Adolescents within Risk Zones. Moreover, does it also Have an Influence on Further Biographical Unfolding?

Abstract

Alternative School Day (ASD) is a project for adolescents with difficulties in several areas. The pupils attended ASD one day per week, and the content in the program was more practical and adjusted. In this study thematic analysis was conducted. Principal inclusion is formulated in educational legislation in many countries worldwide; however, different special initiatives may have positively affected adolescents in risk zones. Some theorists have emphasized that regular school is based on middle-class values, and for pupils with other class backgrounds, the school represents “represent an away ground”. Further, we have debated whether reflexive modernization is an important topic in the general knowledge within society nowadays, with globalization, extended consumption, and several risks associated with modern society. We are questioning whether the students could experience the immersive turning points and fateful moments in the biography, where they started to look upon themselves as clever and competent pupils while attending ASD. The positive attention and expectation from the teachers and the tasks were more practical-oriented, representing the core factors in the positive outcome measures found through this study.