Study choices represent crucial transition moments that profoundly influence students’ educational trajectories, academic success, and future professional careers. In Flanders, the transition from primary to secondary education is strongly shaped by socio-economic status (SES): students from disadvantaged backgrounds are more frequently oriented towards the B-track, which negatively affects their well-being and academic performance, and increases the risk of early school leaving. However, there is a lack of effective, evidence-based interventions addressing social inequality during this critical transition.
TAJO vzw (Talent Workshops for Youth) aims to counter this by empowering disadvantaged youngsters (aged 10-14) in their study-choice process. Through a weekend school offering experiential workshops, participants develop knowledge, talents, and critical skills.
This study investigates the impact of the TAJO weekend-school intervention on (1) the educational trajectories of disadvantaged students (e.g., early school leaving, the “waterfall system,” and selection of more valued study tracks). In addition, it examines (2) whether and how the intervention affects the study-choice process, specifically, whether (2a) TAJO students engage in a more deliberate decision-making process and/or (2b) the intervention exerts an indirect effect via self-concept, futility, and social capital.
Using a longitudinal, quasi-experimental mixed-methods design, this project develops a scientifically grounded impact model for interventions that strengthen disadvantaged students’ study-choice processes and help reduce social inequality in Flemish educational trajectories.