Experiences of stigma among adult learners in second-chance education

This article examines four life-histories from students who recently completed second-chance education at a Swedish folk high school, having previously left upper secondary school without full qualifications – an experience often associated with academic failure. Through their studies, they have now gained eligibility for further education. Their narratives – shaped by different explanations for their earlier difficulties – are analysed using Erving Goffman’s concept of stigma. The study highlights the varied ways individuals navigate school failure and departure from dominant educational norms. At the same time, their stories reflect pride in having forged alternative paths, particularly through labour market experiences. Using an educational life-history approach, the article explores how participants relate to their past school failure – retrospectively, in the present, and with regard to their futures. Particular attention is paid to how stigma tied to compulsory school failure influence their educational trajectories and how they position themselves as students.