Transitions and trajectories for school students requiring additional support: a local lens.

In many countries, educational opportunities and choices may differ according to factors related to location. This may have a significant impact on young people's life chances and trajectories. The in-depth, ethnographic study reported here focuses attention on rural/non-rural variations in transition programmes for school students requiring additional support. The research sought to explore why, seemingly counterintuitively, students requiring additional support in rural Swedish areas might experience more successful transitions than students in some less rural locations. Data included field observations from selected municipalities and interviews with school staff and local officials. Using themes drawn from the data, the Local Learning Ecologies framework was adopted as an analysis tool to capture the detail of relevant macro-, micro- and intermediate-level factors and experiences. Fine-grained analysis of the rich data suggested that the national expansion of school choice and decentralisation in Sweden has affected the organisation of transition programmes. In particular, decentralisation has led to the concentration of national programme provision in city centres, meaning that some students in municipalities may have abundant options but require substantial commuting to access them. Overall, important factors for successful transitions may include short distances between school institutions (facilitating information flows); collaboration between teachers, other professionals and students, and clear options for students. The study highlights that although decentralisation may have, on the face of it, appeared to broaden options for young people in some (particularly commuter-belt) municipalities, their trajectories appear to have become more opaque and choices potentially more restricted. In contrast, short distances between institutions and better collaboration between staff, students and local entrepreneurs in rural municipalities seem to provide clearer options for students within transition programmes. [ABSTRACT FROM AUTHOR]