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Youth Studies Australia vol.12 no.4
December 1993.

The really hard cases: A social profile and policy review of early school leaving,
by Quentin Beresford

Youth Studies Australia, v.12 n.4, pp.15-25

Increasingly, the interaction between social and educational failure and the need for policy to address early school leaving is attracting wider attention. This paper provides an overview of this issue: the extent of the problem; the social backgrounds of young people affected; and the policy responses called for. Such an overview serves to highlight both the urgency and the magnitude of educational reform in the emerging era of 'compulsory' post-Year 10 education.

The Park Road Centre: An alternative school for adolescent school refusers,
by Dell Brand

Youth Studies Australia, v.12 n.4, pp.26-29

'Where courses and activities provided are related to employment and the community and where adolescent interests and social and personal needs are met, in conjunction with supportive, secure relationships with adults and peers, student attendance improves, self-esteem is raised and educational, social and personal development occurs.'

On the margins of their own education: Constructing the relations between youth and schooling,
by Malcolm Vick

Youth Studies Australia, v.12 n.4, pp.30-34

Young people are essentially marginal to the processes of decision-making in their own schooling. In part this rests on the re-production and circulation of discourses which construct them as subordinate, passive objects of others' knowledge and actions. These discourses can be mapped by analysing discussion of young people and their education in daily newspapers. An analysis of one daily newspaper in a major regional city reveals that despite some changes in the issues reported and in the ways young people are represented, the discourses which construct them as having no legitimate voice in their own educational affairs are consistently present and dominant, from at least the 1950s.

Adolescent stress and post-compulsory schooling: Moving beyond the good study manager/hopeless study manager duality,
by Lynne Stevens & Peter Kelly

Youth Studies Australia, v.12 n.4, pp.35-40

Student (adolescent) stress in the context of post-compulsory education is currently a high profile issue. This article places the dominant view of stress and stress management within a bio-medical discourse, an approach which the authors argue serves to medicalise a problem which has its roots in non-medical, non-scientific, social and cultural relations. The authors attempt to move away from an emphasis on individual coping strategies towards a view that locates stress in particular social settings. Accordingly, they argue for a 'politics of position' which focuses more on the collective experience of stress in post-compulsory schooling and seeks ways of confronting processes and relations with a view to changing them or the experience of them.

Classroom environments in post-compulsory education,
by Barry Fraser

Youth Studies Australia, v.12 n.4, pp.41-46

Although the climate or environment is a subtle aspect of school life, it is argued here that climate is nevertheless an important concept that is worthy of attention among teachers and administrators in post-compulsory education. The purposes of this paper are, first, to report some of the considerable progress that has been made in recent years in devising simple yet reliable ways of assessing and monitoring classroom climate and, second, to discuss the use of classroom environment assessments in applications such as the evaluation of innovations and guidance of classroom improvements.

Post-compulsory retention in the UK: Learning to stay the course,
by Julie Middleton

(reprinted from 'Young People Now', August 1993).

Youth Studies Australia, v.12 n.4, pp.47-49

A recent report in the United Kingdom revealed that between 30 and 40 per cent of their young students in post-compulsory educational institutions drop out before completing their course, costing the British taxpayer about $1 billion a year, and the students a large part of their lives. Why are they dropping out? And can youth work be part of the remedy?

Ethnic Schools: A first state study - Part 2,
by Frances Hearn & William Ramsay

Youth Studies Australia, v.12 n.4, pp.50-53

This is the second of two articles reporting a study of ethnic schools in Tasmania. (The first article appeared in YSA v.12 n.3). The study constitutes the first research documentation of ethnic schools in one Australian state. The first article described the emergence of ethnic schools Australia-wide and the development of ethnic schools in Tasmania. This article describes three ethnic schools, selected for their specific character - the Polish, Hmong and Farsi schools. These schools also serve as specific illustrations of the ethnic school in the process of development in Australian society.