‘I learn best when I am given a challenge’: young people’s voices on learning in flexi schools in Australia

Abstract It is well established through existing research that flexi schools effectively re-engage disenfranchised young people back into education. However, there is a gap in large-scale studies that privileges the voices of young people who attend flexi schools, particularly regarding their experiences and perspectives on teaching and learning at their schools. This paper shares some key findings from a large-scale national survey that outlines how young people describe their learning experiences—what they want to learn, how they want to learn and their educational aspirations. The paper outlines that while young people feel supported and have a sense of belonging at their Flexi school, they reported that they are sometimes not challenged in their learning and would like to learn subjects that may not be available at their Flexi school. The cohort is described as hard to reach; therefore, the data is critical in developing policies and practice approaches for flexi schooling as Australia grapples with student disengagement.