Sammendrag
Despite a vast literature on the causes and consequences of leaving school prematurely, little scholarly and policy attention has been paid to those who re-enter education after a temporary withdrawal. Re-enrolment is often portrayed in the literature as an active act of agency requiring inner drive. Based on 18 interviews with young early school leavers and re-enrolees in Norway, we construct two empirically founded re-enrolment narratives: ‘opposing otherness through dreams of ordinariness’ and ‘accepting the rules of the game—re-enrolment as a fragile opportunity’. Although embracing and reproducing the discourse about educational credentials as being the key to a happy life, the narratives do not support the idea of a re-enrolment drive as being vital to succeed within educational institutions. While they aspire for normality and believe normality is achieved through educational credentials, they are in need of a support system that either accommodates their individual needs, or nudges them back ‘on right track’.
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