Good Practice of Support to Students at Risk in Vocational Education

Context: In most countries, there is a significant increase in the number of students at risk – as a result of social conditions and also the COVID-19 pandemic when many students experienced isolation and lack of live communication with their study mates. The increase in the number of students at risk in vocational education and training (VET) has motivated many academic researchers to examine factors influencing the increase in the number of students at risk as well as to share good-practice identified.

Approach: Research findings in academic publications on good practice in working with students at risk in VET using qualitative and quantitative research methods. As qualitative research methods, interviews of students and focus group discussions with representatives of teaching staff in Latvia were used. As quantitative research methods, survey of teachers in VET working with students at risk were used.

Findings: A good and innovative finding was identified a practice on designating a group mentor – representative of teaching staff devoting his/her full-time work load for individual support and conversations with students at risk. Students have mentioned that it was extremely useful and important for them, as often their family members could not provide such support. It was mentioned also that well-furnished classrooms and other facilities matter a great deal as motivating factors, as well as involvement of students in sports activities and student governance bodies.

Conclusions: Trainings and seminars for teaching and support staff for work with students at risk is of high relevance for organising successful work with students at risk in VET. It is highly recommended to have representatives from teaching staff specifically designated to provide individual consultations on regular basis and upon a specific need for students at risk on a broad spectrum of issues related to their personal life and studies at school.