Comparing Academic and Vocational Students in Upper Secondary Education inIceland: Background, Well-Being, Workload and Attitudes towards Learning

Abstract

The aim of this study was to compare students enrolled in academic and vocational programmes in Icelandic upper secondary schools, focusing on their socio-economic background, attitudes towards learning, perceived workload and overall well-being at school. A particular objective was to assess whether and how these two groups of students differ, and to what extent the results compare with earlier findings in Iceland, where academic programmes have long been considered the default and more prestigious pathway at the upper secondary level, while vocational education has struggled with lower participation and standing. Prior research has shown that vocational students are generally more academically engaged with their studies, whereas academic students are more engaged with the social and extra-curricular activities at school. The current study draws on data from the 2023–2024 Icelandic Youth Survey, which was the first time the survey was conducted in upper secondary schools in Iceland. The survey reached 33 of the 38 upper secondary schools in Iceland, yielding a total of 7,338 responses from students (about 37% response rate). For the purposes of this analysis, data from 5,718 students aged 15–20 years were used, representing only those enrolled in either academic or vocational programs. The survey included extensive items on family background, financial situation, parental education, students’ interests and satisfaction with schoolwork, perceived importance of education, course workload, time spent on homework, participation in social life at school and whether students were considering dropping out of school. The findings reveal consistent differences in student background. Students in academic programmes were more likely to come from financially secure households and have parents with higher levels of education than vocational students, who were more likely to live independently outside the parental home. Differences in attitudes towards learning were also evident. Vocational students reported significantly higher interest in their studies, greater enjoyment of classroom activities and stronger emphasis on the practical usefulness of what they were learning. They were also less likely to report that they found schoolwork boring. In contrast, academic students reportedly experienced higher levels of stress and workload, devoting considerably more time to homework and were more likely to report that it was essential to make an effort in school. Ólíkur reynsluheimur nemenda í bóknámi og starfsnámi í framhaldsskólum – samanburður á bakgrunni, líðan, álagi og viðhorfum til náms 22 Academic-track students reported higher levels of social participation at school compared to vocational-track students. They were more likely to be active participants in extracurricular activities, to feel that they belonged to a particular group at school and to report higher levels of well-being during breaks at school. Yet, general satisfaction with school did not differ significantly between groups: around two-thirds of all students reported liking school, although 7–8% of the students said that they did not, suggesting a substantial minority of vulnerable students across both tracks. Skipping classes was equally common for students in both tracks, though vocational students were more likely to skip entire days, possibly due to structural factors in the organisation of vocational courses. In relation to dropout risk, vocational students were more likely to consider leaving school entirely. The most common reasons cited were difficulties in coping with the demands of the studies, lack of motivation and financial challenges. The results complicate the traditional narrative of vocational education as an undesirable alternative. Although vocational students faced greater socio-economic disadvantages and higher dropout risks, they simultaneously reported stronger engagement with their chosen field of study, greater satisfaction in the classroom and more confidence in the future usefulness of their learning. Academic students, while benefiting from stronger social participation at school, appeared to be more burdened by workload, pressure and homework, and had less interest in their schoolwork. One explanation for these findings might be that the students who select a vocational pathway are more deliberate in their choice, as they are choosing against the mainstream view of the status of education pathways and their peers. Academic students are more likely to focus on other aspects of the school (such as social life), rather than the studies themselves, as academic programmes are both more general and similar across schools. Overall, the results indicate that students in Icelandic upper secondary schools, whether in vocational or academic pathways, generally view their schools in a positive light and perceive a purpose in their education. However, a small minority of students do not, and thus further studies are needed to understand this group and what can be done to help them.