@article { , title = {Partnerships to support early school leavers: school–college transitions and ‘winter leavers’ in Scotland}, abstract = {This article explores the characteristics, destinations and progression routes of early school leavers - specifically 'exceptional entry winter leavers' - in Scotland. Exceptional entry allows students to enter college in the term before their statutory school leaving date - such young people attend college while formally remaining the responsibility of their school. Such arrangements represent an innovative model of supporting transitions to further education among a specific, potentially vulnerable client group, while also offering lessons for the development of school-college collaboration in other areas. Based on an analysis of official data, new survey research with schools and colleges, and in-depth case studies, this article identifies how schools and colleges work in partnership to support these early school leavers. We find that schools and colleges have developed a range of innovative approaches to engaging with winter leavers, and that the majority complete their programmes or achieve other positive end-of-year outcomes. However, the most disadvantaged young people remain least likely to progress. The article concludes by identifying lessons for good practice in school-college partnership-working and considering implications for policies to prevent young people from finding themselves not in employment, education or training.}, doi = {10.1080/13639080.2010.490550}, eissn = {1469-9435}, issn = {1363-9080}, issue = {4}, note = {School: emp\_res}, pages = {339-362}, publicationstatus = {Published}, publisher = {Routledge}, url = {http://researchrepository.napier.ac.uk/id/eprint/4357}, volume = {23}, keyword = {331 Labor economics, HD Industries. Land use. Labor, Employment Research Institute, early school leavers, college, further education, NEET}, year = {2010}, author = {Canduela, Jesus and Chandler, Rachel and Elliott, Ian and Lindsay, Colin and Macpherson, Suzi and McQuaid, Ronald W. and Raeside, Robert} }