Abstract

The purpose of this paper is to present research on the impact of the COVID-19 pandemic on Vulnerable Learners in a south Wales local authority, UK. The study looked at the changing nature of the vulnerable learner student profile and how their engagement has evolved because of the pandemic, which also involved assessing the nature and types of vulnerable learner provision. Using a case-study research design, two phases of data collection were employed. In phase one, individual semi-structured interviews took place online with those responsible for vulnerable learner provision (n=10). In phase two, face-to-face focus groups were conducted with learners from key stage 3, key stage 4 and Further Education (n=4). The findings discuss the changing nature and profile of vulnerable learners; the range of vulnerable learner provision; as well as, and perhaps most importantly, learner voice perspectives. This research is of use to policymakers, teachers, alternative education providers and all stakeholders with an interest in vulnerable learners.

Keywords: Vulnerable Learners; Alternative Curriculum; COVID-19;

How to Cite:

McInch, A. & Egan, D., (2025) “Vulnerable Learner Provision and Engagement in a post-pandemic world: preliminary evidence from a Welsh local authority”, Wales Journal of Education 27(2). doi: https://doi.org/10.16922/wje.27.2.5