Construction of the Concept of Future Self as an Element of Protection

Abstract

This contribution is part of an ongoing action research initiative involving teachers and secondary school students. The primary objective is to experiment with actions that counter educational risks and enhance students' inclusion and social participation in schools. Specifically, the project explores the practices, policies, and strategies teachers can employ to boost participation, foster inclusion, and prevent early school dropout. The project's initial phase included distributing two questionnaires – one for teachers and one for students. The secondary schools involved were technical institutes; we have tried to give priority to the identification of schools with a high rate of students in vulnerable conditions. The sample of the schools includes different scholastic, territorial and socio-economic contexts. Schools participating in the project signed a research protocol, outlining the various research phases. The student questionnaire, completed online, delves into factors influencing academic success, such as well-being, school participation, and the construction of the "future self." This paper presents data on the dimensions of the "future self." The theoretical construct of the "possible self" is crucial in shaping students' individual choices and motivating them to learn about their future. Qualitative analysis of responses from 500 students indicates that they have not developed a well-defined idea of their future selves. Approximately 22.4% envision themselves in the workforce, 12% express a desire to complete their studies, 12% aspire to attend university, and 21% cannot provide a specific response. Effective guidance practices should consider students' image of their future selves, encompassing both desirable and undesirable life paths.