Abstract:
Youth educational transitions have transformed since the 1970s, in response to dramatic
changes in the labour market and associated policy shifts in relation to post-compulsory
education. Assumptions in current youth and education policy of linearity and choice in
educational transition, however, do not match the practice of this transformation. This
article challenges both these policy assumptions by drawing on the experiences of
students at two Senior Colleges in the state of New South Wales. Findings suggest that
non-linear transitions may be beneficial and represent successful attainment of adult
status. Furthermore, individual choice was found to be restricted by external factors,
including actions by adults, schools and systems. The presentation of research results in
this article aims to contribute to a reconceptualisation of educational transition, in order
for policy to better match transition experiences in contemporary society.
