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This article explores the characteristics, destinations and progression routes of early school leavers--specifically "exceptional entry winter leavers"--in Scotland. Exceptional entry allows students to enter college in the term before their statutory school leaving date--such young people attend college while formally remaining the responsibility of their school. Such arrangements represent an innovative model of supporting transitions to further education among a specific, potentially vulnerable client group, while also offering lessons for the development of school-college collaboration in other areas. Based on an analysis of official data, new survey research with schools and colleges, and in-depth case studies, this article identifies how schools and colleges work in partnership to support these early school leavers. We find that schools and colleges have developed a range of innovative approaches to engaging with winter leavers, and that the majority complete their programmes or achieve other positive end-of-year outcomes. However, the most disadvantaged young people remain least likely to progress. The article concludes by identifying lessons for good practice in school-college partnership-working and considering implications for policies to prevent young people from finding themselves not in employment, education or training. (Contains 2 tables and 4 notes.)

Surveys of 190 unemployed job seekers and interviews with 17 employers in the remote northern Highlands of Scotland found that the employability of many job seekers, particularly the long-term unemployed, was limited by significant gaps in their skills and work experience, their lack of connection to informal social networks used in job seeking, and the lack of formal employment services in remote areas. (Contains 49 references.) (SV)