In the light of ongoing societal transformations and the complex challenges they pose, the study of the life trajectories of people without formal education has gained increasing scholarly attention. A growing body of empirical research underlines that a lack of formal education significantly increases the risk of precarious employment, exposure to low-wage labour markets and persistent socio-economic instability. These adverse conditions, in turn, have long-term negative effects on social mobility, overall quality of life and health outcomes.
The literature on early school leaving and the related phenomenon of educational poverty consistently demonstrates the strong interrelationship between limited educational attainment and constrained labour market opportunities (Brunello & De Paola, 2014; Quenzel & Hurrelmann, 2019; Paabort et al., 2023). Empirical evidence also suggests that low educational attainment is often associated with poorer health and limited social participation, reinforcing cycles of socio-economic disadvantage. Furthermore, educational attainment plays a crucial role in shaping the distribution of wealth and prospects for social advancement, especially in stratified education systems such as Austria's (Förster & Königs, 2019). Health research has also shown that lower levels of formal education are associated with increased morbidity and reduced life expectancy, underlining the far-reaching consequences of educational inequalities (Mielck et al., 2012).
Recent statistical data underline the urgency of this issue: in 2023, approximately 8.6% of students in Austria left the education system without completing compulsory schooling (BMBWF, 2024). The long-term effects of early school leaving are particularly evident in adulthood, as individuals with low levels of educational attainment face significant social and economic constraints that hinder their professional and personal development.
Against this background, lifelong learning and training programmes have emerged as important mechanisms for reducing educational disadvantage. Second-chance education initiatives, which offer adults the opportunity to acquire formal qualifications later in life, are becoming increasingly important in educational policy and practice. Beyond their immediate impact on individual career trajectories and social reintegration, these programmes represent a largely underexplored area within the sociology of education and continuing education research (Harney, 2018). As such, further research into their long-term effects, accessibility and structural challenges is needed to improve both theoretical understanding and policy interventions aimed at promoting more inclusive educational pathways.

Against this background, the planned presentation will present qualitative findings from an interview-based study that explores the experiences of individuals enrolled in a second-chance education programme designed to facilitate the completion of compulsory schooling. The study employs an exploratory qualitative content analysis based on group interviews conducted with a total of 11 participants (mean age: 29.2 years), organised into three discussion groups of three to four individuals each (Nentwig-Gesemann & Gerstenberg, 2014; Mayring & Frenzl, 2019). These interviews were conducted in a vocational training centre in October 2024 and provide rich empirical insights into the lived experiences, motivations and future aspirations of adult learners returning to formal education after a period of discontinuity. The presentation will address the following key research questions RQ1: What motives and underlying motivational factors do participants articulate in relation to their decision to pursue compulsory education later in life? RQ2: How do participants describe and retrospectively evaluate their previous educational experiences and how have these experiences influenced their current engagement with education? RQ3: How do participants perceive their future prospects and what significance do they ascribe to obtaining the compulsory school leaving certificate in shaping their professional and personal careers? By systematically analysing these dimensions, the study aims to contribute to the wider discourse on adult learning, educational resilience and the role of second chance learning in mitigating structural disadvantage. In addition, the findings have valuable implications for both educational policy and practice, particularly in designing more effective and accessible pathways for individuals seeking to re-enter the educational system.

The findings of the study highlight that a key concern for participants is the fear of failure in front of their own children, which emerges as a motivational factor in their decision to return to formal education. Many respondents articulate the pursuit of compulsory education as a means of fulfilling their parental role more effectively and positioning themselves as positive educational role models for their children. In addition to these family motivations, the study reveals a strong desire for further educational and professional development. Participants express a desire for upward social mobility and a general improvement in their personal and economic circumstances. A particularly striking aspect of the findings is the retrospective emphasis on the challenges faced in the participants' early experiences of schooling. Many of the respondents came from structurally disadvantaged backgrounds where education was neither strongly encouraged nor actively supported. Their early schooling was often characterised by persistent learning difficulties, exacerbated by a lack of academic support, limited institutional resources and, in some cases, experiences of stigma and shame. These adverse conditions often contributed to early school leaving, reinforcing cycles of educational disadvantage and social exclusion. The paper concludes by critically situating the study within the wider discourse of further education research. It contributes to a more nuanced understanding of the educational biographies, challenges and aspirations of adults without formal qualifications and provides valuable insights into their specific learning needs. By shedding light on the structural and individual barriers to educational re-engagement, the study has important implications for the design of targeted further education programmes. In particular, it highlights the need for inclusive, flexible and supportive learning environments that address the complex socio-emotional and motivational dimensions of adult learning, thereby promoting greater educational equity and social participation. References

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