Who participates? Predicting student self-selection into a developmental year in secondary education

Abstract

This study identifies student characteristics that predict participation in Transition Year, an optional developmental year (Grade 10) offered midway through secondary education in Ireland. One thousand eighty five students (51% female; mean age = 15.4 years) completed a questionnaire in Grade 9, providing information on demographic, attitudinal and socio-emotional characteristics. Multivariate logistic regression was used to identify characteristics that predicted students’ choice to take part in Transition Year for the following school year or to skip it. The results point to a number of invisible barriers to participation, which indicate that some students, many of whom expressed some interest in Transition Year, could miss out on potentially positive elements of the extra developmental year. The findings raise issues for teachers and policy-makers regarding the promotion of programmes such as Transition Year and its targeting towards particular groups of students.

Keywords:

• Transition year
• positive youth development
• gap year
• engagement
• career exploration

Acknowledgments

I would like to thank the students and teachers who participated in this study. Thanks are also extended to Michael O’Leary, Mark Morgan, and Peter Archer for their comments on earlier drafts.