From support measures to inclusive education participation and progression: the development of support courses in Swiss vocational education and training

Support courses have been a cornerstone of Swiss vocational education and training since 1978. This article analyses their historical development and their significance for inclusive vocational education and training, educational equity and participation, and progression (SDG 4). Based on a historical-analytical document analysis of 44 laws, education policy texts, evaluation reports and scientific literature (1978–2025), target groups, functions, legal frameworks, didactics, governance and effects were analysed using deductive and inductive approaches. The analysis identifies three phases, namely introduction and establishment (1978–2003), legal realignment (2004–2019) and pandemic-related responses together with future-oriented developments (from 2020 onwards). Over time, there has been a paradigm shift from deficit-oriented tutoring to resource-oriented, inclusive support, with an expanded focus on interdisciplinary skills, language learning and psychosocial dimensions. Support courses are now a core element of inclusive vocational education and training and contribute significantly to equal opportunities, educational participation and progression. Although international transfer is possible, it requires adaptation to administrative structures, teacher training and cultural contexts. This Swiss case study offers insights for international debates on educational equity, inclusion and educational participation, as well as progression. Future research should evaluate effectiveness, promote destigmatisation and develop sustainable administrative models.