The normative concept of adulthood is framed around the ideals of independence and responsibility overlapped with social practices of independent living and work (Fumanti, 2011), however when work is mixed with study the normative framework of adulthood is challenged. Firstly, transitioning into adulthood was once thought of as linear, reflecting the shift from student to worker (Andres & Wyn, 2010), however the merging of markers of adulthood, such as employment, with marker of youth, such as education, has created a non-linear trajectory of transition (Goodwin, & O'Connor, 2005). Within a single day a young person may engaged in both institutions, demonstrating a fluidity in identity and their social role that has altered how the transition
