Quebec’s adult educational settings: Potential turning points for emerging adults? Identifying barriers to evidence-based interventions
Abstract
Using the new “emerging adulthood” developmental period (Arnett, 2000) as a theoretical framework, this article emphasizes the challenges faced by emerging adults (17- to 24- year- olds) enrolled in adult education. First, emerging adulthood as a developmental period and the additional difficulties experienced by youths with emotional, behavioral and school disabilities during this period are briefly discussed. Then, a description of adult education within the Quebec’s school system and its potential role as a turning point is presented. Finally, barriers to improvement are identified and the need for better knowledge about this clientele to establish evidence-based interventions is asserted.
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