Understanding post-16 transitions: a study of vulnerable learner experiences in Welsh FE colleges

Learners enter Further Education (FE) for diverse reasons, and previous experiences of educational transitions influence how they approach new transitions. FE offers fresh opportunities for learners in providing both vocational and academic pathways. Understanding the transition experiences of learners is critical in ensuring the engagement and retention of learners. By listening to the voices of learners from three FE settings in South Wales who had considered withdrawing during their first year, this study offers new insights into what supports continued participation and what challenges learners face, particularly those from disadvantaged backgrounds. Findings suggest that early relationships with staff play a crucial role in helping learners settle into FE. Over time, friendships and meaningful engagement with the course become key factors in learners’ decisions to remain. This study therefore emphasises the need for FE settings to prioritise early transitions support and to recognise the ongoing importance of social connections and course relevance in sustaining learner engagement.