Meanings of the high school experience for students in vulnerable situations

Abstract

This study used a qualitative biographical-narrative approach to capture students' voices regarding the way they experience secondary school. In order to explore the autobiographical narrative identity of adolescents in a situation of academic and social vulnerability the researchers selected a group of 33 Mexican students who were at risk of dropping out and falling behind and asked them to create a digital story about their school experiences. We sought to understand the factors associated with the progressive reduction in the meaning of education and school learning for these students. Their narratives highlighted the importance of their socio-emotional lives, criticism of school regulations and authority, the relevance of friendship and acceptance among peers, the way they conceive bullying and the lack of educational facilities and services in affecting their view of education.