Phd in SOCIAL PSYCHOLOGY, DEVELOPMENTAL PSYCHOLOGY AND EDUCATIONAL
RESEARCH

Thesis title: Dalle transizioni scolastiche all'adattabilità professionale: uno studio su studenti nativi e con background migratorio nei percorsi di Istruzione e Formazione Professionale

School transitions represent significant changes in the life of every student, and if not adequately supported, they can lead to school dropout and youth unemployment. The literature has extensively documented how these processes can negatively affect academic performance, attitudes toward school, and psychological well-being, increasing levels of anxiety, social isolation, and the risk of dropping out. While for many students entering a new educational context represents an opportunity for growth, the situation is different for those who, experiencing the change with difficulty, manifest a sense of inadequacy. Among the various risk factors, a migrant background emerges as a crucial variable. Numerous studies highlight that migrant origins are associated with greater obstacles in school transitions, particularly related to language skills. Effectively managing transitions requires the development of strategic competencies. Among these, career adaptability represents an essential psychosocial resource to proactively cope with transitional challenges. Promoting this competence is now more important than ever, especially for young people preparing to face the future with greater awareness. This study explores the challenges of school transitions and the career adaptability of both native students and those with a migrant background in Vocational Education and Training (VET) pathways. In particular, it investigates the transition from lower secondary school to VET, the orientation motivations guiding the choice of vocational training, and the adaptive competencies of students. The research is configured as a case study conducted at three Vocational Training Centers (CFP) of CNOS-FAP in the Lazio region. The study offers an in-depth and contextualized understanding of students’ experiences, contributing to the valorization of VET, which is often perceived as a “second-choice” option. From this perspective, the work aims to promote educational equity and strengthen school inclusion, so that educational success becomes a right for all students, with no one excluded.