Understanding the unique needs of flexi-schools Further to the previous article, a surge in the number of flexi-schools is drawing attention to the fact that a greater understanding of the unique professional challenges faced by staff in these contexts is needed, journalist Emily Campbell writes. A proposed joint study by researchers from Griffith University in collaboration with Queensland University of Technology (QUT) will be the first of its kind to investigate the working conditions and professional needs of teaching staff employed in the alternative education sector. During the first phase of research, the study will examine a broad overview of flexi-schools, including the career background of those working in the sector, staff experiences working with students from diverse and disadvantaged backgrounds, school funding structures and how teachers adjust their lessons and assessments to suit individual students. Once published, the findings of the first phase will enable the IEU and researchers in the second phase of the study to better understand and explore ways to address the industrial and professional issues faced by these staff. Dr Glenda McGregor, one of the researchers involved from Griffith University’s School of Education and Professional Studies, and Michael Loudoun, IEU member and flexi-school teacher, discuss what the research aims to uncover. The role of flexi-schools Alternative education programs and flexi-schools play an important role in society – aiming to re-engage disadvantaged and alienated young people in learning (Thomas & Nicholas, 2018).
Importantly, flexi-schools provide an opportunity for students who have become disengaged with mainstream schooling to reconnect with education. Dr McGregor said the reasons some students drop out or do not cope with schooling are complex and varied: mental health issues, volatile home life, teenage pregnancy, social and economic disadvantages, behavioural problems which have led to expulsion or exclusion and the inability to cope academically are some of the reasons cited. “The staff are teaching some students who have really high needs, including many children with low socio-economic issues,” she said. “There may be compounding issues like significant trauma, there could be homelessness, children who are couch surfing, [children with] learning difficulties or behavioural problems associated with undiagnosed issues,” she said. Dr McGregor said flexi-schools provided a more viable educational option for students facing these types of hardship, given these schools often have flexible timeframes for attendance and completion of curriculum and assessment. “Their structure is non-traditional compared to other forms of traditional schooling in the sense of culture, relationships and wrap-around social and health services in addition to providing individualised curriculum and pedagogy for students,” Dr McGregor said. According to Dr McGregor, demand for flexible education centres and alternative schooling programs has increased significantly over the last decade, with over 400 flexi-school programs operating across Australia which cater to around 70,000 students (AAFIE, 2019).
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“There’s a great deal of variety in the governance of flexi-schools, which are often sponsored by youth groups, religious organisations, charities, philanthropists and community bodies,” Dr McGregor said. “Given they are frequently grassroots community or charitable responses to the needs of marginalised young people, flexi-schools can operate individually and in isolation from other sites. “This increases their vulnerability to failure due to tenuous funding arrangements and increased challenges for the teaching workforce who may lack adequate professional development and personal support,” she said. Understanding the sector The research process being conducted by Dr McGregor, along with Dr Aspa Baroutsis from Griffith Institute for Educational Research and Professor Martin Mills from QUT, will take place over the next three years. “To date, education researchers have focused their attention upon teachers and teaching in mainstream schools; however, the unique contextual and professional challenge and pedagogical innovations of those who teach in non-traditional schools have not been investigated,” Dr McGregor said. “During previous research, we became aware of, and curious about, the opportunities and challenges for teachers working in these sites, so we wanted to learn more. “In our research, we’re looking to examine the extra freedoms teachers have to experiment with curriculum and pedagogy, but also the drawbacks and challenges faced by staff, things like lack of funding and resources,
