The learning pathways of young people in France who have interrupted their studies: A critical literature review
This article offers a synthetic and critical literature review on the learning pathways of young people who have interrupted their studies in France. The intent is to suggest ways to collect data in order to better understand their educational pathways. Based on this review and the life-course approach, we analyzed research on the school dropout trajectories of young middle and high school students. Our study leverages mixed methods and a longitudinal perspective to help pinpoint and evaluate the role of various events during and beyond the interruption period. The biographical studies, in conjunction with observations, contribute to a better understanding of the links between distinct forms of pathways and the unique, subjective experiences of the individuals concerned.