A critical focus on family-school-community partnerships: St jude's secondary college transition program for 'at-risk' students

Abstract

Securing effective transitions for students who are 'at risk' requires a range of factors to be effectively addressed and occurs best when the school, the community and parents work together. The case study presented here indicates how positive outcomes can be achieved through such partnerships, yet equally are imperilled when one element of the partnership (e.g. parental support) falters. The case here is of a school-to-employment transition program being conducted within a private coeducational school in southeast Queensland. St Jude's College, unlike many other private schools, focuses its curriculum on assisting at-risk students to transition productively from school to work or further education and training programs. This chapter first discusses conventional definitions of at risk before considering approaches from elsewhere on preventing young people from leaving school early. It then describes the systemic approach of the college and the methodology used to analyse accounts from students, the vocational education coordinator, parents and employers and the school principal. In contrast to practices in other private schools, this cohort of students who are considered at risk by the school are reportedly engaged in the school curriculum and are satisfied with the resources afforded by the school to assist them to complete school and transition into a workplace. However, as is the case in many other schools, there is dissatisfaction at the school with the low level of parental engagement in the school's transition program. Such disengagement imperils its effectiveness and sustainability. The case study affirms the potential long-term benefits of school leaders and teachers, students and parents working collaboratively to share in the conduct of a school-to-work transitions program.