Typologies of student vulnerability in second-chance education programmes

Abstract

Students engaged in second-chance education programmes (SCEPs) typically share a common educational trajectory characterised by difficulties and barriers, which hinder their pursuit of other educational pathways. This shared trajectory is associated with various dimensions of vulnerability which shape a heterogeneous group. In this study, we examine 493 young people (ages 19–25) enrolled in three SCEPs in Spain. A cluster analysis with quality indicators of the solution was performed to determine personal, educational, and social vulnerability typologies and compare differentiated response patterns between participants. Moreover, these typologies were compared with other study variables, such as self-perceived physical health, tobacco, alcohol, and other substance use, and mobile phone and Internet addiction. Five vulnerability typologies were defined in this study: Unperceived, Emotionally Fragile, Economically Disadvantaged, Low Achievers, and Highly Unprotected. The study outlines differentiated response patterns and proposes tailored psychosocial educational interventions for each vulnerability profile, offering insights to address the diverse needs of students in SCEPs.