Constructing Pathways to Success: Resilience in Vocational Education

This study examines the development of resilience-promoting environments within vocational education, focusing on Ettore Bugatti Vocational High School in France. Using a constructivist epistemology and an inductive qualitative approach, this research explores the contextual and experiential factors of resilience process that contribute to student perseverance in a vocational school setting and overcome educational obstacles such as school dropouts, academic failures, etc. Data were collected over a three-year period (2015–2018) through semi-structured interviews, focus groups, classroom observations, and document analysis, ensuring a comprehensive understanding of observable resilience processes. Findings reveal 25 resilience indicators across five dimensions: interpersonal relationships, personal development, emotional resilience, educational strategies, and socio-cultural integration. Rather than seeking generalization, this study highlights the co-construction of knowledge within a specific socio-educational environment, offering insights that are transferable to similar vocational institutions. The results underscore the importance of institutional policies, pedagogical strategies, and school culture in shaping resilience, reinforcing the need for holistic approaches to reducing dropout rates in vocational education. This research contributes to the broader discussion on educational resilience by demonstrating how context-specific interventions can create supportive learning environments that empower students to navigate challenges and persist in their academic and professional trajectories. Future studies could further explore the applicability of these resilience indicators in diverse cultural and educational settings, enhancing our understanding of resilience as a dynamic and contextually embedded process.