Approximately 15% of New Zealand children will experience a traumatic brain injury during their school years. Given that educators play an important role in facilitating the successful school re-entry and recovery of these students, it is paramount that educators have adequate knowledge of childhood traumatic brain injury. This study used an…

Analysis of data on adults who left school before age 17 and later enrolled in university (New Zealand, n=953; England, n=762) identified factors that influenced reentry. A typology emerged: (1) academically able with financial or other constraints; (2) those uncertain about academic abilities or usefulness of schooling; and (3) alienated,…

Interviews with 28 New Zealand adults aged 42-82 who had left school with less than 4 years of secondary education identified contextual (social and familial) factors that did not encourage further education. Return to education was influenced by changed work and family contexts. Gender-based expectations hindered women's choices. Educational…

Research in Canada and New Zealand examined the experience of adults returning to secondary education. The study uncovered a dynamic process in which the adult is both integrated into school culture and differentiated as part of adult student subculture. (SK)

The pilot New Start Program for Disabled People, a program offered by a New Zealand university, is described. Various aspects of the program are presented: the need, its aims, how it was financed, student characteristics, description of the coursework, and evaluation. (CT)

Case studies of six adult literacy students revealed factors that had influenced them to stop and restart formal education: family conditions, traumatic events, initial schooling experiences, social networks, personal motivations, and informal learning experiences. The influence of contextual factors on literacy learning and characteristics of…

A sample of 36 adult students in New Zealand who returned to secondary school compiled diaries of their experiences. Little support was given to the notion of adult students as highly motivated. Major difficulties were financial dependency, part-time work, and external commitments. Adult students appeared highly individualistic on all…

Studies of the educational experiences of adults returning to high school in New Zealand and Canada report on adult students' perceived relationships with teachers and younger students, their motivation for returning to school, and the compromises they made in order to complete their education. Offers recommendations for educational policy and…

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An…