Teacher support to reduce the disadvantages of students’ nationalities in the school-to-work transition for students from classes with low achievement levels
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Publication date
2026
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01A - Journal article
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Education Sciences
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Volume
16
Issue / Number
4
Pages / Duration
507
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MDPI
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Abstract
Students attending tracks in mainstream schools with low achievement levels, special needs classes in mainstream schools, or classes in special needs schools, and/or with migration backgrounds are disadvantaged in the school-to-work transition. Their chances of finding an apprenticeship and the level of their person–job fit are lowered. Migration background was differentiated into four clusters characterized by the dimensions high/low warmth and high/low competence according to the Stereotype Content Model. Teacher support can potentially have remedial effects. Data was collected using student questionnaires and student achievement tests. Stepwise multilevel regression analyses using a sample of 1388 ninth graders in Switzerland showed that for students attending classes with low achievement levels and with migration backgrounds, the chances for a direct transition to VET and to establish a high person–job fit are reduced. Further, teacher support can improve the chances in the labor market for those students whose nationality is stereotyped as warm. Teacher support can also improve the person–job fit for students of nationalities stereotyped as warm and competent. Therefore, teacher support can reduce disadvantages in the school-to-work transition only for students whose nationalities are stereotyped as warm.
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2227-7102
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
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Peer review of the complete publication
Open access category
Gold
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Citation
Neuenschwander, M., & Meister, S. (2026). Teacher support to reduce the disadvantages of students’ nationalities in the school-to-work transition for students from classes with low achievement levels. Education Sciences, 16(4), 507. https://doi.org/10.3390/educsci16040507