Leaving School Early – and Making It!
Evidence From Two British Birth Cohorts
Abstract
Leaving school early is generally associated with relative poor adult outcomes, as indicated by relative low social status, reduced earnings, and poor mental health. Yet, not all young people leaving school early are failing to make it. Some are able to find continuous employment and achieve financial independence. Comparing the experiences of two British Birth cohorts born in 1958 and 1970, respectively, this study examines the trajectories of young people leaving school early, and identifies factors associated with a successful transition, that is achieving financial independence. The study comprises 11,219 individuals born in 1958 and 9,541 born in 1970 following their lives from childhood into adulthood. While the majority of young people born in 1958 left school at age 16 to enter the labor market, increasing numbers of young people born in 1970 are participating in further and higher education. In both cohorts those young people who left school early and who succeeded in reaching financial independence by age 34 showed higher school motivation than those who failed to make it. The findings highlight the importance of building up positive attitudes for learning among children and their parents, as these factors have long-term beneficial effects, even for those who are leaving school early. Moreover, the role of macro-economic circumstances has to be acknowledged for a better understanding of variation in transition experiences in times of social change.
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