urn_isbn_978-952-61-2035-5

port until the second year of studies. In addition, the educational support given did not always
correct a negative educational path. Eighty-two participating young people dropped
out of upper secondary education, with half of them having mathematical or word-level
reading difficulties. It was also notable that mathematical difficulties were directly linked to
the discontinuation of studies during upper secondary education, while word-level reading
and mathematical difficulties weakened school achievement during upper secondary
education and increased the risk of dropping out.
The third sub-study investigated how young people’s mathematical and reading difficulties,
along with externalising and socio-emotional disorders, affected their graduation
from upper secondary education, continuing studies after upper secondary education, and
contributed to exclusion from education and employment. The results suggest that mathematical
and reading difficulties noticeably affected their graduation from upper secondary
education and subsequent education and employment opportunities. A notable finding was
that mathematical and reading difficulties seem to affect young people’s educational paths
in different ways. Mathematical difficulties contributed to them not continuing their studies
after upper secondary education. Furthermore, mathematical difficulties combined with
low prosocial skills put a young person at risk of joining the ranks of those not engaged in
education, employment or training five years after completing basic education. Reading difficulties,
combined with externalising disorders seemed above all to delay graduation from
upper secondary education.
The results suggest that mathematical and reading difficulties clearly increase the risk
of dropping out or delaying graduation from upper secondary education. They also add to
the possibility of exclusion from education and employment. Learning difficulties can thus
be regarded as factors that can push young people to the brink of marginalization. The basis
of the Finnish educational system is to create equal learning opportunities, regardless of
students’ circumstances. The results of this study suggest that educational equity does not
sufficiently materialise for those with learning difficulties.
Keywords: mathematical difficulties, reading difficulties, externalising problems,
socioemotional problems, school achievement, transition, support, secondary education,
educational career, dropout
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