Browsing by Author "Nevala-Pennanen, Elina"

Aims. Previous research suggests that pupils with an immigrant background tend to have a higher probability of dropping out of education after compulsory education. In that sense the transitional phase from comprehensive school to upper secondary education may be more difficult for some of these pupils. Guidance is a way to support people in making successful decisions as they face complex educational choices. School counselors give guidance and personal advice so that pupils can better determine their interests and educational decisions in upper comprehensive school. The aim of this thesis was to describe and explain, from school counselors’ point of view, how the immigrant youth’s educational transition from compulsory education to upper secondary education appears. Moreover, it examined, in which ways school counselors think they can support the immigrant youth in this transitional phase. Methods. Ten school counselors from upper comprehensive school were individually interviewed to collect the qualitative research material. The interviews were semi-structured by nature. The research material was then transcribed and analyzed using a qualitative data based content analysis. Finally eight tables were constructed from which the results were made and written. Results and conclusions. The educational transition of immigrant youth appears as a process, which starts in comprehensive school. Factors in individual, communal and structural level have an influence in this educational transition process. In individual level, Finnish language skills and the educational choices that pupils made were seen as essential. In communal level, the role of the pupils’ parents was seen significant. Also, the Finnish educational system and policies were seen as having a major influence on the transition from compulsory to upper secondary education. Sufficient personal advice and guidance from school counselors was deemed essential in supporting the immigrant youth’s transitional phase. However many counselors articulated that their resources were not sufficient. Also informing the parents of the immigrant pupils about the Finnish educational system, was seen as a way of supporting the transitional phase. School counselors also expressed a need for more functional co-operation between compulsory and upper secondary education. Co-operation can be seen as a way to support the transitional phase in structural level.