to risk factors. Strong capital ‘buffers disadvantage’ (Stanton-Salazar & Spina,
2005; Terrion, 2006; Vinson, 2004 cited Bottrell, 2009, p478) and results in well-being while weak capital results in
‘criminality, school dropout [and] teen pregnancy’ (Ferguson, 2006 cited Bottrell, 2009, p480). This pertinent need for
social capital, belonging and stability is achieved by keeping a young person connected to peers, community (such as
school), family or a significant adult, and other networks. Without these protective factors, young people are unable to
participate in civic or community activities and are heading for a proverbial slide into homelessness, mental health,
offending and drug and alcohol abuse (Crane, Brannock, 1996, Burdekin 1989 cited Alberici 2007).
The evidence is clear that education participation rates within Brimbank is low and proves to be a necessity for better
living and positive outcomes for young people. The rationale of this research is related to many of the above findings
which suggest the basic premise of all youth policy and research should include transitions to education and educational
links to community.

AIMS, OBJECTIVES
The aim of this research project and evaluation was to identify, assess and analyse barriers of young people’s ability to
reengage into education. The research sought to find answers to the following: What are the significant reoccurring
substantial barriers evident in the local area which prevents young people’s re-engagement into education? What do
these young people need to overcome these barriers?? How can VUYT support these young people to overcome these
barriers?? The objectives were:
 To learn from and undertake a research project for improvement of service delivery and community
development purposes
 To identify and analyse significant reoccurring barriers of young people in the local area
 To identify and analyse supports needed for young people to overcome such significant barriers
METHODOLOGY
Qualitative data
Of the 21 young people who participated in the research 17 filled out surveys/questionnaires at programs. 7 case studies
were formed from new and existing VUYT clients (3 of these young people also filled out a survey). In total, 14 teachers, 1
youth transition service and a BCC staff member filled out open-answer surveys/questionnaires either through informal
interviews or as a group project. Data was collected from the review of current literature in publications such as journals,
articles, reports, and statistics. A variety of methodologies were used to obtain qualitative data for the study and
consisted of ethnographical fieldwork observation methods at focus groups and programs, through interviews,

questionnaires and case management sessions. The focus groups took place at ‘The Bridging Program’, while the case
studies were shaped from the ‘Me and My Future’ program via evaluation forms and initial case management
assessments. Both surveys ‘Interview questions for school teachers/youth transition service co-
ordinators/principals/other stakeholders’ (See Appendix 2) and ‘2009 VU Youth Transitions Survey – Re-engaging into
education’ for young people (see Appendix 1) were formulated from data retrieved through the literature review within this
paper.
Quantitative data
A collation of statistics and demographical data was retrieved from Brimbank City Council’s Community Plan Overall
2009-2030 (BCCPO) which formed the quantitative data within the community profile of this paper. Of the 21 young
people who participated in the research 17 filled out surveys/questionnaires at programs (See Appendix 1) which formed
the quantitative data as seen in Graphs 1-6. Analysis of these samples were then scaled from the most common to least
common answers from participants perceptions of what is personally important, their involvement of activities, highest
level of schooling, who they turn to for advice, numeracy/literacy levels, barriers to study/school, and supports to assist
with study/school. Anonymity was adhered to throughout this research.
The challenges which were faced within the methodology were found to be language barriers with CALD participants at
the focus groups, a majority were humanitarian refugees from NESB (58%) and presented as not comprehending the task
at hand. They filled out many rather than a select few of the barriers and solutions.
Analysis of the overall data presented in this paper resulted in the implementation of re-occurring specific themes which
were then sorted into reoccurring overall themes. The main findings were retrieved from these themes as identified

significant re-occurring barriers, appropriate supports/responses and recommendations for good practice. The final data
presented in this paper has been retrieved from current research of publications, surveys and informal interviews,
fieldwork observations and case management sessions.
LITERATURE REVIEW
Background
Before commencing the field research, a literature review was undertaken to identify the key themes that had emerged
from published evidence. The paper identifies barriers to education faced by young people, and the best practice models
and strategies as suggested by the research in assisting young people at risk of or disengaged, to successfully retain or
transition into education. It includes research conducted by the Department of Education, Employment and Workplace
Relations (DEEWR), Department of Education and Early Childhood Development (DEECD) i.e. specifically Victorian
Schools and research projects targeted at emotionally disturbed and socially excluded young people.
Main findings
The DEEWR’s (2009) new Youth Compact ‘earn or learn’ practice of streamlined services begins in January 2010. The
Youth Transitions agenda targets at risk and disengaged young people and each service must aim to maximize
engagement, attainment and successful transitions of mainstream, alternative or training pathways education and life
skills outcomes. The new agenda includes: multiple learning pathways Year 12 or equivalent; career development;
mentoring; school, business and community partnerships; and individualized, personalised support. Support mechanisms
such as numeracy/literacy, low socio-economic communities (SES) and quality teaching are part of the strategy.
Supporting this notion is The 2009 National Assessment Program Literacy and Numeracy (NAPLAN) report which has
revealed that 10% of school students are failing to meet the minimum standards for reading, writing, and numeracy

(Jenkins, M, O’Malley, S, 2009). Research shows that more boys drop out of school than girls, and young people are
most likely to disengage without completing Year 10. These are the types of barriers:
• low school achievement
• history of dissatisfying experiences at school
• history of truancy, suspension or exclusion from school
• self esteem issues
• behavioural
• low literacy or numeracy levels
• disability
• mental health issues
• undiagnosed mental illness
• disconnection from family
• homelessness
• carer responsibilities
• A&OD issues
• Contact with criminal justice systems
(Youth pathways providers 2007 cited DEEWR 2009)

According to DEEWR a good model is innovative, individualised and offers a genuine continuum of care within a case
management framework. A whole community approach to interventions should be designed to both keep young people
engaged, educated and connected with their families (DEEWR, 2009). A good model should be driven by the needs of
the young people and include:
• Identification of personal barriers
• Development and implementation of a individual transition plan
• Intensive case management
• Group work
• Problem solving
• Motivation, skills building and counselling
• Mentoring and advocacy
• Mediation and assistance to employment opportunities
• Referral to specialist services
(Youth projects cited DEEWR)
Dr Tim Watts, Dr Bob Carbines, and Ms Leonne Robb found young people discontinued youth pathways if they did not
receive full service, or were not in school on commencement. A majority of participants were still in school, other
education, or other training because of a successful exit of Youth Pathways (61.9% in 2006 retained/re-engaged in school
compared to 76.6% in 2008, 8% other education, training compared to 10.9% in 2008 (DEEWR, 2009).

Those at greatest risk are regarded as: indigenous, refugees, disability and integration needs, low achievers, low SES,
family stress, neighbourhoods of high poverty or remote location, complex welfare needs (mental health, foster care,
independent living, and carers of parents). Young people disengage progressively for years, long before they actually quit
school. DEECD literature states that effective strategies must include targeted interventions of student focused support
such as: mentoring, early intensive pathways and careers planning, career guidance, co-ordinated welfare, family
outreach, programs to improve social skills, tutoring, targeted financial support, intensive continuum of case management,
assistance for skill development among low achievers (DEECD, 2008). Some Victorian school wide strategies include:
smaller class sizes, early intervention to support numeracy/literacy skills, mini schools, strategic team based teaching
approaches, pathways planning and quality careers guidance counselling, initiatives to improve parental connections, and
broad curriculum provision. The most effective programs offer connectedness, trust, tasks with tangible results, allowance
of diverse needs, addressing poor achievement and personal obstacles. Research and review across the board
encapsulates case management as the major factor to ‘effective projects developed to help retain students in education
and training and promote successful transitions to further study and work (DETYA, 2001 cited DEECD, 2008, p25).
Further studies of disadvantaged young people (DYP) suggest access to relevant cultural programs and inclusion of
higher level needs into broader development policies. This research challenges youth policy dual orientations of DYP and
argues that ‘engagement with the arts has the potential to foster identity and self-esteem and…facilitate broader and
stronger connections with education’ (de Roeper, Savelsberg, 2009, p212). Results from the Making Tracks research
project found 4 out of 12 participants had re-engaged at school and recognized strong personal development and future
career planning. Another vital finding was ‘sporadic access to creative activities’ (de Roeper, Savelsberg,2009, p216)
had negative impacts for DYP, while continuity of programs and follow up after a project has finished had positive impacts
in long term skill development. Exposure to art activities for DYP tends to be within the school domain as opposed to

others who experience creative opportunities with their families which in turn increase skills, self confidence and self
esteem (Heath,2005 cited de Roeper, Savelsberg, 2009). Research concluded that art-programs inclusive of all social
backgrounds ‘provided an invaluable connection and conduit into other educational and developmental activities’ (de
Roeper, Savelsberg, 2009, p223).
Best practices for youth with emotional disturbance (ED) focuses on self-determination, strengths-based approach and
systematic transition planning must begin in the middle school years. The barriers preventing successful transitions
include uncoordinated systems, socio-economic and community factors addressing life domains (i.e. education,
employment, independent living, and community adjustment). Professionals, youth and parent advocates and community
leaders agree that these ED youth must have provision of individualized services within a community coordinated support
system (Clark & Foster-Johnson, 1996, Korologg, 1990, Lehman, 1996 cited Lehman, C Ph.D, Clark, H Ph.D, Bullis, M
Ph.D, Rinkin, J, Castellanos, L, 2002). Findings revealed lack of appropriate education, vocational training, and
socioeconomic realities are contributing to antisocial behaviours and maladjustment to adult life. Edgar and Levine’s,
(1986, cited Lehman, et al 2002) research highlighted issues for ED youth as: high unemployment and underemployment
causing less independence; less likely to access post-secondary educational programs; and lack of coordination and
continuity between educational and adult services. Overall they struggled dramatically after school with patterns of
disconnectedness, and were least likely to be involved in clubs and social groups, have high absenteeism, and 55% drop-
out rates (i.e. double the rate of the general population). After 7 years of tracking 700 youth, half of those who completed
high school were employed and living independently, and 58% within the justice system once or more (aged 15-18)
(Silver, Unger, and Fiedman, 1983, cited Lehman, et al 2002). Analysis of social outcomes revealed many of them are
unable to break the cycle of poverty and function outside mainstream society throughout adulthood, therefore need
continued support many years after leaving school. For policy and service directions to have positive outcomes they

should include: quality one on one intensive case management; education system coordination with community services;
support to break cycles of poverty; inclusion into mainstream; continual support; current policies addressing successions
into society; identified alternatives to effectively support troubled youth, and youth directing the planning of support
services post school.
Conclusions and evidence of effective practice in addressing barriers to education
Summary of this literature concludes that successful youth transition models of practice requires all of the following: early
intervention, individualised continuity of care, identification of personal barriers, individual transition planning, intensive
case management, financial support, continuity of programs for skill development (numeracy/literacy/social/ personal/
independent living), mentoring/tutoring or smaller classes, broad curriculum or alternative methods of delivery, co-
ordinated partnerships of welfare, schools and businesses, opportunities for community connectedness/adjustment post
school, family outreach, assistance with pathways to education/career, referral to specialist services and continual support
throughout .
YOUNG PEOPLE’S PERSPECTIVES - THE SURVEY RESULTS
The young people who filled out the surveys were involved in two of a variety of programs held by VUYT. The ‘Bridging
Program’ and the ‘Me and My Future’ programs were delivered during school hours at the Visy Cares Hub in the program
and/or computer room. The reflective practitioner attended sessions as a co-facilitator, observer, or case manager, took
field notes for case studies, and conducted ethnographic interviews. Of the 17 young people who filled out surveys and
attended programs or case management sessions (see Appendix 1) 58% were male, 58% were from non English
speaking backgrounds (NESB) and 35 % were from the suburb of Sunshine. Their average age was 17.75 with an
average highest level of schooling as year 9.875. This coincides with research mentioned earlier that most quit school
before Year 10. The young people determined their reading skills as average at 41%, writing as poor at 47%, and their

math’s as average at 47% (see Graph4). This highlights a numeracy/literacy barrier for young people in Sunshine and
skill development as a necessity for pathways to education. Individual and structurally related low attainment levels are a
prevalent and re-occurring issue within this research. Being independent/getting a job was ranked of highest importance,
family relationships/friendships as second, and financial security as the third (see Graph1). When requiring assistance
with studies/schoolwork young people were prone to firstly go to parents, then a relative or family friend, or thirdly their
friends or a youth worker (Graph3). The young people surveyed were quite involved in activities with youth groups rated
highest, sports (as a participant) second, and religious as thirdly most common (Graph2). All of these young people
regularly accessed The Visy Cares Hub services. The reason for this inclusion of general information (‘What is important
‘Graph1, ‘Involvement of activities’ Graph2, ‘Where they turn for advice’ Graph3, ‘Numeracy/Literacy levels’ Graph 4) is a
snapshot of how young people fare and is considered a pertinent analysis of their needs and backgrounds. This following
information of data (Graphs 1-6) will ultimately shape the future direction of VUYT’s program delivery.

Graph1
0
2
4
6
8
10
12
14
16Numberofyoungpeople
WHAT IS IMPORTANT TO YOUNG PEOPLE
Being independent
Family relationships
Feeling needed and valued
Financial security
Friendships (other than family)
Getting a job
Making a difference in the community
Physical and mental health
School or study satisfaction
Spirituality / faith
Other (please state)
0
2
4
6
8
10
Numberofyoung
people
ARE YOUNG PEOPLE INVOLVED IN ANY ACTIVITIES Arts / cultural
Environmental
Religious
Sports (as a participant)
Sports (as a spectator)
Nothing/None/na
Volunteer
Youth groups and clubs
Graph2 Graph3

0
2
4
6
8
10
12
Numberofyoung
people Where do young people turn
for advice on studies?
Community agencies (eg. youth worker
etc)
Friends
Internet
Magazines
Parent/s
Relative / family friend
School counsellor
Someone else in your community (eg.
doctor, church minister etc.)
Teacher
Telephone helpline
Graph4
0
2
4
6
8
Numberofyoung
people
Reading Writing Maths
YOUNG PEOPLE'S NUMERACY/ LITERACY LEVELS
Poor
Average
Excellent

Identifying the significant barriers and solutions
Graph5
0
5
10
Numberof
youngpeople
WHAT STOPS YOUNG PEOPLE FROM
STUDYING/GOING TO SCHOOL
Alcohol or drug use Body image
Bullying/abuse Bored with teaching and subjects
Coping with stress Suspension or expelled from school
Disability Discrimination –age/race/gender/culture
Family conflict Finance – cannot afford
Health/genetic problems Homelessness or risk of homelessness
Juvenile justice orders Lack of self esteem/confidence
Lack of social support Limited or no parental support
Mental health problems No internet connection/computer
Parenting or other responsibilities as a carer Parents separating/divorcing
Past/present criminal offences/police involvement Poor nutritional intake
School or study problems Sexuality (relationships, health, identity)
Struggle with understanding subjects The classroom environment
Too many students, not enough teachers to help Transport – no family car, money for public transport
Work to support my family Other: (please state)

Most to least common barriers (data from young people)
Of the 17 young people who filled out ‘2009 VU Youth Transitions Survey – Re-engaging into education’ (see Appendix 1)
they were questioned, ‘what stops you studying/going to school?’ Evidence of these samples is seen in Graph 5 of the
significant barriers preventing young people studying or going to school. These are: 59% school/study problems and
struggles with understanding; 53% coping with stress; 47% bored with subjects; 35% lack of self esteem/confidence; 29%
mental health, transport (no family car or money), finance, family conflict, disability, discrimination, class room
environment and delivery of learning; 23% alcohol and drug use, engaged in criminal justice system; 17% suspension or
expelled from school, health/genetic problems, homelessness or risk of homelessness, lack of social support, parents
separating/divorcing, no internet connection/computer, parenting or other responsibilities as a carer, too many
students/not enough teachers to help; 11% body image, poor nutritional intake, sexuality (relationships, health, identity),
work to support my family; and 6% limited or no parental support, bullying/abuse, juvenile justice orders.

Graph6
0
2
4
6
8
10
12
Numberofyoungpeople
What support do young people need
to get through school/studies?
One on one mentor/guide
Support for family and self
Participation in activities
Access to nutritious food
Access to culturally appropriate health
services
Access to transport
Access to internet/computer
Case management support
Help with homework and study
To have my say about subjects taught at
school
Financial planning
Career/job planning and help
Social support
Emotional support
Continuous and caring support from an adult
Guidance throughout the schoolyear and
beyond
Programs to improve study or social skills
Someone to believe in me
Equal opportunity – a fair go
Help with independent living, preparing to
live away from home
Help with adjusting to community as an adult

Most to least common solutions (data from young people)
Of the 17 young people who filled out ‘2009 VU Youth Transitions Survey – Re-engaging into education’ (see Appendix 1)
they were also questioned, ‘what support do you need to get you through school/studies?’ Evidence shown in Graph 6
displays supports which young people believe will assist them getting through studies or school. These are : 70%
programs to improve study or social skills; 65% support for family and self, access to transport ; 59%access to
internet/computer, case management support, career/job planning and help, someone to believe in me; 47% one on one
mentor/guide, help with homework and study, financial planning, help with independent living/preparing to live away from
home; 41% participation in activities, to have my say about subjects taught at school, guidance throughout the school year
and beyond; 35% social support, continuous and caring support from an adult; 29% emotional support; 23% access to
nutritious food, access to culturally appropriate health services; and 11% help with adjusting to community as an adult.
Case studies of young people- the analysis
After compiling 7 case studies of young people, a variety of barriers to education were identified (see Appendix 1). These
were family conflict, self esteem, anxiety and depression, caring for a parent, lack of direction, AOD, abuse and
discrimination. Inclusive of these results were transitional stages of adolescence questioning, ‘where do I belong? where
am I going?’, which typify the adolescents search for personal identity (Ruittenbeck 1964 cited VU, 2007) ultimately
affecting their behaviour and actions. The environmental factors of many young people included unemployment,
increased health risks and suicide rate and single parent families with poorer health (due to low income). Some displayed
significant behavioural difficulties compared to children and young people from a supportive family and background.
Dealing with disadvantages and living without quality parental relationships have impacted these young people negatively
highlighting the need for a youthworker to be a significant adult to aid in building resilience, self esteem and offer social,
practical, emotional and financial support. One particular finding was that identification and opportunities to overcome

barriers must be a priority before reengaging into education, yet other findings revealed reengaging into education was a
means to overcoming barriers and the solution to successful transitioning. The very thing that could be a solution for one
person could very well be the problem for another. There is no defining answer when a young person’s barriers end, but
one certainty of good practice is accounting for individual timing and variations within individual transition planning. Of the
young people studied, 29% had barriers which significantly affected their ability to engage in education and also had basic
needs which required preferential treatment before self-actualisation could occur. The other 71% had positive outcomes
of successful transitions into education. This evidence supports the research that young people who experience
supportive and stable ongoing positive relationships with youthworkers are more likely to overcome adversities, as proven
through these young people being case managed with continuum of care at VUYT. In summary these case studies
highlight that individualised treatment plans must be specific as to the problems and interventions, and meet the young
person’s career needs and goals within a supportive environment.
KEY STAKEHOLDERS’ UNDERSTANDING - THE SURVEY RESULTS
The barriers (data from teachers, Brimbank City Council and youth transition services)
Of the 14 teachers who filled out ‘Interview questions for school teachers/youth transition service co-ordinators/
principals’/other stakeholders’ (see Appendix 2) large qualitative samples were placed into a variety of sections. These
were: Section1: Common Barriers of Young People which are home related, school related, structural and/or individual
related barriers. Section 2: Needs of Young People which include assistance from home, assistance from
school/teachers, young people themselves, assistance from other stakeholders eg Government, training providers,
community groups etc. Section 3: Improving support from the Service in the areas of awareness raising and advocacy,
pathways and transitions, curriculum and presentation, and improve existing services - resources, staff, support structure
(see Appendix 2). Of the teachers who were asked of their input on what they understand are the most common barriers

which prevent young people’s engagement with education’ (see Appendix 2), 50% stated that past education is
inadequate and related to poor literacy & numeracy and other learning difficulties. These are considered both individual
and school related barriers. 36% of teachers stated that lack of support and knowledge of how to support was also a
barrier within home, school and structural systems, and 21% believed parental understanding and expectations was also
an issue within the home. While 21% perceived personal issues related as individual barriers to education.
A BCC representative (2009) was interviewed with ‘Interview questions for school teachers/youth transition service co-
ordinators/ principals’/other stakeholders’ (see Appendix 2). According to a BCC representative (2009) what is not
conducive to these common barriers are such things as ‘transport, internet and safety…Safety is a barrier because it
inhibits young people’s socialisation’ (See Appendix 3). Research conducted within Brimbank municipality has found that
the biggest barriers preventing young people’s engagement with education is a ‘gap for young people aged 8-12 years
old’ (BCC representative, 2009). This evidence shows that young people are falling through the cracks in the school
system early, long before they become adolescents. This is a cause for concern, as early intervention and recognition of
disengagement must begin within the early years of a classroom.
Two youth transition officers were also interviewed with ‘Interview questions for school teachers/youth transition service
co-ordinators/ principals’/other stakeholders’ (see Appendix 2). After interviewing the youth transition service, conclusive
evidence found mainstream schooling was inappropriate because young people were not engaging with the curriculum,
programs on offer were inappropriate, and little support was given. ‘Policies aren't engaging to re-engage’ nor are
schools intervening in time, and ‘teachers are unaware of available services for healthy exits’ (Youth Transition Officers,
2009 - see Appendix 3).

Supports needed for re-engagement as identified by teachers, youth transition services and other stakeholders
The 14 teachers, youth transition service, and BCC representative were asked, ‘What do they think/know these young
people need to overcome these barriers’ on the ‘Interview questions for school teachers/youth transition service co-
ordinators/ principals’/other stakeholders’ (see Appendix 2). Their answers are as follows:
Teachers solutions
In order for young people to overcome barriers 50% of teachers believed that increasing their skills in numeracy, literacy,
self esteem and behavioural issues, and one on one support is the answer. While 21% thought support mechanisms from
the institutions, and a useful environment (which is safe and fun) or a quiet room to study will help. Then 14% said young
people need individualised support for personal development to overcome specific difficulties and find strengths. An
equal number thought they required early intervention focus, individualised support, more funds into education for
homework support and English as second language, alternative education, and an integrated approach (see Appendix 2).
Youth transition solutions
The two youth transition officers strongly believed that education and awareness of youth transition services at schools
was the leading solution to assisting young people in overcoming barriers. Continuum of case management care with
additional options to enter throughout the year was identified as another solution. ‘Being out of school six months is too
long to be disconnected from community’ (Youth Transition Officers, 2009 - see Appendix 3).
Other stakeholder solutions
The Brimbank City Council representative (2009) stated that for young people who need educational support they need
‘referrals …from schools/welfare co-ordinators who are concerned for students in need of numeracy/literacy, mentoring
and social supports. We have found that with these supports in place this will allow young people to reconnect at
schools’. In regards to safety being a common barrier, BCC address this by holding ‘bigger events… somehow safety in
numbers works for the community…It also works for community programs/events if we partner up with already established

communities…alongside a community leader who… already developed respect/rapport/relationships with a number of
people’ (see Appendix 3).
Recommendations for VU Youth Transitions service delivery as suggested by stakeholders
The teachers, and youth transition service were asked, ‘How can our service support clients to overcome these barriers?’
on the ‘Interview questions for school teachers/youth transition service co-ordinators/ principals’/other stakeholders’ (see
Appendix 2). Their answers were varied and are as follows: One on one case management/counselling/support for
problems/family issues/discover strengths/learning strategies; Pathways to uni/youth transition programs e.g. 'Me&My
Future'/info of career pathways; Tutoring from people who understand their learning and emotional needs/language
barriers; Advocating, lobbying against System; Support, information and awareness of career pathways/pathway
programs for literacy and learning strategies at schools, and TAFE; Homework club; Free internet; proper VU facilities -
available classrooms, without funding delays; A place for after school study; Create strong links from secondary to tertiary
education – i.e. early intervention of disengagement; Collaboration of education at schools for greater awareness of
available youth services; Individualised , genuine continuum of care, within a case management framework driven by
young people; Whole community approach (see Appendix 2 and 3).
Teachers recommendations of VU service delivery
According to the interview/survey data of the 14 teachers, the most common recommendations are as follows (see
Appendix 2). Pathway programs (youth transition services/programs and career pathways)/case management and
counselling for support in problems, family issues, discovering strengths, learning strategies were high on the agenda with
43% of teacher recommendations. Tutoring (from people who understand learning/emotional needs/language) was
suggested by 21% of teachers. Information, learning and awareness of career pathways, programs and services/
homework club/advocating and lobbying against the system were regarded by 14% as also important.

Youth Transition Service recommendations of VU service delivery
The two youth transition officers suggested that education and awareness of youth transition services at schools will
improve VUYT’s service delivery. Additional to this is continuum of case management care and increased options to
enter a course throughout the year rather than mid year intakes. This is specifically highlighted in their answer to
solutions earlier in the paper (see Appendix 3).
MAIN FINDINGS AND KEY THEMES
The overall key themes which emerged from all stakeholders are listed as follows (in most reoccurring to least
reoccurring). The most prevalent of barriers is due to a lack of appropriate education, and also disconnection from family
or family related stress or misunderstandings. The literature and the stakeholders coincide that a lack of access to
internet or computers and transport, which is related to the poverty levels in Brimbank is cause for this second concern.
Young people have stated they need help with coping with stress (See Graph 5), so mental health issues are fast
becoming a major concern and is an equally common theme overall. Thirdly, there is such a history of dissatisfying
experiences at school and as the samples suggest is related to lack of supports and inabilities to understand subjects.
Fourthly, there are such themes as: unrecognised low school achievements, disabilities; carer responsibilities; contact
with criminal justice systems; and fifthly, history of truancy, suspension or expulsion; self esteem issues; low literacy or
numeracy levels; homelessness; alcohol and other drug issues; community adjustment/disconnection; policies that aren’t
engaging to re-engage; discrimination/ bullying. The least reoccurring theme overall is a lack of co-ordination of systems.
Key issues from this research have found that many young people are falling through the gaps in education because of its
system structure, and many are falling behind in their progress without effective intervention or quality teaching. As a

result, what has surfaced is a lack of school support and services (especially literacy, family, student services) for young
people which are fast becoming the determining factors of incomplete secondary education. Young people in
Melbourne’s west who have lower levels of educational participation, specific language and literacy issues due to a higher
than average % of CALD population require extra assistance.
Additionally, services are currently delivered by a number of agencies in an un-coordinated manner with different services
taking different approaches and applying a different intervention, which does not result in the best outcomes for young
people. Although the Federal government is implementing this new co-ordinated approach around the delivery of services
where current funding arrangements will soon expire, there is still an astounding lack of education impacting community
health and wellbeing. Regardless of whether the barriers are individual or structural it is not suffice for sole reform to
youth transition services. The research suggests reform is necessary within the education system itself, such as an
engaging curriculum that is inclusive of all diversities and capabilities and relevant to this ever changing society.
The research also suggests that there are overall themes emerging of solutions in assistance of young people re-
engaging in education. The most significant are numeracy/literacy programs or skill development, mentoring, social
supports, personal development/self esteem and independent living programs. Repetitive statements from all
stakeholders indicated that individualised continuity of care, intensive case management, co-ordinated welfare systems
and youth transition services are equally valuable (i.e. during and post school). These solutions should be aligned with
individualised transition guidance and career planning. Early intervention from primary school to higher education to
career entry must be strictly implemented within the framework of school settings. Community connectedness activities
and programs, in partnership with established communities and services have proven to be beneficial to young people.
These are regarded as imperative within this research as another segue to education. Additional overall solutions

regarded as relative but comparatively less common to the above hypothesis’ are: identification of personal barriers;
tutoring or smaller classes; broad curriculum and alternative methods of delivery and support; post school
adjustment/inclusion into mainstream community; support mechanisms (from institutions for emotions/family); financial
support; policies addressing youth successions and engaging to re-engage; and useful environment/quiet room to study.

According to those who disregard the aforementioned experts and research, it is not merely the components of the social
environment, self esteem, belonging, community links, youthwork practice approaches and strong social capital that
create successful transitions to education. It is that the mere odds are stacked against young people to even complete
schooling. Lee & Breen (2007 cited Smyth, 2005) state that educational outcomes are dependent on an amazing
alignment of supporting conditions and situations, and argue that it’s not just the resilient nature of young people that sees
them achieve higher levels of education. There are other things to take into consideration such as social discrepancies
and structures. Summary of this literature concludes that an amazing alignment of supportive conditions is required for
successful education, and a genuine reduction in early school leaving requires a change in the way schools relate to
young people. So in order for successful youth transitions, the model of practice for re-engagement into education
requires the aforementioned solutions, in addition to: continuity of programs for long term skill development
(numeracy/literacy/social/ personal/independent living); co-ordinated partnerships of welfare, schools, community and
businesses; opportunities for community connectedness/adjustment post school; family outreach; greater assistance with
pathways to education/career; and referral to specialist services and continual support throughout. With all these
supports systems and strategies in place, young people will have greater opportunities and pathways to better health,
wellbeing and education. Government policy, schools, community welfare, and youth services need to address the
significant reoccurring barriers defined in this research, and must work further towards assisting young people to
overcome such issues.
RECOMMENDATIONS FOR BEST PRACTICE OF EXISTING YOUTH TRANSITION SERVICES
The research suggests that for positive outcomes and successful transitions for young people to re-engage into
education, that VUYT is best to continue with existing case management and program models to improve skills and

support young people to overcome barriers. VUYT’s service delivery is in accordance with the Government’s National
Partnership on Youth Attainment and Transitions (DEEWR, 2009) agenda and meets most of the Youth Compact
standards and guidelines, but requires some improvements in the program modules and its partnership with schools.
Although VUYT collaborates and refers young people to youth services at The Visy Cares Hub and has connections with
some local schools, it lacks slightly in the outcome framework of School Business Community Partnership Brokers. The
Government requires youth transition services to broker partnerships and improve community and business engagement
with schools, an area in need of improvement for VUYT. If fulfilled these programs delivered by VUYT will ‘assist schools
to extend learning beyond the classroom, increase student engagement, lift attainment and improve educational
outcomes’ (DEECD, 2008). A strong partnership with schools is needed in addition to other improvements for VUYT’s
service delivery to enable early intervention and support for young people disengaging. The reflective practitioner
suggests VUYT commence marketing of their skill building programs at local schools and raise awareness of the service
available to young people, teachers and the community.
Due to the disadvantage and CALD community profile of young people in Brimbank certain requirements must be
addressed first to improve young people’s chances of receiving education. Evidence from this research has shown a need
to increase young people’s numeracy/literacy skills to enable them to study, and this must be addressed before re-
engaging in education. Because support mechanisms such as ‘numeracy/literacy, low socio-economic communities (SES)
and quality teaching’ (DEEWR, 2009) are a priority for the Youth Compact agenda, the research further suggests VUYT
offer programs directly addressing numeracy and literacy. VUYT’s existing personal development and independent living
programs meet the requirements of Government guidelines. This is evident in established and current programs such as
‘Me and My Future’, ‘Career Mapping’, ‘Prep Ed’ and ‘Tools and Skills for Life’, and as the research suggests should
increase to several times throughout the calendar year. VUYT fulfils its service aims in assessing a young person’s needs

by working with them to establish a plan for their future. This produces positive outcomes that help them realise their
potential, and links their abilities with appropriate educational and training options delivered through good practice. The
VUYT service fulfils the requirements of assisting young people to overcome barriers through case management and
programs and increases their skills by: identifying strengths, goals and career options; finding ways to overcome any
barriers to learning; getting involved in flexible and accredited education or training options; increasing life and
employability skills, including areas such as budgeting, socialisation, health and nutrition (VU, 2009).
The reflective practitioner suggests continuing with a service which focuses on appropriate models of individual quality
care, problem solving to address barriers, and career pathway advice while providing continuum of care for young people.
Improvements should be made to the development and implementation of VUYT’s individual transition plan, by integrating
initial assessment forms with: greater detail to further identify personal barriers to learning, more specific goal timeframes,
numeracy/literacy sample test and a skills/strengths assessment. This will encourage a holistic approach of referrals to
other appropriate services and aid in career and educational directions. Implementing early intervention, providing young
people a better life with opportunities to increase skills, offering safer environments than that which is provided by the
young person’s family should remain high on the agenda. Quality education programs and offering consistent standards
will allow continuous improvement of young people’s health and wellbeing. What is required by VUYT’s delivery is the
continuation of ongoing support and relationships with workers taking into account each individual experience and need.
All of the above recommendations have proven that young people prosper and bounce back from adversities and barriers
faced in life with VUYT’s existing and new service delivery.
FINAL CONCLUSIONS

The education system is in dire need of reform within its curriculum, grading and structure. Early intervention of the
disengaged at schools, alongside quality teaching, are merely not enough. Alternative methods of delivery should be
inclusive for all young people in addition to compulsory pathways and knowledge for career planning. For the benefit of
young people, research has shown that schools are best practiced by forming smaller classrooms with one on one
mentoring opportunities. This includes establishing strong partnerships with youth transition services offering programs in
numeracy/literacy, mentoring and social supports, and any continuum of programs which increase skills and offer career
pathways. The nature of Brimbank’s young people reflects a vulnerable and disadvantaged youth who tend to struggle
with the transition into society, therefore this calls for the support of youth workers and services that offer continuity of
care. This will enhance the establishment of their identity to a state of independence. As per the Children, Youth and
Families Act (2005) (cited DEEWR, 2009) and the new Youth Compact strategy (DEEWR, 2009), the government is
obliged to assist in education which is best practiced with quality care through case management support. Individualised
goals and transition plans within ongoing one on one support, and relationships with workers will afford young people the
opportunity to transition successfully and reengage into education. Youth transition services must work in collaboration
and partnership with Government, young people, other community services, schools, and businesses to offer referrals and
a collaborative approach. This will increase social inclusion, social capital, general development, and health and
wellbeing of Brimbank’s young people.
APPENDICES
APPENDIX 1 YOUNG PEOPLE
2009 VU YOUTH TRANSITIONS SURVEY - REENGAGING INTO EDUCATION
This research project aims to identify young people’s reoccurring significant barriers to education. The answers
will allow us to offer appropriate support and help improve our service to young people.
Your participation in this survey is voluntary. Your information will be kept confidential.

Please complete the following:
What is your age (in years)? _______________________________________________________
What is your gender? • Male • Female
Do you speak any languages other than English at home? If yes, please state: _____________________________
What is your postcode? __________________________
What is important to you?
Please rank from 1 to 5 (please tick any that apply)
Being independent
Family relationships
Feeling needed and valued
Financial security
Friendships (other than family)
Getting a job
Making a difference in the community
Physical and mental health
School or study satisfaction
Spirituality / faith
What school year level have you completed?
Year 8
Year 9
Year 10
Year 11
Year 12

Are you involved in any of the following activities/groups? (please tick any that apply)
Arts / cultural
Environmental
Religious
Sports (as a participant)
Sports (as a spectator)
Nothing/None/na
Volunteer
Youth groups and clubs
If you need help with school/studies, where do you turn for advice and support? (please tick any that apply)
.
Community agencies (eg. youth worker etc)
Friends
Internet
Magazines
Parent/s
Relative / family friend
School counsellor
Someone else in your community (eg. doctor,
church minister etc.)
Teacher
Telephone helpline
What support do you need to get you through school/studies? (please tick any that apply)
One on one mentoring – adult speaking on your behalf, monitors
behaviour, academic performance and attendance, other services to

help, offers ongoing feedback and encouragement, problem solves,
listens to concerns, communicates with family
Supportive for family and self
Participation in activities
Access to nutritious food
Access to culturally appropriate health services
Access to transport
Access to internet/computer
Case management support – assessing needs/goals, assistance, and
progress
Help with homework and study
To have my say about subjects taught at school
Financial planning
Career/job planning and help
Social support
Emotional support
Continuous and caring support from an adult
Guidance throughout the schoolyear and beyond
Programs to improve study or social skills
Someone to believe in me
Equal opportunity – a fair go
Help with independent living, preparing to live away from home
Help with adjusting to community as an adult
How would you rate your literacy (reading/writing) and numeracy (maths) level? (Circle one)
Reading Poor Writing Poor Maths Poor
Average Average Average
Excellent Excellent Excellent
What stops you from studying/going to school? (please tick any that apply)

Alcohol or drug use
Body image
Bullying/abuse
Bored with teaching and subjects
Coping with stress
Suspension or expelled from school
Disability
Discrimination –age/race/gender/culture
Family conflict
Finance – cannot afford
Health/genetic problems
Homelessness or risk of homelessness
Juvenile justice orders
Lack of self esteem/confidence
Lack of social support
Limited or no parental support
Mental health problems
No internet connection/computer
Parenting or other responsibilities as a carer
Parents separating/divorcing
Past/present criminal offences/police involvement
Poor nutritional intake
School or study problems
Sexuality (relationships, health, identity)
Struggle with understanding subjects
The classroom environment
Too many students, not enough teachers to help
Transport – no family car, money for public transport
Work to support my family
Other: (please state)

Comments
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
If you need support for any of the above issues, please contact staff at the VU Youth Transitions at the Hub!!
Thank you for participating in this research. It is much appreciated.
Evaluation form and results Me and My Future program’:

.
What did you like about the program?
YP#1-You can meet other people, I felt confident coming here and now I feel confident going to VCAL
YP#2- The touch typing

YP#3- Was open with everyone. Everything was explained well. Was fun to go to.
What was the aim of the sessions? Or your personal aim?
YP#1- To succeed what I want to do
YP#2- Was told to
YP#3- (blank)
Only 2 clients (YP#2&YP#3) filled this.
Score Scale:1=poor 2=satisfactory 3=good 4=excellent
The activities 2/3 Youth workers 2/4
The sessions 2/3 Body Image/ Healthy Relationships 2/3
The venue 2/3 Sexual Health 2/4
Food 1/4 Self Esteem/Assertiveness 2/4
The Rules/
expectations
2/4 Career mapping/Resume writing -/4
How could the program have been made better for you?
YP#1- It was better than I expected
YP#2-Cooking program
YP#3- They have it down pat, everything was fun as we4ll as getting the right info. On it all, can’t say it’s perfect but close
to it.
What did you not like?
YP#1-Nothing I have no doubts
YP#2- The food – would have liked to eat strawberries
YP#3- Nothing
Please list what you got out of the sessions:

YP#1-Computer skills, confidence
YP#2-Looking into my future
YP#3- A resume; More confidence with the whole body image; How positive words can help.
Young People Survey Results – Barriers to Education

BARRIERS and
SOLUTIONS TO
RE-ENGAGING WITH
EDUCATION
TOTALS
%
Average Age 17.75
• Male 58%
• Female 42%
NESB 58%
Postcode 3020 35%
What is important to Being independent 16 94%
you? Family relationships 15 88%
Feeling needed and valued 12 70%
Financial security 14 82%
Friendships (other than family) 15 88%
Getting a job 16 80%
Making a difference in the
community 6 35%
Physical and mental health 11 65%
School or study satisfaction 11 65%
Spirituality / faith 9 53%
Other (please state) 1 6%
What school year level have
you completed?
Average Highest Year Level
9.875

Are you involved in any Arts / cultural 1 6%
of the following Environmental 0%
activities/groups? Religious 5 29%
Sports (as a participant) 7 41%
Sports (as a spectator) 4 23%
Nothing/None/na 3 17%
Volunteer 2 11%
Youth groups and clubs 10 59%
If you need help with
school/studies, where do
Community agencies (eg. youth
worker etc) 10 59%
you turn for Friends 10 59%
advice and support? Internet 8 47%
Magazines 0 0%
Parent/s 12 70%
Relative / family friend 11 65%
School counsellor 6 35%
Someone else in your
community (eg. doctor, church
minister etc.) 2 11%
Teacher 9 53%
Telephone helpline 3 17%
What support do you need One on one mentor/guide 8 47%
to get you through Support for family and self 11 65%

school/studies? Participation in activities 7 41%
Access to nutritious food 4 23%
Access to culturally
appropriate health services 3 17%
Access to transport 11 65%
Access to internet/computer 10 59%
Case management support 10 59%
Help with homework and study 8 47%
To have my say about subjects
taught at school 7 41%
Financial planning 8 47%
Career/job planning and help 10 59%
Social support 6 35%
Emotional support 5 29%
Continuous and caring support
from an adult 6 35%
Guidance throughout the
schoolyear and beyond 7 41%
Programs to improve study or
social skills 12 70%
Someone to believe in me 10 59%
Equal opportunity – a fair go 6 35%
Help with independent living,
preparing to live away from
home 8 47%
Help with adjusting to
community as an adult 2 11%
How would you rate your
literacy (reading/writing)
Reading -
Poor/Average/Excellent
5 P 29%
7 A 41%
4 E 23%

and numeracy (maths)
level?
Writing -
8P(47%)
5A(29%)
3E(17%)
1 N/A
Maths - -
6P (35%)
8A (47%)
2E (11%)
1 N/A
What stops you from Alcohol or drug use 4 23%
studying/going to school? Body image 2 11%
Bullying/abuse 1 6%
Bored with teaching and
subjects 8 47%
Coping with stress 9 53%
Suspension or expelled from
school 3 17%
Disability 5 29%
Discrimination –
age/race/gender/culture 5 29%
Family conflict 5 29%
Finance – cannot afford 5 29%
Health/genetic problems 3 17%
Homelessness or risk of
homelessness 3 17%
Juvenile justice orders 1 6%
Lack of self esteem/confidence 6 35%
Lack of social support 3 17%
Limited or no parental support 1 6%
What stops you from Mental health problems 5 29%
studying/going to school? No internet
connection/computer 3 17%

Parenting or other
responsibilities as a carer 3 17%
Parents separating/divorcing 3 17%
Past/present criminal
offences/police involvement 4 23%
Poor nutritional intake 2 11%
School or study problems 10 59%
Sexuality (relationships, health,
identity) 2 11%
Struggle with understanding
subjects 10 59%
The classroom environment 5 29%
Too many students, not enough
teachers to help 3 17%
Transport – no family car,
money for public transport 5 29%
Work to support my family 2 11%
Other: (please state) 6%
Case studies and focus groups of young people
Case study Young Person 1

YOUNG PERSON 1 is a 16 year old female living in a single parent family in Footscray. YOUNG PERSON 1 has a
disability of learning difficulties, a Year 8 level of schooling, and has significant barriers of alcohol use. YOUNG PERSON
1 was referred to by Open Family, and has also had mental health assistance for self harming 3 years ago. Her initial VU
Connections assessment was in February 2009 in which YOUNG PERSON 1 listed her goals as: ‘achieve a higher level
of schooling than Year 8’, ‘wants to figure out what I want to do’, and ‘to feel better bout self’. YOUNG PERSON 1 is
unsure of her career future plans. YOUNG PERSON 1 barriers are: ‘No support due to intellectual disability, and could
not cope doing Year 9’; ‘Fear of same thing happening again’; and ‘Very low self esteem’. YOUNG PERSON 1 began her
progress with the following strategies; ‘Start being serious about my education’; and ‘Stay engaged with workers and ask
for help and support when I need it’. YOUNG PERSON 1 completed the ‘Me and My Future’ VU program, which resulted
in her saying that she liked the program because, ‘You can meet other people, I felt confident coming here and now I feel
confident going to VCAL’. YOUNG PERSON 1 is currently re-engaged in education and has transferred over to VCAL in
April 2009. Staff have monitored her progress and YOUNG PERSON 1 is happy and settled into education.
YOUNG PERSON 1 filled out an evaluation on completion of VU Youth Transitions ‘Me and My Future’ program (see Evaluation form and results
Me and My Future program’ (Appendix 1).

YOUNG PERSON 2 is a 16 year old female who comes from a single parent household and has 2 other siblings. YOUNG
PERSON 2 completed Year 9 equivalent through distance education and had not studied since 2007. During that time
YOUNG PERSON 2 had been forced into counselling and diagnosed with anxiety disorder and was administered anti-
depressant medication. YOUNG PERSON 2 revealed her hindrances/barriers to study was anxiety and parents
separating, therefore she could not pursue her schooling education any longer. YOUNG PERSON 2 was forced by her
mother in April 09 to attend all 4 sessions of VU Youth Transitions ‘Me and My Future’ girls only program held. Initially
YOUNG PERSON 2 presented as shy and did not participate enthusiastically. During the program YOUNG PERSON 2
was participating voluntarily, and interacting well with other young people and the program facilitators.
On completion of the program YOUNG PERSON 2 was case managed and enrolled at TAFE full time in Hospitality
(Kitchen Operations). YOUNG PERSON 2 expressed that despite her mothers past expectations was adamant to
achieve her desired goals. YOUNG PERSON 2 actually said, ‘For the first time in my life I am doing something I want to
do, not what I’m forced to do’. Funds were provided for her to assist her financially to pay her course fees. VU staff
monitored her mental health and suggested to address this before studying again, but YOUNG PERSON 2 felt she was
no longer struggling with anxiety. Although YOUNG PERSON 2 has managed to work for 2 years as an acting manager
at a food outlet without any anxiety, recommencing studies resulted in her anxiety resurfacing only after one week. The
hospitality course co-ordinator informed VU staff of YOUNG PERSON 2’s personal crisis as was presenting in class as
having trouble retaining information. VU staff and hospitality co-ordinator are currently trying to work out alternatives to
keep YOUNG PERSON 2 engaged in education, monitoring her progress and reviewing her transition. YOUNG PERSON
2 was linked into Headspace to assess her mental health and to consider cognitive behavioural therapy or medication.
Staff supported YOUNG PERSON 2 at Headspace appointment, and advocated for her both with her mother and
psychologist.

YOUNG PERSON 3 is a 19 year old female referred to VU Youth Transitions by Open Family in March 2009, and started
the VU Connections program. YOUNG PERSON 3 is the oldest daughter, and has a sister, Mum and Stepdad. YOUNG

PERSON 3 has uncompleted Year 9 in 2006. YOUNG PERSON 3 now aims for a pathway to: ‘get into school with a Year
10 pass’, and with future aspirations for a ‘career in Cert IV/Diploma Youth Work for 2010’. YOUNG PERSON 3 listed her
barriers as: ‘mixed with the wrong crowd’, ‘drugs’ (Cannabis use from boredom) and ‘not motivated’. YOUNG PERSON 3
had a goal to overcome these barriers by utilizing strategies such as: ‘try my hardest’; ‘let nothing get in my way’. YOUNG
PERSON 3 progress included completing the ‘Me and My Future’ VU program, then transferring over to VCAL in April
2009. YOUNG PERSON 3 was also referred to an AOD service but refused, and instead ensured her drug use will cease
once re-engaged with education. On receiving the Certificate of attendance, YOUNG PERSON 3 appeared happy with
the program outcomes which included, ‘A resume; More confidence with the whole body image; How positive words can
help’. YOUNG PERSON 3 is currently thriving at VCAL, and happy to have re-engaged into education.
YOUNG PERSON 4 has been in foster care since childhood and to the age of15. Her younger sibling was also in the
same foster family. YOUNG PERSON 4 who is now 17 had experienced violent episodes at home, and also suffered

physical abuse from a parent who is predominantly using a substance (ie. alcohol). For this reason she was placed in
care, and has become a strong tenacious person. After leaving care YOUNG PERSON 4 was referred to VU connections
and built rapport with a Youth Transitions Officer. When I met YOUNG PERSON 4 she was clean from heroin use for 5
weeks without any AOD counselling and quite proud of it. YOUNG PERSON 4 participated in the ‘Me and My Future’
program and expressed her aspirations to start a career in either hospitality or beauty. YOUNG PERSON 4 was
determined to remain substance-free, and to find a job or start a course despite her Year 9 level education. It has been 2
years since YOUNG PERSON 4 has engaged in education. A week prior to completion of the short VU program, we had
to find YOUNG PERSON 4 emergency accommodation as the last place found by her last youth worker was unsuitable,
unsafe and a health and safety biohazard. There were many heroin users in the house, and an alleged rapist visiting
often. This was not conducive to YOUNG PERSON 4’s stage of readiness to pursue life without heroin. I case managed
YOUNG PERSON 4, and found placement for her at emergency accommodation, which reduced a reoccurring crisis
situation. The outcome for YOUNG PERSON 4 has been positive, she has been selected and accepted into Iramoo and
now has a caseworker, an AOD worker, a JPET worker and a mental health worker. On completion of the ‘Me and My
Future’ program, YOUNG PERSON 4 presented as settled despite the boredom, and being the only white girl, and
language barriers at the refuge. Since then staff called her at the refuge, and followed up her progress which found her
settling in well at Iramoo Refuge, and has now moved to a Lead Tenant property (Lighthouse) which promotes a holistic
approach. YOUNG PERSON 4 is not currently engaged in education, due to a family member being terminally ill. Staff
monitoring her progress have found protective factors and social capital building around her.
YOUNG PERSON 5 was referred his mother who found a VU pamphlet and made an appointment to see a VU youth support officer.
YOUNG PERSON 5 is an 18 year old NESB male, who completed Year 12 but had been out of education and work for 6 mths.

YOUNG PERSON 5 spent much of that time depressed and unmotivated, unsure of his future. YOUNG PERSON 5 was seeking
financial independence, and was certain of his goal to do a course in hotel management. He listed being independent, family,
financial security, friendships, getting a job, school/study satisfaction, spirituality/faith as important to him. He is actively involved in
the arts, religious, sports (as participant), and youth groups/clubs. His supports around him are friends, internet and parents. YOUNG
PERSON 5 needs to get through studies with support for: family/self, access to transport/internet, case management, help with
homework, financial/career planning, guidance through schoolyear, help with independent living. His literacy skills are: excellent –
reading, average - writing, poor - maths. YOUNG PERSON 5 has the following barriers: coping with stress, finance, lack of self
esteem/confidence, poor nutritional intake, school/study problems, struggle understanding subjects, classroom environment, too
many students not enough teachers, money for transport/no family car, Staff and I promptly gathered information, enquired about his
options and availabilities, and by that afternoon YOUNG PERSON 5 enrolled in a mid year intake VU Hotel Management course.
YOUNG PERSON 5 and his mother highly praised staff for their concerted efforts. YOUNG PERSON 5 was immensely grateful for
the change in his life. As recorded in placement journal dated 29th
July 2009 - “This morning, first thing, Younes had big smiles and a
box of choccies and a thank you card from YOUNG PERSON 5 and his Mum. He has enrolled and now started the Hospitality
Management course at VU last week after sitting around doing nothing and without direction for 6mths. The card says, ‘To VU
Team, Thank you, so much for helping me out to find the right course so I could gain the skills that I need for my future. One day
when I’m a hotel manager, I’ll remember to invite you guys for a free stay. From YOUNG PERSON 5’. How absolutely divine. This
job is so satisfying, it brings such joy to me to know that young peoples lives are changing from the impact of our service to them”.
YOUNG PERSON 5 is currently engaged in education.
In June this year YOUNG PERSON 6 dropped-in to VU Youth Transitions office. YOUNG PERSON 6 is a 20 year old
female, from a NESB who lives locally. YOUNG PERSON 6 has completed Year 12 at VCE in 2007, has excellent

numeracy and literacy skills, and has partly completed Diploma Tourism Management. What is important to YOUNG
PERSON 6 is independence, family relationships, financial security and spirituality/faith. YOUNG PERSON 6 was more
likely to turn to family, or a youth worker for support. YOUNG PERSON 6 expressed her needs to get through studies as:
support for family/self; participation in activities; access to transport/internet; case management; to choose subjects;
independent living, career and financial planning; programs to improve study/social skills; equal opportunities. YOUNG
PERSON 6 stated that, "I had a mentor but only saw her twice in a year. I need regular contact with a mentor". YOUNG
PERSON 6 was forced to leave her studies due to family health problems and her responsibilities as a carer. Her other
barriers are: body image, coping with stress, disability, family conflict and divorce, finance and health problems, sexual
identity, struggle understanding subjects, transport and must work to support family. After a couple of days deliberating
the best options for her in Beauty Therapy or Make Up, YOUNG PERSON 6 enrolled in a VU Certificate III Beauty
Therapy. Staff advised YOUNG PERSON 6 to think of her future goals to own her own business one day, which helped
her decision. YOUNG PERSON 6 is currently engaged in education, and has been referred to other services offering
appropriate financial assistance.
A support letter for YOUNG PERSON 6 follows:
29th
July 2009
Dear Mr XXXXXX
RE: XXXXXXXXXXX Job Capacity Assessment
I am a case manager from Youth Transitions at Victoria University, and have had the pleasure of meeting XXXX when she
first approached our office at the Visy Cares Hub in June of this year. I have found XXXX to be a confident and intelligent

young lady, who is dedicated to pursuing a successful career in Beauty, with aspirations to open her own salon one day.
XXXX is currently enrolled at Victoria University in a Certificate III Beauty Therapy, which is a full time course.
XXXX has significant barriers which are related to her NESB, culture and religion. In addition to this, XXXX has had past
experiences of disengaging from education due to caring for a parent with health problems, therefore I believe XXXX is in
dire need of financial support due to family health problems and low family income. XXXX has proven through past
studies that she is dedicated, and has been recognised for such things as participation in extra curricular school
productions and peer helper/mediation programs. I believe XXXX and her family will benefit greatly from this time off work
to study in which she will be job ready on completion of the certificate.
It would be appreciated if you would consider XXXX for financial support as we continue our assistance in offering case
management support.
Kind Regards
Eliana Deur
Youth Support Officer
YOUNG PERSON 7 is a 16 year old female living in the West, who comes from a large NESB family of 10+ siblings and
who left Year 9 in December 2008. YOUNG PERSON 7 was referred by a staff member from the Visy Cares Hub, and

presented as withdrawn and notably depressed. Her literacy levels for reading are average, but writing and math are both
poor. YOUNG PERSON 7 is an active participant at sports activities/groups, and is a regular participant at youth dance
classes. YOUNG PERSON 7 has expressed that the things which are important to her are: family relationships, feeling
needed and valued, friendships (other than family) getting a job, making a difference in the community, physical and mental
health, and school or study satisfaction. When YOUNG PERSON 7 needs help with school/studies, she turns to friends,
parents, and relative/family friends for advice and support. YOUNG PERSON 7 lists her needs of support to get through
school/studies are for family and self, through participation in activities, to get help with homework and study, career/job
planning, social support, programs to improve study or social skills, and someone to believe in her. YOUNG PERSON 7’s
barriers to education include suspension or expulsion from school caused by discrimination related to her race/culture,
school or study problems, struggling with understanding subjects, and must work to support her large family. On the initial
case management session, YOUNG PERSON 7 stated her keenness to do a fashion design course, but this was not
available until next year. Journal notes, ‘Sometimes I think removing the barriers first is going to bring success. What was
made particular clear about this client was she needed to improve her social/literacy skills first, by finishing school first in
VCAL as a realistic option for her’. After staff encouragement and advice, YOUNG PERSON 7 enrolled in VU ‘Tools and
Skills for Life’ program to increase her skills as a stepping stone to attending VCAL (Fashion) in 2010. YOUNG PERSON 7
especially voiced her need to get help for her anger/behaviour. Her goal to reduce this educational barrier was for the
remainder of 2009 until recommencing studies in the New Year. To date, YOUNG PERSON 7 has commenced TOTEM
until start of VCAL 2010.
Focus group results of young people from ‘Me and My Future’ Program
Hindrances/barriers to study were listed as:
• ‘anxiety’,

• ‘bored with teaching and subjects’
• ‘too many students, not enough teachers to help’, and
• ‘Parents separating’.
We got the group to come up with some self-help strategies and solutions themselves.
Solutions to barriers to study were listed as:
Anxiety
Cognitive Behavioural Therapy or anti-anxiety medication
Support from counsellor/psychiatrist
Breathing exercises
Positive thinking (Thoughts = Feelings = Behaviour)
Read a book on how to overcome anxiety
Bored with teaching and subjects
Find a course that interests you
Suck it up and do it as it’s part of the sacrifice
Hard work = Dreams Fulfilled
Too many kids, not enough teachers to help
Get a tutor
Access greater support
Ask teachers to sit with you one on one and explain in KEEP IT SIMPLE (KISS)
Parents separating
Counselling and/or family conflict resolution services
(For the one client who did not like counselling) Youth worker support
Other adult support
APPENDIX 2 TEACHER INTERVIEW QUESTIONNAIRE AND RESULTS
Interview Questions For School Teachers/Co-Ordinators/ Principals

2009 Vu Youth Transitions Survey - Reengaging Into Education
This research project aims to identify young people’s reoccurring significant barriers to education. The answers
will allow us to offer appropriate support and help improve our service to young people.
Your participation in this survey is voluntary. Your information will be kept confidential.
What are the MOST COMMON barriers which prevent young people’s engagement with education?
___________________________________________________________________________________
___________________________________________________________________________________
What do you think/know these young people need to overcome these barriers??
______________________________________________________________________________
______________________________________________________________________________
How can our service support clients to overcome these barriers??
______________________________________________________________________________
______________________________________________________________________________
Comments:_______________________________________________________________________________________
Thank you for participating in this research. It is much appreciated.
Kind Regards
Eliana Deur
Victoria University 3rd
year Bachelor Youth Studies placement student
c/- Victoria University Youth Transitions
Teacher Interview Results – Barriers to Education
Section 1: Common Barriers of Young People
home related barriers

• Home-life
• Lack of support /knowledge of how to support
• Family financial situation (no internet and other resources)
• Violence at home
• Family problems
• No place to do homework
• Interrupted schooling (especially refugees)/disrupted learning
• Socio economic issues
• Access to transport
• Homeless or emergency housing
• Malnourished
• Court/legal issues (usually parents in jail too)
• Parental understanding of what students need/parental expectations (or lack thereof)
school related barriers
• Past bad experiences in school system
• Academic teachers need y/w training to recognise issues
• Sterile classroom environment/teaching methods trigger behaviour
• Past education not adequate
• Falling through the gaps at primary school – progress not monitored
• Racism&discrimination
• Poor school facilities
• poor numeracy/literacy skills
• Lack of support
individual related barriers
• poor numeracy/literacy skills

• other learning difficulties
• Social isolation and poor social skills
• Legal issues and court dates
• Poor health - Anxiety/stress/depression
• Legal problems (lack of understanding system + court orders)
• Truancy/bad behaviour - (lack of skills)
• Welfare support issues (JJ,mental health,AOD,perps against parents)
• Fear of success - sabotage opportunities
• Teenage pregnancy
• Cognitive processes
• Negative peer groups
• Language barriers
• Personal issues (boy/girlfriend,$,deaths)
• Drug issues
• Relevance of course material/activities
• No pathway/goals for future job/career
• Not enough homework/study time
structural related barriers
• Lack of appropriate opportunities (due to status/issues seriously affect retention and achievement in
education)
• Living in rural areas
• Lack of support
Section 2: Needs of Young People
assistance from home
• Education at home/about homework
• Quiet room to work/fun,safe, useful environment for study
• Good diet

• Money for books
assistance from school/teachers
• Flexible learning arrangements
• Integrated approach to personal issues and education
• ESL - to supply English as a second language
• Alternative education - ie accommodate ppl receiving info differently or personal learning barriers
• Early intervention (from primary school)
• New methods of rating intelligence - tests/exams(labelling)
young people themselves
• Ground work with communication and working positively in a group
• One on one literacy skills/increase skills(self esteem/behaviours/self belief(long term)
• To make sure that the young person wants to move forward and improve their life
• They need to be there for themselves and they need to recognise that
• Time management strategies
• Confidence of success
• Less apathy to education, life overall, employment
• To be more financially independent
assistance from other stakeholders eg Government, training providers, community groups etc
• Work around anger, frustration and behavioural management
• Individualised support/&personal development/support to overcome specific difficulties and find strengths
• More money in education for regular homework clubs
• Funding - secondary follows through to TAFE
• A massive injection by the government to provide the best resources and facilities
• Pathway programs into university
• Advocacy - especially legal and welfare issues
• To be able to have the same educational opportunities as other kids in rich areas

• Extra curricular activities
Section 3: Improving support from the Service
awareness raising and advocacy
• Advocating, lobbying against System
• Referral and advocacy
pathways and transitions
• Create strong links from secondary to tertiary education - ie.early intervention of disengagement
• Information and awareness of career pathways/pathway programs/learning strategies
• Pathways to uni/youth transition programs eg. 'Me&My Future'/info of career pathways
curriculum and presentation
• One on one case management/counselling/ support problems/family issues/discover strengths/learning
strategies
• Youth friendly counsellors
• Support for workers/teachers-esp num/lit deficits
• Tutoring from people who understand their learning and emotional needs/language barriers
• Small group tutorials
• Fun activities to attract adolescents initially
• Sporting activities -male/female
improve existing services - resources, staff, support structure
• Homework club
• Free internet
• VU proper facilities - available classrooms, without funding delays
• A place for after school study
• Collaboration

TEACHER INTERVIEW RESULTS - BARRIERS
AND SOLUTIONS TO RE-ENGAGEMENT TO
EDUCATION
TOTALS
%
Most common barriers?
Past education not adequate: poor numeracy/literacy
skills,other learning difficulties 7 50%
Social isolation and poor social skills 1
Drug issues 2
Legal issues and court dates 1
Home-life 2
Lack of support /knowledge of how to support 5 36%
Living in rural areas 1
Family financial situation (no internet and other resources) 2
Interrupted schooling (especially refugees)/disrupted
learning 2
Poor health - Anxiety/stress/depression 1
Socio economic issues 1
Access to transport 1
Homeless or emergency housing 1
Legal problems (lack of understanding system + court
orders)
1
Past bad experiences in school system 1
Truancy/bad behaviour - (lack of skills) 1
Welfare support issues (JJ,mental health,AOD,perps against
parents)
1
Falling through the gaps at primary school 1

Academic teachers need y/w training to recognise issues 1
Fear of success - sabotage opportunities 1
Sterile classroom environment/teaching methods trigger
behaviour 1
Racism&discrimination (esp asians) 1
Violence at home 1
Malnourished 1
Court/legal issues (usually parents in jail too) 1
Teenage pregnancy 1
Lack of appropriate opportunities (due to status/issues
seriously affect retention and achievement in education) 1
Poor school facilities 1
Cognitive processes 1
Negative peer groups 1
Parental understanding of what students need/parental
expectations (or lack thereof) 3 21%
Family problems 2
Language barriers 2
Personal issues (boy/girlfriend,$,deaths) 3 21%
Relevance of course material.activities 2
No pathway/goals for future job/career 1
Not enough homework/study time 1
No place to do homework 1
What do you think young people need to
overcome these barriers?

Ground work with communication and working positively in a
group 1
Work around anger, frustration and behavioural
management 1
One on one literacy skills/increase skills(self
esteem/behaviours/self belief(long term) 7 50%
Individualised support/&personal development/support to
overcome specific difficulties and find strengths 2 14%
To make sure that the young person wants to move forward
and improve their life 1
They need to be there for themselves and they need to
recognise that
1
Support mechanisms from institutions/teachers/for family 3 21%
More money in education for regular homework clubs 2 14%
Extra curricular activities 1
ESL - to supply English as a second language 2 14%
Advocacy - especially legal and welfare issues 1
Alternative education - ie accommodate ppl receiving info
differently or personal learning barriers
2 14%
Funding - secondary follows through to Tafe 1
Early intervention (from primary school) 2 14%
Confidence of success 1
New methods of rating intelligence - tests/exams(labelling) 1
Less apathy to education, life overall, employment 1
Education at home/about homework 2 14%
Flexible learning arrangements 1
Integrated approach to personal issues and education 2 14%

A massive injection by the government to provide the best
resources and facilities
1
Quiet room to work/fun,safe, useful environment for study 3 21%
Good diet 1
Money for books 1
To be more financially independent 1
To be able to have the same educational opportunities as
other kids in rich areas
1
Time management strategies 1
Pathway programs into university 1
How can our service support clients to
overcome these barriers?
One on one case management/counselling/ support
problems/family issues/discover strengths/learning
strategies 6 43%
Homework club 2 14%
Free internet 1
A place for after school study 1
Totem and return to study programs 1
Advocating,lobbying against System 2 14%
Create strong links from secondary to tertiary education -
ie.early intervention of disengagement 1
VU proper facilities - available classrooms, funding delays 1
Youth friendly counsellors 1
Collaboration 1
Support for workers/teachers-esp num/lit deficits 1

Pathways to uni/youth transition programs eg. 'Me&My
Future'/info of career pathways
6 43%
Referral and advocacy 1
Dont know 1
Tutoring from people who understand their learning and
emotional needs/language barriers 3 21%
Fun activities to attract adolescents initially 1
Sporting activities -male/female 1
Small group tutorials 1
Information and awareness of career pathways/pathway
programs/learning strategies 2 14%
APPENDIX 3 OTHER STAKEHOLDER INTERVIEWS_
Interview results from youth transition services
Most common barriers?
homelife - family problems - affect motivation and guidance

previous school engagement - bored/ curriculum/mainstream inappropriate
anxiety (day to day)
lack of support (bad programs/curriculum/teachers/once yp 16 rejected by system)
policies aren't engaging to re-engage
teachers unaware of youth transition services for healthy exits of yp
out of school 6 mths - too long to be disconnected from community
What do you think young people need to overcome? How can I service respond?
education and awareness to schools/teachers of youth transition services
regular appointments with case managers ie. continuum of care
youth transition services - case management
more options to study throughout whole year, not just beginning and mid year intake
Interview results from Brimbank City Council
From your research within Brimbank municipality, what have you found to be the MOST COMMON barriers which
prevent young people’s engagement with education?
“We have found that there is a gap for young people aged 8-12 years old, this is a massive barrier. Another massive
barrier is the actual ability to engage with those disengaged young people with barriers. Transport, internet and safety are

big issues. Safety is a barrier because it inhibits young people’s socialisation, especially when parents are in fear for their
children and do not allow them to go out. We have found that the bigger events are better, somehow safety in numbers
works for the community which produces a growing crowd. It also works for community programs/events if we partner up
with already established communities. Recent research results have reported that Brimbank is the most culturally diverse
municipality in Australia. Over the weekend we had 150 young people turn up for a soccer game, this was because we
worked alongside a community leader who had already developed respect/rapport/relationships with a number of people”.
How does your referral process work? ie. for young people who contact you needing educational support.
“A lot of our referrals are from schools/welfare co-ordinators who are concerned for students in need of numeracy/literacy,
mentoring and social supports. We have found that with these supports in place this will allow young people to reconnect
at schools. YMCA are our contracted partners and hold programs/informal education at schools.”
REFERENCES
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benchmarking showed 10% of schools students were still falling through the cracks in the system’, Australian Associated
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