The ‘pushed out’ learners

A friend of mine recently gave me a copy of a report entitled ‘The alternative should not be inferior’.

This report is the outcome of a roundtable debate organised by the ‘Inclusion Trust’, which included a number of international attendees, all of whom are striving to develop learning opportunities for those who are being defined as ‘pushed out’ learners.

The term ‘pushed out’ learners was adopted by the Trust to provoke a debate that focuses on the weaknesses of our educational system rather than the ‘abnormality’ of the individual child. In Malta only about 25 per cent of fifth formers in state schools are getting enough SEC passes to proceed to a MATSEC course in sixth form, or Junior College, or to Level four at MCAST or ITS. We cannot afford that around 75 per cent of our students are being ‘pushed out’ of the system without any certification, qualifications or skills.

Can mainstream schools really deliver on high expectations for all young people, including those who are at risk of unintentionally and intentionally becoming ‘pushed out’ learners?

Practices already exist which can harness and nurture the skills and talents of ‘pushed out’ students. We need to collaborate more closely in the world of mainstream schools and alternative education and by doing so we can go a long way towards giving more ‘pushed out’ students a chance to succeed. We must live up to the promise of inclusivity.

Young people are being pushed out because of a one-size-fits-all and standard educational programmes. We need to bring back these ‘pushed out’ learners back into the mainstream structure. Schools in their current form do not provide this for everyone. These young people are characterised by their struggles in adjusting to mainstream schooling; their vulnerability due to personal or family circumstances and the gaps they have in their basic needs and skills.

Some pupils face specific barriers, such as poor literacy or a lack of social skills. These could be addressed and supported to bring back these students back to mainstream education. For some young people who are unwilling, unable or unsuited to the norm, provision outside of the mainstream may result in the best outcome. Ultimately it is only by engaging with the pupils’ needs that the right approach can be found. The best way to support these ‘pushed out’ learners is by engaging with the pupils’ needs to ensure that the right approach can be found. Unfortunately too often it takes the drastic step of exclusion to secure the resources and support that a ‘pushed out’ learner needs.

Pupils who find it difficult to adjust to the school environment should be carefully supported through nurture groups, ideally with lower pupil-teacher ratios. These groups should combine a focus on basic literacy and numeracy skills as well as social, emotional and behaviour development. We should work outside of the mainstream structure and develop strong relationships with alternative providers.

There is no one easy solution. There are different views on whether these young people need more support to adjust to school or whether the school should adjust to their needs. To this big question however, there is a definite commitment – that we want to change to provide diverse pathways leading to a society which will make good citizens and enhance the job market. Children learn differently and should be taught differently.