In many Western societies, earning a degree is considered an ultimate educational achievement. Second chance education (SCE) serves as a distinct pathway for those who have dropped out of school, allowing them to re‐enter the educational system. Understanding the specific obstacles and needs of students in SCE is crucial for providing better‐tailored support. However, limited knowledge exists about the challenges faced by students seeking to enrol in SCE. This qualitative study conducted in‐depth interviews with 28 drop‐in students (Mage = 30) to explore these barriers and needs. Identified barriers span institutional, situational, environmental, and life‐course levels. Primary needs centre around warm and accessible teachers, as well as flexible, student‐focused learning options. The results underscore the value and significance of second chance education as a unique pedagogical context for drop‐in students. It also emphasizes that the insights gained from SCE can inform improvements in regular, first‐chance education, serving diverse student populations. Lastly, SCE serves as a societal mirror, urging a re‐evaluation of the broader discourse in education. Overall, this study calls for more appreciation of SCE, acknowledging and recognizing its unique pedagogical context, dedicated teachers, and determined students.

中文翻译：

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支持第二次教育机会：听取学生对教育障碍和学习需求的看法

在许多西方社会，获得学位被认为是最终的教育成就。第二次机会教育（SCE）为那些辍学的人提供了一条独特的途径，使他们能够重新进入教育系统。了解 SCE 学生的具体障碍和需求对于提供更好的定制支持至关重要。然而，人们对寻求入读 SCE 的学生所面临的挑战知之甚少。这项定性研究对 28 名留校学生（M年龄= 30）探索这些障碍和需求。已确定的障碍涵盖制度、情境、环境和生命历程层面。主要需求围绕热情且平易近人的教师，以及灵活的、以学生为中心的学习选择。结果强调了第二次机会教育作为留校学生独特教学环境的价值和意义。它还强调，从 SCE 中获得的见解可以为改进定期的、第一次机会的教育提供信息，为不同的学生群体提供服务。最后，SCE 作为社会镜子，敦促重新评估更广泛的教育话语。总的来说，这项研究呼吁更多地欣赏 SCE，承认和认识其独特的教学背景、敬业的教师和坚定的学生。