What Does a Flexible Learning Model Look Like for Students Seeking Re-Engagement?
1. Flexible Timetables That Reduce Overwhelm
Traditional school days can be exhausting or unmanageable for some young people experiencing barriers with learning, school anxiety, or periods of disrupted attendance. Flexible timetables offer structure without intensity - one of the hallmarks of many alternative school settings.
A flexible timetable may include:
- Reduced onsite days to balance wellbeing and academic load
- Staggered or gradual return schedules for students rebuilding attendance confidence
- Shorter hours for those who fatigue more easily
- Clear routines that feel predictable but not pressurising
At Urban College, for instance, Year 10 students attend four days onsite with one remote learning day. VCE-VM students attend three days onsite with one remote day, striking a balance between independence and guided learning.
This approach helps students wanting to reconnect with learning feel capable of attending, which is often the first and most important step.
2. Workload Adjustments Tailored to Individual Needs
Students seeking re-engagement often carry academic gaps, learning anxieties, or a history of feeling overwhelmed by traditional workloads. Tailored workload adjustments create space for them to rebuild at a realistic, achievable pace.
These adjustments may include:
- Modified tasks or reduced-length assessments
- Alternative formats such as oral responses, practical activities, or applied projects
- Prioritised core tasks that focus on essential skills rather than quantity
- Step-by-step scaffolded activities
- Individual Learning Plans (ILPs) with carefully set goals
By reducing cognitive load and focusing on progress rather than perfection, students experiencing barriers with learning are more likely to feel motivated, capable, and supported.
3. Remote Learning Integration for Independence and Support
Remote learning is a valuable component of flexible education models, especially within alternative high school contexts, supporting students who may experience:
- School-related anxiety
- Difficulties attending consistently
- Sensory or concentration challenges
- Health or family factors that interrupt onsite learning
Remote learning days can be used for:
- Completing tasks at a comfortable pace
- Working on applied or vocational projects
- Taking part in online check-ins or wellbeing sessions
- Developing organisational and independent learning skills
When implemented intentionally, remote learning supports students wanting to reconnect with learning by building autonomy while reducing pressure.
4. A Balance of Support and Autonomy
Strong flexible learning models provide a thoughtful blend of:
- Structure, which helps students feel secure
- Autonomy, which builds confidence and independence
- Support, ensuring students are not left to struggle alone
This balance may include:
- Access to wellbeing teams
- Daily or weekly check-ins with teachers
- Personalised goals
- Quiet breakout spaces for low-stimulus learning
- Opportunities for students to choose how they complete certain tasks
Flexibility is not an absence of expectations; it is a personalised pathway that helps students seeking re-engagement progress at a pace that works for them.
5. Applied Learning and Vocational Options
For many students experiencing barriers with learning, hands-on, practical education provides far greater engagement than traditional theory-based classes. Flexible learning models often incorporate:
- VCE-VM (Vocational Major)
- VET subjects
- Project-based learning
- Community activities, excursions, and real-world experiences
These pathways help students wanting to reconnect with learning see tangible purpose in their education and connect school with future goals.
Conclusion
A flexible learning model gives students seeking re-engagement, and those experiencing barriers with learning, a genuine opportunity to reconnect with education. Through modified workloads, flexible timetables, and structured remote learning, alternative school environments offer a more inclusive, understanding, and effective approach.
When students feel supported, capable, and valued, their path back to learning becomes not only achievable but empowering.