Work

The power of recognising more: a qualitative study of young people’s perspectives on broader recognition for learning and wellbeing

Year: 2025

Type: article

Abstract: OBJECTIVES: To investigate how young people's experiences of recognition in learning influence their wellbeing and to identify practical strategies for a more holistic and equitable educational approach that values diverse competencies beyond traditional academic measures. DESIGN: The project used a youth co-research and participatory design. Young people with recent experience of secondary education led the study alongside university and industry-based researchers. SETTING: Data were collected between 13 May and 27 June 2024, through five participatory workshops and 10 in-depth interviews, conducted online and in person. Workshops were conducted across four contexts: two school settings (one mainstream school, one flexible learning school), one university setting (with students admitted through non-Australian Tertiary Admission Rank pathways), and one online context. PARTICIPANTS: 60 young people aged 15-29 years from Tasmania, Victoria, South Australia and New South Wales. MAIN OUTCOME MEASURES: Subjective and qualitative expression of knowledge and skills, wellbeing, and social connection. RESULTS: Young people reported that the current education system values conformity over creativity and forces them to follow prescribed pathways through learning, rather than pursue interests, curiosities and passions. This contributes considerably to poor sense of self, heightened anxiety and stress. Comparatively, when young people experience broader forms of recognition, they have greater understanding of themselves, feel safe, are engaged, can identify knowledge and skills they have acquired, have developed social connections and have a sense of subjective wellbeing. Forms of broader recognition that acknowledge non-formal learning, adopt alternative assessment and credentialing, foster supportive relationships and assert a commitment to overcoming disadvantage are essential to educational experiences that promote wellbeing. CONCLUSIONS: Broader recognition of learning, through non-formal learning, trusted relationships, supportive environments and learner agency, strengthens wellbeing across three dimensions: knowledge and skills, subjective wellbeing, and social connection. Redefining success in education to include recognition of broader learning - shaped by learners and their contexts - can enhance engagement, improve outcomes, disrupt disadvantage, and support more equitable systems that promote wellbeing and lifelong learning.

Source: The Medical Journal of Australia

DOI: 10.5694/mja2.70071