Could flow psychology change the way we think about vocational learning and stem the tide of poor wellbeing affecting our students? Ask the students, they’ll tell you

Further education learners are increasingly drawn to creative vocational subjects but how do we really prepare them for a challenging and insecure workplace, particularly when their studies often coincide with the onset of mental health and stress-related issues? In a system straining to cope with safeguarding pressures, specification changes and financial restraints, we need to change the way we think about vocational learning. This paper, based on a small-scale action research project, explores how ‘Flow Psychology’ and vocational learners’ experiences of it may promote engagement, wellbeing and achievement. Focusing on a sample of 35 students aged 16–19 who studied on Business and Technology Education Council Media and Performing Arts courses, the research used surveys, observations and interviews to explore experiences of ‘flow’: Did students experience it? When did it happen? and, significantly, Were there any types of teaching and learning that particularly encouraged it? Based on the findings from this, this paper articulates the learner voice and contextualises student experience with sometimes radical recommendations for how to achieve more ‘flow’ and inspire teaching and learning.