"They’re all worth a chance, they’re all worth a couple of chances actually" : an exploration of factors contributing towards young people being categorised as not in education, employment or training

Abstract

The transition to early adulthood and post-16 education, employment, or training, is a significant one with long-lasting impacts on an individual’s personal wellbeing and future employment status. When the transition is not successful young people (YP) can experience being Not in Education, Employment or Training (NEET). This thesis aims to explore factors which contribute towards YP becoming NEET and the potential role for educational psychologists (EPs). A systematic literature review explores what is known about factors which influence NEET status for YP aged 16-25 in the UK. A narrative synthesis of six quantitative papers is presented in the form of a model. Findings suggest that educational attainment, attitudes towards education and experiences of behavioural difficulties are all factors associated with NEET status. It is acknowledged that individual factors are relevant and influential to NEET status. However, there is an emergence of systemic factors and educational experiences which appear to be associated with NEET status. The empirical research explores the views of Local Authority progression workers in the North East of England, who support YP who experience being NEET. A focus group was conducted with five participants and data was analysed using reflexive thematic analysis. Findings suggest that a combination of individual and systemic factors may contribute towards young people experiencing being NEET, which can also be influenced by the relationships they have with adults around them. The results suggest these factors appear so intertwined it is challenging to consider one without acknowledging the potential impact of another. However, the importance of early intervention and preventative approaches to support YP, who may be at-risk, is emphasised. The results provide insight into factors which can support YP who are experiencing being NEET, such as taking a personcentred approach, developing strong relationships, and providing appropriate opportunities. Implications for EPs are considered, in light of their statutory responsibilities to support young people up to the age of 25, as well as their relevant skills and experiences supporting young people with educational transitions.