you finish college course but then after that you got nothing to do. It's like back ... A is an 18 year old Bangladeshi boy with a passion for car mechanics. He.
Understanding and supporting young people who are NEET: Implications for service development
This report has been produced for the Connexions Service Northamptonshire by Barry Percy-Smith University of the West of England, Bristol, UK
Acknowledgements The author would like to thank all those who have contributed to this research, in particular the young people who gave their time to share their experiences. Also to the following agencies who helped with contacting young people and organising sessions: Youthworks CiC, Platform 51, New Horizons, Springboard, Leaving Care Team, Youth Offending Service, Connexions staff, Key Training, Northampton Bangladeshi Association, YMCA Northampton. Special thanks to Tom Gutteridge and Will Coles for their support and to the East Midlands Improvement Partnership for funding the work. This research has been undertaken as an independent inquiry. The views in this report are the product of this research and may not necessarily reflect those of the Connexions Service or the author. The author, however, takes full responsibility for the accuracy of the contents of this report. B. Percy-Smith 2011
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Contents 1. Introduction 1.1 Background…………………………………………………………………………………..… 5 1.2 Aims……………………………………………………………………………………………….. 6 1.3 Methodology……………………………………………………………………………....... 6 1.3.1 1.3.2 1.3.3 1.3.4
Approach Participants Process Difficulties and reflections on approach
2. Successes and challenges for Connexions 2.1 Biggest successes and achievements with Connexions?................... 11 2.2 Main challenges with young people who are NEET………………………. 12
3. Understanding the situation of young people who are NEET 3.1 Present………………………………………………………………………………………… 14 3.1.1 3.1.2 3.1.3 3.1.4 3.1.5 3.1.6
Young people’s perspectives on their current situation Priorities Current barriers Opportunities and choices Support What might make a difference
3.2 Meanings of work…………………………………………………………………….... 26 3.3 Past………………………………………………………………………………………...... 28 3.3.1 Past difficulties 3.3.2 Positive past experiences 3.3.3 What support would have been useful?
3.4 Future………………………………………………………………………………………… 33 3.4.1 3.4.2 3.4.3 3.4.4
Dreams and aspirations Steps to achieving future goals Barriers to future success Help and support need to achieve future goals
4. Issue for particular NEET groups 4.1 Teenage mums………………………………………………………………………….. 38 4.2 Young people in complementary or foundation education………… 40 4.2.1 Long term NEET 4.2.2 Young people excluded from school 4.2.3 Qualified but out of work
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4.3 Yo ung people from BME groups………………………………………………. 44 4.4 Young people in/leaving care………………………………………………….. 45 4.5 Young people that have offended……………………………………………. 47
5. Perspectives on support for young people not in education or work 5.1 Professional assumptions about what good practice involves with young people not in education, employment or training………………. 50 5.2 Young people’s perspectives on what makes a good support Worker…………………………………………………………………………………………. 51
6. Priority issues for future interventions with young people who are NEET 6.1 Key issues from the research…………………………………………………… 56 6.2 Messages from young people………………………………………………… 57 6.3 Key issues and questions this research raises for interventions with young people who are NEET ……………………………………………………….. 59 6.3.1 6.3.2
Key issues, observations and responses from practitioners: Questions that the findings raise for intervention practices with young people who are NEET.
6.4 Conclusions and recommendations……………………………………… 62
References
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1. Introduction 1.1 Background Being NEET (not in employment, education or training) between the ages of 16–18 is a major predictor of later unemployment, low income, teenage motherhood, depression and poor physical health. It has been estimated that someone who is NEET between the ages of 16-18 costs the state £97,000 over the course of their life (Godfrey et al. 2002). Reducing the proportion of young people NEET has, therefore, been a key priority for the Government and Local Authorities. The recent publication Investing in Potential (DCSF 2009a) outlines the latest Government strategy to continue to drive up participation in education and training and maximise employment opportunities The negative outcomes associated with a young person being NEET and the ambition to increase participation in employment, training and educational is also apparent within Local Authorities. The proportion of young people NEET is chosen as an LAA indicator by more Authorities than any other indicator. It is part of Northamptonshire’s LAA. Despite the attempts of policy makers to increase young people’s participation in education, employment and training opportunities, over the last decade, the proportion of young people who are NEET has remained about the same (DfE 2010). In Northamptonshire, the NEET rate has been declining year on year, however, in recent years, the reduction on the NEET rate has slowed down. From 2008 to 2009, the NEET rate fell marginally from 5.4% to 5.2% (DCSF 2009b). Our aim is to make in roads into this final 5%. The group of young people who are NEET aged 16-18 is not homogenous. Research suggests that young people with certain characteristics are more likely to become NEET than others (Barnardo’s 2009). Barnardo’s (2009) Second Chances: Re-engaging young people in education and training Looked after children Young parents Young offenders Low achievers at GCSE Persistent truants Excluded Workless households
In 2006/7 25 per cent of care leavers in England were still NEET at age 19. About 10 per cent of NEETS in England are teen mothers. 28 per cent of young offenders in England and Wales have no access to education at all. 39 per cent of those with no GCSEs in England are NEET at 16, compared to two per cent of 16-yearolds who attained five or more A*-C GCSEs. Persistent absentees from school are seven times more likely to be NEET at age 16. Young people NEET are over three times more likely to have been excluded from school than young people overall. Half of young people NEET in Wales are from workless households.
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Although it has been recognised that certain groups of young people are often overrepresented in the NEET group, most NEET based literature has focused on increasing participation in the general NEET group, whilst there has been very few pieces of literature that have focused on the experiences and issues facing groups of young people who are over-represented amongst NEETs and how best to support these groups to participate (York Consulting Group 2005; Spielhofer et al. 2009). This study aims to fill this knowledge gap by identifying those groups of young people that over-represented amongst NEETs and, by giving these young people a voice, identifying what issues and barriers they have faced, how best to support them to participate in education, employment and training opportunities and what the best ways are to help them achieve their aspirations. The assumption is that the research will help to reduce the NEET rate further and make in-roads into the final 5%. This is the second part of a two part study which is being funded by the East Midlands Improvement and Efficiency Partnership. The first part of the study undertaken by Children and Young People’s Partnership, Northamptonshire involves a quantitative analysis of the local Connexions database to identify the size and characteristics of groups of young people that are over-represented amongst NEETs and to identify what the predictors of becoming NEET for each of these groups are. This second part of the study has been undertaken by the University of the West of England, Bristol on behalf of the Children and Young People’s Partnership, Northamptonshire and involves creating life stories with young people from these overrepresented groups to gain a more in depth understanding of the issues and barriers they have faced. The results will help Connexions to reduce the NEET rate by identifying young people at risk of becoming NEET and what the best ways are to support them to participate in education, employment and training opportunities.
1.2 Aim The aim of this research was to use visual life stories to gain a better understanding of the issues and barriers experienced by young people who are NEET when they leave school and undertake the transition to further education, work and adulthood; and to use the findings to help Connexions develop more effective forms of support for these groups.
1.3
Methodology
1.3.1 Approach This research used a visual life story approach with young people to reflect on their current situation, critical moments in their lives, their experiences of services, the barriers they have faced in accessing education, employment and training opportunities and, looking forward, how best to support them to participate and achieve their aspirations.
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A key challenge in developing effective services is how to bridge between the lifeworld’s of people and public sector services. So often learning from research and evaluation is distilled to ‘sanitized’ bullet points and recommendations in a report with little emphasis on how learning is used to support change. Using visuals is one way in which people’s experiences can be understood holistically, without reducing the effectiveness of the stories and which can be captured in ways that different stakeholders can engage with in a process of learning to inform development of services.
The use of visual methodology is an effective way of connecting with and achieving a deeper understanding of people’s realities. It provides a way of voicing and capturing experiences from the context of their lives rather than just responding to the service agenda. A visual approach is more accessible and user friendly and gives the participant control and ownership of the data recorded. At the same time, as their story unfolds the person concerned can reflect back on and make sense of their situation, providing an opportunity to see their situation differently and derive benefit from the process rather than just responding to the researchers questions. In essence this is a dialogical and reflective approach involving
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in-depth inquiry and supported by the use of visuals. It also produces material in a form that can support learning and reflection in services to inform change and development. 1.3.2 Participants The research involved working with 32 young people aged 16-181 (12 girls, 20 boys) who were not in employment, education or training from the following groups: Teen parents (n = 6) Young people who had been excluded from school/in complementary education or on foundation learning courses (n = 11) Young people from BME groups (n = 5) Young people who have offended (n = 6) Young People in / Leaving care (n = 4) Young people were recruited through organizations and agencies that were currently working with young people. Emphasis was on capturing a diversity of experiences from different organizational and service contexts. Participation was voluntary and participants were offered a £10 voucher for giving their time. Young people were not informed of this when invited to take part so as not to act as an incentive. Information about the project was provided and signed consent was secured. 1.3.3 Process The process involved four phases although in most cases issues were explored and experiences shared according to how the conversation flowed. i) Current situation - using photos that say something about their life right now, how they feel about it and why, current priorities, support received and experiences of professionals (including what makes a good support worker), what holds them back, what would make a difference right now? ii) Exploration of the ‘importance of work and careers in young people’s lives’, does it matter what work you do? How important is it to find work that interests you? iii) Past experiences – people or events that have had a positive and negative effect, how these affected young people, what support did they have and what support would have been useful. iv) Future - Dreams for the future, what they need to do to get there, what support they might need, what might stop them achieving their dreams.
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The research targeted 16-18 year olds, however, one group involved 5 young people who were between 21-23 years old but who were still NEET. Three others in the research had just turned 19.
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During the sessions young people were also invited to reflect on what makes a good support worker and leave messages on a graffiti wall. Sessions lasted 1 to 1.5 hrs working one-to-one or in pairs (one session involved a larger group of 7 people) and were conducted as a reflective conversation recorded visually by young people using flip paper, post its and photos. All except one session was tape recorded. After the sessions the tape recordings were used to add further detail using young people’s own words where needed on the posters. A half day research workshop was then held for professionals to reflect on young people’s stories and consider implications for developing their own practice and support services in response to these life journeys. 1.3.4 Difficulties /reflections on the approach Where young people offered reflections and feedback on the session, most responded positively, reporting that they enjoyed the process and appreciated having someone really listening and valuing their story without making judgments. For many young people, it seems that this was the first time this had happened. Many also valued being able to just talk through their situation and suggested that more support work and careers guidance should use this approach. “It was good to get your story out and share your dream with someone” (Bengali boy, 18) “I feel good cos someone is listening to me”
(16 year old boy)
In some cases I heard later from workers that the session had had an impact on young people. In many cases, as the session progressed, it was possible to see the young people come to a point of realization about their situation and make informed choices about their future. One worker described one such instance as “it was like a light bulb coming on.” One of the negative aspects with this approach is that it did involve some writing which some young people did not take to well. Whilst the researcher did encourage young people to record some of their thoughts and perspectives, these sometimes involved just one word, devoid of context or detail. In these instances the tape recorder provided a means afterwards to add further detail. The process was undertaken with individuals alone and in pairs and, on one occasion, in a larger group. As a youth work activity this works well in a group, although one young person did remark that it felt like an Alcoholics Anonymous meeting. However, for research purposes deeper insights and clarifications with individuals is difficult to achieve in groups. On reflection the process is most effective on a one-to-one basis as young people seemed to really value being the focus of attention for a sustained period. 9
Finally, this process can uncover sensitive or uncomfortable issues which needs careful facilitation. On some occasions the researcher exercised discretion in asking whether it was okay to say more about what a particular experience was about, whilst also being clear they were not obliged to do so. On other occasions the researcher simply moved on. In a majority of sessions the young person/people had a key worker sitting in. Whilst this of course may have affected what young people said, for ethical reasons this provided a safety guard and support for young people. In reality young people in most cases were quite forthright in what they said, indicating that responses were unlikely to have been unduly affected.
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2. Successes and challenges for Connexions In research aimed at informing developments in practice, simply reporting back findings about young people’s situation is not enough. Instead it is important to make sense of the views, experiences and needs of young people who are NEET in relation to current practice and provision. In the research workshop with practitioners towards the end of this research practitioners began by identifying successes and achievements with Connexions as well as the challenges they see with young people not in employment, education and training. These are briefly highlighted here to provide a context within which to interpret the experiences of young people that follow.
2.1 Biggest successes and achievements with Connexions? Partnership working Partnership achievement of NEET target Partnership working – information and advice for partners on various issues Partnership working – linking support for young people Links, partnership works Regular contact between providers/partners and CNXS CAs – Building relationships Networking Holistic service closest there is to a one stop shop
Accessibility of Connexions workers and resources Having an access point with easy daily access where young people don’t have to think about when and where Drop-in support including Link workers Recognizable brand All young people know the branding of Connexions Non labeling, not that scary service
1:1 support and quality relationships Additional 1:1 support – help re housing /benefits/ etc 1:1 relationships with NEETS as face 2 face is best way to engage The normality of relationships with workers, space to have impartial advice Involving young people from vulnerable groups and listening to them
Careers work in schools In schools move Careers work in schools – some schools value more than others More contact to prevent NEET school leavers
Staff
Link to the labour market Link - buffer between young people and the labour market Finding employment/college Signposting Management information
Quality of staff Designated workers for NEET yp Previous specialist roles
Outcomes Positive effect on young people, positive influence Reduced level of NEETs and kept it stable
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These responses suggest a confident and well structured service sensitive to young people’s needs, undertaking a range of quality work in a variety of settings and working appropriately within a wider constellation of partner agencies.
2.2 Main challenges with young people who are NEET These challenges were identified by practitioners at the research workshop. They are reproduced here unedited but grouped in common categories. Practice Need to peel back the layers of young people’s lives to help them to move forward. Trying to overcome barriers and find solution to problems – revolving door experience Lack of accessibility, meeting place, no interactions Loan working can leave you feeling unsupported Balance the needs of the young people and the needs of the company targets Young people come as a blank page we try to put words on the page You can’t put an old head on young shoulders Huge task, little resources Need hand holding
Young people themselves Lack of motivation Trying to get someone to listen, don’t always want to listen, lots going on -too much info / distractions Dependency, lazy, External appearance is calm but underneath can be torrential, life going very fast, obstacles, woods = dark - where am I going?/lost, water = anger/insecurity/creativity You can’t lark about forever I’m not ready, I didn’t listen, you will do it while I play, don’t want to grown up, I’m distracted, other things are more fun Lack of motivation Confusion of choices Risk as normality
Structural Lack of suitable opportunities e.g. trade apprenticeships, need better opportunity awareness and labour market Lack of access to financial support exacerbates opportunities to move forward
Systemic Collaborative and strategic management of change during a challenging period of change Not enough workers for young people, chaos, get lost on the crowd, lots of people but only able to help a few Vacuum of policy info Policy vortex – constant change Lack of capacity
Social context / background Good / stable/secure/trust (lack of it) family life Bad educational experience, don’t want to re-engage with learning Attitudes from birth, environment brought up in Family life – disruptive – broken young carers not able to work Understanding young people and the context
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The challenges identified here suggest that whilst systemic and structural issues are important factors, most significantly practitioners see young people’s attitudes and orientations as key challenges along with issues concerning social background. These in turn pose significant dilemmas and challenges for practice.
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3. Understanding the situation of young people who are NEET This research set out to explore experiences of being NEET across diverse groups of young people. Being NEET cannot be understood simply in terms of a single linear transition through education and training to work, but as a process of complex and multiple transitions characterized by leaving school, independent living, career development and progression, relationships, finding an income and in some cases housing instability. Being NEET has different implications according to individual contexts and biographies. For example young people leaving care can face different challenges to young people who have underachieved in education or teenage parents. In turn young people who have offended face specific difficulties as a result of their offending behaviour, and young people from BME groups as a result of specific cultural factors. At the same time this research has highlighted some recurring patterns and issues common to all groups. This section presents general findings from analysis of young people’s stories about the current situation, past experiences and influences, meanings attached to work and careers and perspectives on the future that have emerged from this research as characteristic of being NEET for young people. The specificities of being NEET for different groups are explored further in Section 4.
3.1 Present 3.1.1 Young people’s perspectives on their current situation Enjoying the ‘here and now’ and sense of progress moving forward are defining characteristics of young people’s current situations. Approximately half of the young people felt happy with where they were at the moment. For some this was due to enjoying a sense of stability and security in their situation, often for the first time in their life. For others it was just simply about enjoying being young with a sense of freedom, having fun and socializing with friends. And for others just enjoying the journey of embarking on their career. “I feel happy because I don’t mind learning and find looking for a right job for me” (17 year old male) “I am happy because I am having fun now. You only get one life” (17 year old care leaver) Yet at the same time for many current situation is coloured by a sense of progress in relation to where they wanted to go in their life. Some were happy in acknowledging a sense of progress towards their goal and relished the positive momentum this gave them. “I am happy because I am getting the qualifications I need to get into the fire service” (16 yr old male)
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“I’ve got different people helping me and sticking with me” (16 year old female) “Track of life. On going success gives positive energy” (21 year old male) However, in a majority of cases, young people articulated a sense of frustration about not feeling they are getting anywhere reflected in metaphors depicting confusion, long roads into the future, rubbish strewn tracks or the symbolization of a gate with a wall in front preventing access through the gate. For these young people, hopes and aspirations are being eaten away by a lack of opportunities and inhibited progress. “It represents a gate to a career I wanna start but a wall stopping it like it’s hard to find an apprenticeship and jobs” (17 year old male) “I’ve got a long way to go before reaching my goal”
(16 year old male)
“I just don’t see me doing what I want. You gain information but it doesn’t get you to where you want to be going. You gain qualifications but nothing great comes after” (17 year old female) “The train can’t move cuz of the rubbish on the track. This is us with our problems: social, housing, money and careers. Sometimes you have to wait for them to be solved” (17 year old female) For others their current situation was simply marked by an anxiety and fearfulness of “going into the big wide world”, a sense of confusion about what to do or that things were happening very fast. “The confusion life brings –what I should be doing, where I should be going. Don’t know where my paths going - never ending. Which path goes where?” (18 year old female) “Where to go? What to do? Two paths, but which one do I take?” (19 year old female) “Rushing. Life’s going so fast at the moment. With being pregnant I’m having to grow up fast. I am happy with life and having a happy settled relationship. I’m happy being pregnant and looking forward to having my own family and know everything will work out. (17 year old mum to be) In a small number of cases young people saw their situation solely in relation to their immediate everyday lives. This was particularly the case for young people expressing a strong sense of emotion such as anger and agitation about their situation as a result of past experiences. This was especially the case for young people who had offended.
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3.1.2 Priorities Understanding young people’s current situations is informed in part by their current priorities. Overwhelmingly money is a key priority for young people. Contrary to popular media most of the young people in this study did not like being on benefits, but saw higher levels of self worth and pride attached to having earned income at their disposal. “I hate being on benefits. I feel like a scrounger, I really do … want to go to College. When you earn you feel more independent. It’s like yeah I did this, a sense of achievement” (17 year old female) Yet, for many, finding work and income is difficult due to lack of opportunities and the apparent prejudice of employers and agencies against young people. These difficulties are especially acute for the majority of young people living independently who are faced with the hard reality of securing the means to pay the bills. “My priorities are feeding, clothing and housing myself – Money!” (17 year old female) In addition there were some young people for whom finding appropriate housing and being a parent are priority issues. “Getting a house with my partner. Getting enough income to support us. Move out of the family home where we are –it’s way too over crowded. Plan my future. But money is a big issue”. (17 year old female) These cases illustrate the extent to which being NEET is so often characterized by complex ‘multiple transitions’ rather than a simple linear transition through education and training to the labour market. As a result young people’s situations are often characterized by uncertainty, vulnerability and negotiating competing needs. All the same a key priority for a majority of young people is finding, or working towards, a career goal. Young people recognized the importance of education in achieving a successful career and accordingly mentioned ‘getting qualifications’ as a high priority. For many, the reality of previous underachievement has given way to a realization that qualifications are important for getting a job and achieving future aspirations. In a majority of cases this has involved completing some sort of foundation or complementary education programme to secure a foundation of core qualifications and competences so that they can access their chosen further education course in the future. For others the task is more challenging – finding and accessing an appropriate course, or seeing through the course they are on but not as a first choice. “I didn’t want to do the course I am doing, so it was like a change I had to accept. This course was a last resort. I hope I can get back to the other course” (18 year old male) 16
“At college doing foundation learning. It’s not something I want to do. I want to do mechanics apprenticeship but I applied late, so this was the only thing left.” (16 year old male) Others are simply engaged in ‘courses’ as a way of productively using their time to enhance their prospects of securing work. In some cases young people have to wait until they are 18 before they are eligible for their chosen career such as the fire service or child care. Some are ‘guided’ onto courses even though they don't really have a motivation for it. For many young people training courses characterize their lives. Whilst in many cases young people derive benefit from these (as they are aware of the value of education and training for getting on) but in some cases courses were seen as a waste of time. In particular a number of young people mentioned Rathbone as being a waste of time. “They put me into Rathbone. I just went along with it. Everyday we just played poker which got me gambling, and that’s all we done. I thought it might be good and help me but it wasn’t when I got there. It was just a big waste of space. They were too busy doing their own stuff, chatting off with their buddies. We were just colouring in squares, doing 5 year olds work” (17 year old female) In contrast there were some which were well regarded such as Princes Trust and from which young people talked about gaining a lot of benefit. “Princes Trust – learnt a lot and got to know different people. Learned about new things I didn’t know anything about. I thought I’d be kicked off but he kept me there for 12 weeks. If I got out of hand he’d just tell me my mistakes and put me in my place and I stayed there 12 weeks” (16 year old male) Many however, look to apprenticeships as a way forward, but find it difficult to find anyone to take them on. “The only thing is finding an apprenticeship” (17 year old male wanting to do engineering) For others, priorities are characterized by ‘family.’ For young mums simply this means ‘being a good parent’ for their child so they “don’t have to go through what I went through”. “Finding work is not very important right now. My priority is giving the best life I can for my daughter. I’d do anything for her, but they (parents) didn’t for me though” (17 year old mum) For those young people who have experienced family conflict or neglect, dealing with the legacy of family breakdown and the desire to re-establish stable family relationships is a priority. In other cases young people talked of wanting to ‘get on better with family.’ Younger 17
siblings or nephews/nieces were often mentioned as important in even the most chaotic lives, providing a calming and stabilizing influence. The importance of socializing with friends for young people is well documented (see for example Coleman & Hendry 1990; Hendry et al. 1993; Percy-Smith et al. 2003) and is important for young people’s developing sense of identity in the world (Kroger 1996) as well as a meaningful activity in its own right (Percy-Smith 2002). Accordingly many young people in this study identified ‘having fun’ and ‘spending time socializing with friends’ as important priorities for them. Rather than being seen as wasting time messing around with friends, these activities are highly important elements in young people’s lives, providing relief from life struggles but also support and counsel. 3.1.3 Current Barriers Overwhelmingly young people mentioned the difficulties in finding paid employment as the main barrier they faced. “Work is really hard to find it really is. It’s difficult because everyone wants experience or qualifications. It’s like – how qualified do you have to be to stack a shelf?” (18 year old female) “I have applied for jobs but they never get back to me. You just give up in the end” (17 year old female) “I’ve been for like 4 or 5 job interviews …McDonalds, one at a gym ..they didn’t come off. Ain’t tried since. Will just wait until September course innit. But then you finish college course but then after that you got nothing to do. It’s like back to stage one” (18 year old male) Young people perceive few job opportunities available and, when they do find possibilities, talk repeatedly of rejections if they hear back at all. Many young people feel they are being judged and discriminated against because they are young people and many say they have to be 18 to be considered for jobs. Young people also say that a lack of experience and qualifications are a barrier to them securing employment with many young people feeling they are in a ‘no experience – no job; no job – no experience’ cycle. Even where jobs say ‘no experience’ or ‘no qualifications required’ young people are unable to gain positions. In some cases young people felt it was because ‘their face didn’t fit’. Employment agencies in particular were identified as being prejudiced against young people. “Agencies are always judging – what I wear. I am not changing the way I am for someone else’s judgment. I would rather not have job.” (23 year old male) “Employers are always prejudiced to young people – they see people still wanting to have a laugh and joke and can’t be bothered. And as soon as 18
people realize you have been homeless, they are prejudiced – think you are a junkie. But I wouldn’t want to lie about my life. I don’t care what people think of me” (21 year old male) For others the legacy of negative effects of early family life – especially characterized by drugs, drink and crime, and more specifically parents just not being there for young people has left many with a level of personal and social development which does not equip them well for engaging in the labour market. For some this involves a lack of confidence and limited social capital as well as insufficient emotional maturity to ‘keep their head’ and sustain positions. For others this has involved reproducing cultures of crime and anti social behaviour which have ended up with young people getting into trouble and getting a criminal record which is a major impediment to securing work. Yet even if these young people did secure employment, their past experiences suggest that they would find it difficult to maintain a position. Another set of barriers young people commonly experienced concerned difficulties getting onto college courses. Some young people said they had applied to college to resit GCSEs only to be told they were not allowed due to poor past educational performance, or simply referred to another college. “I went to college and said I want to resit GCSEs and they said go to another college. I spoke to someone else and they said it wasn’t a good idea” (18 year old female) A number of young people talked about a lack of awareness about procedures for getting into and progressing through college. For example, one young person who did not continue his BTEC course because he didn’t know he had to re-apply for the next level, with the result he didn’t get a place and as a consequence is left with no education or employment. In other cases young people have ended up on courses they did not really want either because they had not applied in time or because their qualifications were insufficient. A number of young people said that they would have benefited from help with applications, rather than just being given an application form. Case study: 18 year old Bangladeshi boy A is an 18 year old Bangladeshi boy with a passion for car mechanics. He arrived in England when he was 14 and without any English, one year before his GCSEs. He waited 6 months before he got into a school which held him back. However, he rightly expresses pride in having achieved some GCSEs (including 3 A-Cs) and a D in English. He has been to college and has achieved BTEC level two in mechanics but didn’t know he had to re-apply to proceed to level three and as a consequence has not continued his studies in mechanics. He says that the best option for him would be to get an apprenticeship in a garage, so he can do level 3 mechanics. However, he also did not achieve the require Merit to proceed which has put a halt to his career and as a 19
consequence is now NEET. He has looked for jobs as a mechanic and has used Connexions to help but they offered different jobs but not mechanics. He feels that when he applies for jobs that employers don’t look beyond his poor level of English at what he can do. He is getting anxious because “If I don’t go to college soon then it will be harder for me. My problem is I will soon be 19 and will have to pay for myself. But I don’t want to have to ask my parents to support me.” He says that if he had a driving license he could get a driving job to support him through college. However, he sees college as a distraction from getting straight into work which he would prefer.
For young people who have only attained low levels of achievement at school, pursuing a vocational career is a wise choice. Yet, even though they may be good with practical tasks and demonstrate a level of competence, it appears that vocational courses often still set (academic) entry requirements of having core GCSEs. Given that vocational options are supposed to provide an alternative route into the labour market for young people who have not achieved highly in school, paradoxically this constitutes yet another barrier for young people.
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3.1.4 Opportunities and choices The way forward for many young people is far from straight forward and seems to contest simplistic assumptions about linear transitions through education and into work. Whereas many young people had a definite career goal based on what they wanted to do, many felt that the way forward to achieving that goal was strewn with obstacles. Young people talked of being faced with difficult choices from limited opportunities with uncertain rewards. Most significantly young people see choices between getting educated or finding a job and earning an income when in reality they need both. Faced with this choice and the difficulties finding work, many pursue the choice of going to college. Most frequently young people say that an apprenticeship would be most suitable as it provides a basic income whilst getting trained and gaining experience and with the possibility of continued employment. Yet young people say that apprenticeships are hard to find. This appears to be a major weakness in the education, training and employment market for young people. Young people also see the importance of getting experience and say it would be good if they could be taken on trial so they can prove themselves. Faced with difficulties finding appropriate ways to secure training, gain experience and move their career forward, young people resort to trying to find some sort of job they feel they could do and/or don’t mind doing to get by in the meantime and earn some money. “The options I have are to get an engineering apprenticeship or get a part time job until I get an engineering job” (17 year old male) These often involve part time or voluntary work so they can keep options for study open. Yet then young people get caught in the benefits trap, with the result that many simply just give up and stop trying. Indeed some young people state that they don’t feel they have any choices or opportunities at all. For young people with other priorities, such as those with young children, the choices they face are how to balance being a good parent for their child with the desire and aspiration of a future career. For most of the young parents, putting their child into child care at such a young age is not an option for them. “I don’t want to leave my son too soon, but don’t want to sit around for ever. But I don’t want to put him in a crèche” (19 year old mum) “I’d stay with her a little while longer then go to college when she is at a school. I don’t trust anyone with her ‘cept me. I’d like more children but have to wait because it’s too hard looking after her on my own. Because I’d have to do a job as well. Get here into school then go to work.” (17 year old mum) In response to these duel concerns workers suggested that it is important to maintain links with these young people so they stay connected with the system so that when they are ready 21
(mostly commonly identified as being when the child goes to school) young people would be in a better position to take their career choice or further education and training forward. Similarly young people said they wanted to use the time productively whilst their child was young by building up their qualifications and experience. “I go to the YWCA so I can get my Maths and English up to date. Then next year I would like to go to college to resit GCSEs and want to go on to do a diploma and become a midwife” (19 year old female) “I’m in two minds, volunteer at the hospital (they give training), or have another baby. I want to be a Mental Health nurse with on the job training” (19 year old female) Yet, in contrast, those young parents who did want to try and return/go to college now whilst their child was still young were frequently told they couldn’t or were dissuaded from doing so. “I applied to college twice in 2 years to do Health and Social care. They told me not to go because they didn’t think I could cope with the work and having a child. I wanted to go in September but they said wait until next year. I felt really disappointed.” (17 year old, young mum) “Should be allowed to go on courses when we want and not just being looked at as a teenage mum who can’t cope, when we can” (17 year old young mum) Using time productively was a common situation for young people generally. Some had to wait until they were 18 before they could pursue the career they wanted, whereas others were simply waiting for an opportunity. “I’m doing courses to boost my chances of getting into the fire service and to show I’m trying. The young firefighters course helps develop teamwork and get experience what it’s really like and you get a certificate.” (16 year old male) Some, however, have very limited idea or inclination towards a future career. This is especially the case for those who have been NEET for some time, who have never worked and for whom a life not working has become the norm. The evident resistance to a system they have struggled to engage with and repeatedly been rejected from is reflected in an opportunity stance characterized by ‘having to conform or not’. In a similar vein some young people expressed strong opposition to the idea that they should change themselves or how they look in order to secure work. In this respect finding work and career is intertwined with their own sense of personal identity.
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“You’ve got to like what you’re doing. I would do music for free, because that’s my passion. But I ain’t going to do something I hate though. I’ve got enough stress in my life to be stressed with a job I don’t like. Unless the job is music I’m not taking it. I am not throwing away opportunities to do what I really want to do.” (23 year old male) For those who have experienced major psychological disturbance in their early years, achieving some kind of stability in their social and mental health situation is a precursor to any education or work situation. For these young people, non statutory youth work interventions provide invaluable interventions to stabilize and help prevent further crises and, in turn, provide guidance and support to move on. 3.1.5 Support Most young people in this study were receiving professional support from someone. In most cases this was a worker working in the context young people were in – such as a key worker, youth worker or social worker. “I’ve got social workers but they don’t really do nuffink. It’s mostly staff here (supported accommodation) that help. They give you advice on how to deal with issues with your kid, make sure you’re up to date with bills. (17 year old female) In a majority of cases these workers are a life line for young people providing a continuity of support that many of the young people haven’t had in their lives otherwise. However, where workers momentarily ‘drifted’ into young people’s lives this was generally seen as not helpful and more about workers just doing their job. Hence social workers and teen support workers were often mentioned in this vein. Young people also found it unhelpful when workers made judgments about how young people are doing or gave advice young people didn’t want, without listening and responding to what they did need. In other cases young people are also receiving support from ‘specialist’ workers such as counselors or their mid wife; providing support with particular issues. “I’ve got a counselor so can talk to her, but the only person I trust is my midwife. Workers often say they will do something then don’t do it” (17 year old female) “Social services support worker really helped with my mental health problem. Came round every week, then 2/3 times a week. We would just go for a walk. She was very good. It’s about consistency.” (19 year old female)
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For some this provided much needed support (for example in parenting and child care) or in dealing with psycho therapeutic and behaviour issues for example through counseling or anger management. However, some refused to acknowledge the value of a counseling arrangement, preferring instead to sort out their own issues and dilemmas. “I can’t see how talking about your problems is going to help. … Don’t feel comfortable talking to a stranger – they’ll think ‘just get over it’. I don’t trust no one” (17 year old male) “I won’t go to someone I don’t know with my problems. That won’t help me at the end of the day … I’ve had a lot of problems and I tell people and they just laugh at you. It makes you feel worse …. When you’ve been rejected that many times it gets to you.” (23 year old male) Most young people knew of Connexions and many had used Connexions although experiences tended to be mixed. Some talked positively about Connexions workers, particularly helping with CVs and applications. “Connexions helped me get a job interview and their banding of GCSE grades helps with self esteem. Just the fact that the support was there if I needed it helped me gain confidence.” (17 year old female) Others felt they hadn’t helped much at all. In some cases this was because young people thought they could help them find a job and then found they couldn’t help. In other cases they had provided information but young people didn’t find it benefited them. But in most cases it was because of Connexions workers telling young people that they couldn’t pursue certain options or saying they weren’t clever enough. “I had arranged meetings and sometimes even the workers have not shown up. I was offered help but when I said I need help all they done was give me a college book and told me to look through and apply so I didn’t find it helpful. I had another meeting and it went the same way so I didn’t bother” (16 year old male) “I saw a Connexions worker but they didn’t help much, would have helped giving me more options. In the end it was my mum that found this E2E course.” (16 year old male) Overall, the most valued help young people experienced was where a relationship had been built up over time, where young people could just go and be listened to without judgment, where continuity of commitment with the young person had been maintained and basic support with practical things was on hand when young people needed it. In these instances support workers were seen more as friends than workers. Often young people’s support needs are with relatively practical and material things. 24
“Had help with benefits, budgeting, housing, access to computers, but no ‘job’ support” (17 year old female) Whilst many young people turned to professional support workers because if a lack of support at home, there were also some who valued the support their family provided. “My family supports me by giving me advice and stuff that I need to get on in life, but they won’t push me or tell me what to do. I make my own decisions I think as long as I get a good job that’s airtight.” (16 year old male) “Mum and dad have gone along with everything and tried to support. Like school, I was not in trouble or bad attendance they just knew I didn’t like it, but they supported me to finish. I’m glad they did because I did get some qualifications” (16 year old male)
3.1.6 What would make a difference right now? Predictably, the things that young people see as making a difference to their situation are characterized by responses to the difficulties they experience. Most notably these concern opportunities for work and apprenticeships, quality of support, qualifications and not being judged. Young people are quite clear what is helpful to them in terms of support. Ideally young people talk about how important it would be to have a supportive family. “I would like to have a family, be able to trust them and leave my baby with them. I just don’t trust them” (17 year old young mum) Given that this isn’t present for many young people, they instead see having a quality of professional support as key to making a difference. Young people see this as involving ‘real connections’ with workers, who show respect and who are not just ‘doing their job’ but genuinely want to help. Young people commonly said that no one had ever sat down with them and helped them look at their situation in the in-depth way that was undertaken in this research. However, young people also mentioned the value of just having somewhere they can go and just sit and be listened to without being pushed. Beyond support young people felt that opening up opportunities for work and apprenticeships would make a real difference, and for agencies and employers to not judge them and to give them a chance. This was especially important for young people with a criminal record who feel they should be given a second chance. A number of young people suggested that employers could take on young people on a trial basis so they could prove what they can do. 25
3.2 Meanings of work In a majority of cases young people consider work and careers as highly important. Young people are quite clear about the importance of work simply to earn money to pay the bills and afford the things they want such as nice clothes, a car and a nice house so they don’t have to worry about money. At another level young people see that having work provides the means to move away from the family home, gaining independence and living their own life without having to depend on parents. However, whilst some are preoccupied with the immediate concern with finding an income, many talked about the importance of finding a career and work that they want to do. Finding work or career involving something they enjoy doing was a strong theme for many young people. Whilst young people were realistic in acknowledging they might have to do any job just to earn money in the short term, in a majority of cases finding work they enjoyed rather than just doing a boring job is highly important. “I don’t want to do something that’s boring like a factory job” (17 year old female) “I found getting the job I did was ok just for the money but I’d rather be happy doing the career I have experience in. I got two jobs and they weren’t engineering jobs so quit these to get a better engineering job. They were just like … every week boring jobs that I didn’t like so go for a new job – something I like doing” (17 year old male) “I think work is important but you have to love/enjoy your work. I couldn’t do a dead end job.” (17 year old female) “Having a good job … ok if you get paid a lot, but it’s something that I want to do, something I enjoy doing cos it won’t put me in stress doing something I don’t want to do” (16 year old male) The desire to seek a job that provides interest and satisfaction appears little different to the aspirations of many in the wider workforce, yet the motivation provided by young people’s different interests is frequently not seen as a focus for career support interventions. For young people, doing a job they enjoy rather than a boring job, is important for self worth. “It’s 50/50 when it comes to finding work as when you’re struggling it doesn’t matter as long as you get paid. However, you don’t want to go into a job that you hate or you won’t have any self worth” (17 year old female)
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Having a ‘good’ job is symbolic for young people of doing well for yourself and therefore is reflective of their desire to make something of their lives. In choosing a career or line of work, young people are in effect expressing their values and sense of who they are in relation to the workplace. In this way, choice of career is inextricably tied in with individual identity. Failing to acknowledge young people’s career choice (however, unrealistic it may appear to others) and directing young people into more mundane options they may not want to do creates frustration and saps motivation in young people with the result that they remain in NEET limbo. This research suggests there is significant need for developing interventions which build on assets and work with young people to find and develop interests and identify a way forward in relation to these goals, rather than try and manage expectations according to deficit models and perceptions of young people. Case study: C – 19 year old with a passion for music C’s passion is music, plays in a band and sees the future in terms of working with music and running his own business. However he sees his current situation as quite mixed at the moment with “some stuff working out, but other stuff is getting there slowly.” He also has an interest in mechanical engineering and has been for jobs and looked for apprenticeships, but without success. He says that finding places that specialize in what he’d like to do is difficult. In terms of work he says: “The most important aspect, if you don’t enjoy it you’re probably not going to do very well ... I am very music focused so started volunteering and organizing gig nights at a local venue. Last week the person who runs it didn’t turn up so I am sort of back up, so had to reorganize the timetable in the day cos a band also dropped out. Eventually I would like to start my own venue.”
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This example illustrates how there is potentially more value in encouraging young people to get involved in some way in their chosen field and gain experience as happened here which can open up new opportunities, rather than interpret their choice as ‘unrealistic’. There was however a minority of young people who did not seem bothered about work (and in some cases had never worked2) but who appeared satisfied with the basic income that benefits provided. Whilst this was often the result of difficulties securing work, it also seemed to be the product of a reticence to engage in the labour market.
3.3 Past 3.3.1 Past difficulties A major characteristic for a majority of young people who are NEET is past family breakdown and neglected childhoods. Young person after young person in this study related in their stories difficulties in family relationships, of experiencing domestic violence, of being abused, of growing up with parents with drug or alcohol problems or parents who simply weren’t there for them. “Mum and dad separated 5 years ago. I went to live with my dad, but he started drinking a lot so I had to bring myself up from age 14” (17 year old female) “My mum drinking and never being there and my dad for leaving me with my Mum” (17 year old female) “My mum and dad broke up and I had an eating disorder. I got into an abusive relationships and started drinking. I’ve never been able to talk to my family. I always had to deal with my own problems” (17 year old female) “My dad, no relationship, no love, cannot stand the man .. and people putting you down” (17 year old female) The more tangible outcomes of these negative early experiences is that many young people have ended up in care or been thrown out of the family home. One young girl talked of her experiences being a young carer and being in care most of her life. “When I was little I used to do all the housework, cos my mum would get high on heroin and brought up my brothers and sisters until we went into care. I was the mother figure.” (18 year old female) In other cases growing up in poverty led young people into crime simply to get money. 2
This was particularly the case for young people who were over 18 but still NEET.
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“You don’t understand. Things were unsettled at home. I didn’t have any money, it’s hard innit … only thing you can do is resort to crime. This led to harder crime” (18 year old male) In some cases young people had been ‘booted out’ of the family home or had injunction orders taken out on them to keep them away from the family home as a result of a break down in relations. These experiences have had catastrophic social and psychological effects on young people at a time when they really need family support. These past experiences affect young people directly through the emotional and psychological impact on young people manifest in anger and not feeling valued as a result of not being listened to, and as a result being misunderstood and having their needs go unmet. However, equally they impact on young people through the legacy of neglect wherein young people have not received the positive guidance and support to enable them to make good choices. “My family were a negative influence and it still goes on. It knocks your confidence. (19 year old female) Some young people identified how it was not just family and parents that had a negative effect on them, but the local area they grew up in – characterized as an environment of drugs drink and crime – and ‘falling in with the wrong crowd.’ “Getting in wiv the wrong crowd and growing up around crime and drugs and drink. Used to see my dad get into trouble and crime – so I started doing it, following his footsteps. (16 year old young offender) “All that’s in *town+ is sex and drugs. Don’t do drugs now, but used to .. just cos you’re bored. It’s easier than getting alcohol.” (16 year old male in complementary education) The impact of disrupted childhoods for young people is the lack of positive support and encouragement, lack of positive role models and not being valued (and therefore loved) as they have progressed through and out of school. For some young people the impacts have given way to behavior problems and difficulties with learning in school, resulting in low levels of achievement or, in the most extreme cases, exclusion. In other cases the impacts have been more significant in terms of bringing about emotional and psychological problems manifest in anxiety, anger, lack of confidence, depression, behaviour problems, a lack of preparedness for leaving school and becoming independent adults and, as a result, ensuing chaotic lifestyles. For some young people school was identified as a past difficulty they experienced. Many young people talked of being bored in school with subjects they didn’t feel were relevant to their lives. Most commonly young people talked about teachers bad attitudes towards them
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and experience of teachers putting them down, which for young people results in a drop in self confidence and further disaffection from school. “At school they didn’t respect you, just didn’t help you. It just like put your confidence down … and treating you like a two year old; you just felt like you couldn’t do nuffink” (16 year old female) “School put me down with the troubles my school was having as I didn’t have a teacher for a year this had a big effect on my GCSEs (16 year old Bengali boy) The experiences of school for many young people is also characterized by behavioural problems (such as setting fire to things) and exclusions. “I was kicked out of school in year 8 and was out of school for a year and a half so missed loads of school. I went to other schools and was kicked out of them” (17 year old male) A number of young people in turn mentioned that they weren’t allowed to do work experience because of bad behaviour. This seems ironic since, as experience in this research shows, that these are exactly the young people who are likely to benefit most from these opportunities. Whilst young people had realized the importance of education now they are older and trying to find work, many talked about how they didn’t see the value of learning when they were younger. Some young people identified particular professionals who had a negative effect on them. For example, one young person related how he felt completely misunderstood by a Connexions worker when he was told he wasn’t motivated. Whilst some young people had positive experiences with Connexions workers there were a significant number who felt they weren’t really helped by the Connexions worker and some saying they hadn’t turned up for meetings. However, in a small number of cases, parents have ‘been there’ for young people and have continued to provide support. In particular where young people mentioned their mother as being a strong figure in their life and providing encouragement to do well.
3.3.2 Positive past experiences Many young people said there was nothing positive about their past, only negative. However, some did identify people, experiences and critical incidents that had been positive for them. Most significant were those incidences whereby young people had developed a sense of resilience and competence as a result of past difficulties and derived positive value from negative past experiences. For example one young woman, who had grown up as a carer
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and then in care, reflected on how she felt she had “become the person she is today – able to deal with life” as a result of having to prevail in difficult circumstances when younger. “Being in care has made me who I am. What doesn’t break you makes you – at 16 I was self dependent” (18 year old female) In a not dissimilar vein young mums talked about the positive effect having a baby and becoming a parent had on them, making them ‘grow up’ quickly. This was echoed elsewhere for males too on becoming a parent. “[Son] has made me get my life in shape”. Younger siblings were also mentioned as a stabilizing influence in some young people’s lives. In addition meeting a partner has been a positive experience for many young people, especially where previous relationships have been difficult or even abusive. “Meeting XXXX. He changed my life – the first person I could trust for a long time. Showed me the meaning of true love” (17 year old female) “Met my partner - he stopped me drinking at weekends” (17 year old female) Whilst school was difficult for many of these young people, there were some who identified a particular teacher who they found supportive and understood them or even inspired them. Such instances were especially profound when the young people had received praise and made a difference in getting through hard times. “I had a youth worker in school that I used to speak to, then when I left I couldn’t see here anymore” (17 year old female) Many talked about the positive value of joining complementary learning or youth work courses. Whereas school just didn’t work for some young people, more informal settings with smaller groups and with a perceived more relevant content involving vocational education and life skills and where young people could succeed and gain a sense of achievement, had a positive impact for many young people. Specifically, Princes Trust, the work of Youth Works CiC, Platform 51 and Springboard emerged as ‘alternative’ contexts in which young people had thrived. “I left school because it wasn’t the right environment for me. This (foundation learning) environment is better. It’s different everyday and they work around you” (16 year old male) “Coming here to Springboard. My behaviours a lot better at home too. Don’t do half the (Anti Social Behaviour) stuff I used to.” (16 year old male) These settings also involved different professional relationships which were positive for young people.
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“The difference with this place is I can sit here with workers 1 : 1, but I couldn’t sit here with tutors. They are friends – it’s good …. It’s a friendly environment and there’s no pressure. It’s like the ratio of responsibility you give us as well as helping us, so it’s like give and take. I like that.” (23 year old male) Some young people mentioned the positive support they had from Connexions workers in finding college courses - “I wouldn’t know where to look” - and help to get job interviews. Others mentioned practical support they had received for example with their CV and making phone calls. In spite of difficult relationships with family members for many young people, there were particular family members, such as Nans, Uncles or Aunts who were often mentioned as playing an important role when young people were having difficulties with parents. A few young people (especially young Asian’s) mentioned family members who were positive role models for them. “My mum being a strong woman gave me the determination to do well” (17 year old female) “I was influenced by my mum. She had no qualifications, for 14 years she had no job satisfaction. I underachieved then because of my mum realized I wanted a good future, so negative environment created a positive attitude to education” (17 year old female) “My sister was doing good in college then went on to uni so she was like a role model. It pushed me to do something good with myself” (16 year old male)
3.3.3 What support would have been useful? Reflecting on their past experiences young people identified areas of support they felt would have been useful. Most importantly young people talked about the value of just having someone they could go and talk to when they were experiencing difficulties. And better links to other services that can provide specific support with particular problems. “Someone to talk to and rely on would have helped. I’ve never had anybody … been let down all the time” (17 year old female) But more generally young people mentioned that it would have been useful to have had some more help with practical things like CVs, applications for college and work, and help in finding a direction - “help planning your future” - rather than “just being given a college book to look at.”
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Despite the range of initiatives and support systems in schools, many young people reflected on the value of school staff knowing how to better support young people going through difficulties. “I had one teacher who was supportive, talked with me and said when she was free. But school staff needed need better training with self harming to make them more aware … The school talked to learning mentors but they were rubbish, they just said to ignore the bullies. So in year 10 I dropped out. I was really depressed, self harming because I was being bullied and was suicidal.” (19 year old female) However, from young people’s experiences it appears that in most cases the response of schools to young people experiencing difficulties is to see them as a problem with the result that they gradually become stigmatised and excluded. Some young people also mentioned learning things that are more relevant to their lives and life skills so that young people are better prepared when they leave school.
3.4 Future 3.4.1 Dreams and aspirations All of the young people in this research articulated dreams and aspirations in some form. Three important features characterized young people’s future perspectives. First, young people commonly mentioned that it was important to be doing what they enjoy and pursuing their chosen career. Second, they had aspirations of doing well in their chosen field, often manifest in terms of having their own business. Third, they wanted to have a good (better) life reflected in desire for a nice house, car, family, etc. Whilst some wanted to be wealthy, a majority simply wanted ‘enough’ money to pay the bills, keep their family and afford some nice things and not have to worry. “To become a midwife, have kids in school, move out of XXXX, have maths and science GCSEs” (17 year old female) “Want a good career and have less worries
(17 year old male)
“A job, stable relationship, saving for a mortgage, money, social life” (17 year old female) “A family, good job, be my own boss, have a nice car, house” (18 year old male) In most cases young people’s views of the future were realistic and achievable and not dissimilar to what anyone else may have. However, as one worker reflected: “They are a long way away from their current realities.”
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Given the importance of finding a meaningful career (discussed in section 3.2 above) these future aspirations provide a challenge for support services in terms of how they ‘intervene’ to provide support and guidance for these young people. Instead of getting help to take a realistic next step towards their goal, many young people talked about having their expectations managed, for example, by being told “Oh you’re never going to be able to do that,” which for young people is tantamount to saying you can’t have a dream. A couple of young people were simply told they were not clever enough. “I told him (Connexions worker) what I wanted to do and he kept asking ‘why?’ He said I’m not motivated and said to get off my backside and do stuff. In the end I couldn’t be bothered with him and just felt I wanted to walk out because it just wasn’t helping.” (16 year old male) “I went to speak to the Connexions lady about being a children’s lawyer and she told me there was no chance of doing that, that I wasn’t smart enough, cos I didn’t have the grades. Instead of saying this is how you get round it, like she is meant to do. That really upset me as I’ve always wanted to do that. My problem is not that I am not capable, but that I have a problem putting it down in words”. (18 year old female) This professional orientation to young people undermines the integrity and right to self determination. As one young person said in relation to future career decisions: “I’m my own boss man … you have to make our decisions, innit”. Yet a significant reflection at the research workshop with professionals was to judge these aspirations of young people to be unrealistic. A distinction needs to be drawn between acknowledging young people’s dreams as a motivating force and a direction (however realistic or unrealistic they may appear) and, on the other hand, being realistic in taking the next step. Some young people were less sure about future direction, often without a clear informed independent choice, instead being guided by expectations and where they were directed. Hence whilst many young girls articulated their enthusiasm for wanting to do either Hair and Beauty or Child Care (Health and Social Care) – and for many this appeared genuine – at the same time this appeared to also be the inevitable, possibly prescribed, trajectory for young girls who had under-achieved. However, even for those who were still unclear about what they wanted to do, all were clear that they should make their own decisions (albeit with guidance and support) rather than being told what to do by a professional. 3.4.2 Steps to achieving future goals In most cases young people were clear that achieving future dreams and aspirations depended on achieving a bed rock of core qualifications and subsequent further study and/or 34
experience; although many also related the difficulties they experienced in securing entry to continued education. “You need an education and a good degree to get a good job. We understand that now. When you are 10/11 you are only just starting to learn that your education does matter” (17 year old male) The strategy for some young people was to “do all the courses I can” to maximize chances of succeeding in their chosen career. They were also clear that achieving what they wanted to achieve depended on their own effort. “Got to get off my arse and actually do it.” 3.4.3 Barriers to future success In most cases young people were realistic in foreseeing how their future might unfold and acutely aware of likely barriers they would encounter. Most prominent of the obstacles they felt might stop them progressing towards future goals was how they felt they would be seen by others; particularly employers and agencies. As has been mentioned throughout this report, being judged is a major obstacle that young people experience. Whilst some talked of people making judgments about the way they looked, others talked of “people not seeing you as you are – just a statistic”. For example one Bengali boy (see vignette in 3.1.3) felt that because the standard of his English was not good he will continue to be penalized even though he is a good mechanic and works hard. Other young people who have a criminal record felt that this was likely to stand in their way, but felt that they should be given a second chance. Lack of opportunities is a recurring theme for young people. Accordingly young people felt that difficulties securing employment and / or an apprenticeship would be a major obstacle for them. “We are hearing that people with qualifications can’t even get jobs … makes you wonder why bother getting an education” (18 year old male) Similarly young people felt that not getting into college and not getting the right qualifications would hamper their progress. Young people felt that it was increasingly more difficult getting into college because they felt “colleges were being more selective on who they took on.” Added to this, the cost of attending college is a significant factor for young people and likely to become even more difficult with the removal of the Educational Maintenance Allowance. This is especially the case for young people returning to education after they are 18 years old and creating a considerable amount of angst for some young people as they felt they just wouldn’t be able to afford to go. “How can they put up the fees to £9000 when they say you need an education. How are we supposed to afford that?” (17 year old Bengali male)
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These barriers seem unnecessary given that these young people are facing significant challenges already. It also seems counter-productive when both young people as well as the state want to get young people off benefits and into work. The third set of barriers that young people felt might stop them achieving what they wanted to achieve were issues concerning themselves. Notwithstanding the lack of opportunities available, young people were quite clear that they alone could potentially be the biggest obstacle to getting on. “I am the only barrier to myself. I have the choice to do what I want “ (18 year old male) Young people identified ‘being lazy,’ ‘messing up,’ ‘getting into trouble,’ ‘being stubborn,’ and emotional/psychological issues such as fear, anxiety and confidence as potential personal issues that could arrest their progress. One young person said that they were so afraid of things going wrong that they just lived in the moment. “The one thing I fear is that it’s all going to go tits up because it always has done. So I live in the moment now instead of planning the future” (18 year old care leaver) “I live my life one day at a time. I don’t plan, don’t think what’s happening in the future” (17 year old young offender) Living the moment and not planning seems to be particularly characteristic of young people who have had disrupted childhoods and have not received love and recognition. Equally a number of young people were determined that “nothing is going to stop me”. A number of young people said “believe in yourself” and “push yourself to achieve what you want”. “Nothing will stop me. It may take longer than anticipated but you can’t put a time limit on your goals” (17 year old female) 3.4.4 Help and support needed to achieve future goals The things young people felt they needed to achieve their goals seem quite straightforward. Most commonly young people mentioned different forms of professional support as being useful - better information on jobs, help with CVs and applications, someone talking through what’s needed, people with different career knowledge and “someone nagging me at times and giving a shove in the right direction.” “Connexions could help if they do what they say … they are meant to sit down and talk through things and what you can do. They just show you the jobs and that’s it.” (16 year old male) 36
A common theme for many young people in thinking about what help make good decisions and achieve future goals was a desire as far as possible to rely on themselves. “You need to make your own decisions to get there … with just a bit of guidance” (16 year old male) Secondly, young people mentioned having more opportunities would help - apprenticeship opportunities, but also work opportunities and agencies with real people who understand where you are coming from. Some also mentioned that help with funding education would be useful. Finally young people commonly identified friends and family being supportive as important in helping them move on with their lives.
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4. Issues for particular NEET groups Overall there was a consistency of common themes and issues across all groups in relation to experiences and challenges of being NEET. This section discusses particularities for different groups where these were evident.
4.1 Teen parents Being a good mum is a priority for these young people. Whilst these young women did not intend to have a baby so young they have without exception become dedicated parents and take full responsibility for their situation. “I wasn’t very happy being pregnant at first as I was only 15 and still in school. It was a bit of a shock. I had to do exams 3 days after I gave birth” (17 year old young mum) “I love being a mum, it’s the best thing I could be. Seeing here when she was born and then growing up into the toddler she is, makes me happy. I know I’ve done a good job” (19 year old young mum) However, in most cases the baby’s father struggles with their responsibility, failing to support the young mother and child, whilst at the same time providing a source of angst for the young mum. “Her dad takes us for granted, he doesn’t bother. He’s useless. He should be with his daughter, it’s not fair on her. Makes me feel angry, just want to scream at him” (17 year old mum) These young mums are adamant their child doesn’t have to go through what they went through. “I want to make sure she doesn’t end up the same way as me” (17 year old mum) “It’s really important to me (work and career) cos I want to be a good role model, cos I had her at a young age, I want her to be proud of me for bringing her up and having a good job. I want her to go to school and college and get a good career and break the bad cycle. Cos I didn’t have nuffink” (17 year old mum) Having a child for these young women has been a tremendous learning curve and has put the onus on them growing up quickly. However, with a lack of parental support and positive parental role model they value the committed and sustained support from professionals such as mid wives but also key workers. Supported housing provides a positive and stabilizing
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environment for many of these young women whilst at the same time encouraging independence and self determination. “If I could I would stay here forever cos you do make nice friends and can socialize. The workers are always there to talk about things. I know I can talk to someone. And there’s always things going on and make it fun for us and the kids” (19 year old mum)
Being judged and looked down on are major problems for these young women, but in turn contributes to a determination to succeed. “You do go out and see older people and they’ll look down at you. We chose to get pregnant so we made our bed and we lie in it. We’re taking the responsibility. (19 year old mum)
Whilst the immediate priority for young mums is to be a good parent, at the same time they also have dreams for the future, which in most cases concerns working with children or in care services. To achieve future goals they are aware they need to go back to college and 39
improve their qualifications. Yet if they leave it too long they are faced with having to pay for their education. This poses a key challenge for these young people in achieving a balance between responsibilities as a parent whilst at the same time investing in education to enhance future prospects. One worker in response to the plight of teenage parents argued for maintaining links with young mums to encourage them to start returning to education as and when they feel ready to do so. This was reflected in some of the young mums themselves who were attempting to gain experience and improve qualifications whilst their child was young so that they would be in a better position to engage with the workforce when their child started school. Although some had been told by the college to put it off as they didn’t feel they could cope. Summary reflections from practitioners3 Practitioner comments in response to the stories of young mums noted the significance of family issues in these young people’s lives – family breakdown, lack of parental support, no parental guidance, lack of positive role models. Secondly they noted how all are positive about being a mum and all have ambitions to make their life better, to have their own house, some money and a partner.
4.2 Young people in complementary or foundation education Young people on complementary or foundation education programmes were there as result of different trajectories. Some of these varied situations are considered below. However, common to all of these young people is the struggle to achieve a sense of moving forward with their lives in an area they wanted to pursue and all were clear that qualifications would help them get there. 4.2.1 Long term NEET Some had experienced past difficulties as offenders or with substance misuse or through homelessness and were now using these programmes as a way of moving forward. B is 21 and on a foundation learning programme. He wants to be a chef. He started running the café at the youth centre which he appreciated, but this was a bit limited as it isn’t a proper restaurant and he couldn’t run it as he wanted. He then went on to find part time work in a school kitchen but the pay is poor and he finds it difficult to pay the rent. He has a young son too who has given him the incentive to try and get his life straight. In the past he was homeless after falling out with his step dad. He has been adaptable in getting part time work. He has some qualifications (GCSEs up to grade C and BTEC diploma in IT). He got A grades in exams but didn’t do well because he didn’t like doing homework and didn’t hand course work in. He is very self aware and realizes his “past has knackered his future.” His main priority is to get a job to 3
Bold typeface indicates direct quotes
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earn money so he can “buy clothes and stuff not just food, but ideally also to do a job he enjoys (as a chef).” He has experienced prejudice from employers to being young and also because of being homeless. He feels it is down to luck if you get positions but feels chances can improve with age because “people trust you more when you are older.” Apart from help with funding to get back to college, as he feels having better qualifications will help, he doesn’t feel he needs support instead prefers “doing it off my own back and figuring it out himself”
4.2.2 Young people excluded from school Others, particularly the younger 16 year olds on these programmes, where there because they had underachieved or been excluded from school.
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Case study: 16 year old boy in complementary education Xxxx joined a complementary education centre after being repeatedly excluded from school. He was excluded 45 times in total for, amongst other things, setting fire to things and refusing to go to lessons. He said he was just bored and didn’t like to teachers. Outside of school he also used to engage in anti social behaviour by terrorizing people for example by throwing eggs at people’s windows. He also says he is lazy. Since coming to Springboard complementary education centre his behaviour has improved and is making progress with his GCSEs. He says “it is easier to learn because you are in smaller groups and teachers can help you one to one. Teachers listen to you and understand your problems”. He has a mentoring session with his key worker once a month where he says: “you can speak to them about what’s happening at home … someone to share your worries and not keeping them inside”. He feels that everything is going well at the minute but is scared about leaving school. He goes to college one day a week to do motor vehicles but doesn’t really enjoy it because “ the instructor is a bit of an idiot”. He wants to go to college to do public services and wants to be a prison officer or in the police. He sees a Public Services course as providing more options. His motivation for getting a job is solely to earn money.
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4.2.3 Qualified but without work And finally there were some who had finished school with some qualifications but just can’t find work and so were using their time to gain further qualifications to enhance their chances of employment.
Summary reflections from practitioners Again, school and family problems in the past were noted, in particular poor relationships and feeling they were not respected at school. Practitioners also noted that again young people are looking positively to a future to enjoy rather than to live and survive re employment, but that difficulties getting a job and lack of resources were difficulties along the way. Practitioners also noted that young people are insightful (self aware).
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4.3 Young people from BME groups In contrast to many other young people in this research, the young Bengalis in this study had very strong family units and a strong orientation towards doing well and getting a good job. However, excessive strictness and cultural expectations were identified as a major constraint on future decisions and choices. A major characteristic of these young people’s experiences was the sense of ‘imbetweenness’ – between respect for their family culture and traditions and their desire to be free and make their own decisions.
“Culture affects life big time. Strict parents, strict lifestyle. Less freedom, less opportunities” (18 year old Bengali boy) “Being Bengali has its ups and downs. Predominantly down because it stops us from doing stuff we want to do. Even if I’m 26 and living at home I couldn't do what I want. Bengali is really really strict. Respect ain't the word – its worship. Every Bengali family has respect for elders…. But I don’t think being Bengali affects careers cos actually it’s a good thing if you get a good job. (17 year old Bengali male)
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This state of ‘imbetweenness’ was manifest in young people not feeling they are architects of their own lives and therefore ending up on courses they didn’t really want to do. Whilst these young people wanted to do well in their chosen career as other young people do, for this group an addition motivation was to leave home and not have to depend on parents. For one of the young people his dilemma was due to having a low level of ability with the English language having only been in England for four years. “When you go for a job they don’t see the experience behind the English.” All the same he had achieved a D grade in English after only one year and having no English beforehand. Despite this formidable achievement for which he was rightly proud his low level of English affected his progression with his chosen career (Car Mechanics – which he professed to being good at) because he failed to achieved the required merit in order to progress to the next level in his BTEC course and has been unsuccessful in securing an interview for jobs. The result is that he is now without work and unable to continue his education.
Summary reflections from practitioners Practitioner reflection on this group’s stories again highlighted the significance of the family but, rather than in terms of neglect and disadvantage, influences characterized by parents being a problem (doing for and hand holding) and the importance of traditions and cultural issues influencing the future. But at the same time the fantastic attitude to family expectations was noted. One commented on language problems experienced by one young person.
4.4 Young people in/leaving care Because of difficulties accessing young people who had come through the care system two of the four sessions in this group were conducted in non-care contexts (one in a youth offending context and another in complementary education). It would therefore be useful to undertake further sessions with young people from this group. However, from the life journeys that were undertaken, one of the most striking findings from the few young people in this research who had been in care was the extent to which they had developed resilience out of adversity reflected in apparent high levels of competence and ability to survive. In this respect the hardships of early life in care had given rise to positive outcomes. At the same time the scars of being in care were evident through for example depression and anxiety and, in another case, manifest in offending behaviour. In one other case, as with many of the young people in this study, one young person expressed a newly found sense of meaning as a parent, it seems as a reaction to past difficulties.
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Case study: 18 year old female grew up in care K grew up in very difficult circumstances. Her mum was a heroin addict and from a very young age was a carer for her mum and brought up her 3 younger brothers and sisters until being taken into care. Since age 6 she and her siblings have been in and out of care. She didn’t go to school until she was taken into care. She was moved around a lot in care which was isolating for me. She also says that when you are in care you don’t have a mum and dad to talk about if something happens at school. She benefited from “the right support from NSPCC so I can deal with situations.” Despite suffering from depression she is a very intelligent person, wise for her age and able to live independently. She says that the “best help you can give someone in care is preparing them for the outside world.” In spite of the difficult time she had growing up she sees the positives in the situation and is clear that her experiences have made here what she is today. She is currently living in her own accommodation with her partner but is struggling with her NVQ course due to her depression. All the same she aspires to doing work with children in the future and would like one day to become a children’s lawyer. As an alternative she has looked for work to try and gain some experience but says it is really hard to find work and is now looking to volunteering to gain experience.
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Summary reflections from practitioners Practitioners noted that these young people are head strong and in touch with reality. Lots of negatives – only positives really in the future. Developing resiliencies (because of their situation rather than interventions) is an important factor towards achieving positive outcomes. One comment noted the extent to which one of the young people needs other people and to feel needed and cared for. Self esteem building is also required. Workers need to take the time with young people in care/leaving care, to help them achieve realistic outcomes in particular sustaining supportive relationships and accommodation. Partnership working is vital.
4.5 Young people who have offended The young people in this research who had offended had all grown up in ‘toxic’ social environments commonly characterized by difficult family relationships, drugs, drink and crime, family breakdown and lack of positive role models. Many continue to demonstrate unstable and chaotic life situations. Two of the young people simply stated: “Life is Shit” perceiving no choices available to them. One young person stated: “Basically when you’re falling apart you become disturbed don’t you and think my god, what’s happening”.
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Case study: 18 year old young offender E was kicked out of home when he was 16 for causing trouble and coming in wrecked and doing what he wanted. He has repeatedly been kicked off courses and where he has undertaken work experiences - was unable to hold that down. He enjoys fighting and getting into trouble. He says: “There’s nothing better than hitting someone and watching them fall to the deck. It’s funny as XXXX and when you’re sitting with your mates it s something to chat about. Violence doesn’t solve anything, but it makes you feel better. Fighting is part of life. If someone gives you shit and stuff and you smash them, they’re not gonna give you shit again. So it solves it.” The calming influence in his life is his nephew. He does however have aspirations for the future ad wants to go onto the fire service but needs to get basic qualifications to get in. But he also says that he is too lazy. He is currently on the dole but, although he would like more money, doesn’t see he can earn enough to justify coming off the dole. In spite of his desire to get in to the fire service work for him is primarily just to earn money. “A job’s a job at the end of the day”. Emotional and psychological issues are omnipresent for these young people and apparently the most pressing determinant of their future lives. For many of these young people, problems are manifest in terms of anger, lack of trust, low self esteem and a tendency to lose control. “I’ve got ADHD, if someone winds me up I just flip and just go into it instead of talking … just can’t control myself. Next thing I know I’m in the police station thinking oh no what have I done.” (16 year old young offender) Many have been in trouble and some have been convicted and now have criminal records which are a major impediment to their future lifechances; although they felt they should, be given a second chance and at least be taken on for a trial period. “You know when it gets to that bit when they say you got a criminal record … I just walk out cos its emotional. I can’t go though my whole criminal record cos we’ll be there for days. So I’d rather just walk out … they don’t want to employ criminals but they don’t want to look at it as ‘I’ll try and give you a second chance’, know what I mean?” (18 year old male) For these young people concerns were primarily on short term need to get a job and earn money. Many already know the cards are stacked against them and as such find it difficult to get work with the result that the temptation to turn to crime to get money is never far away. However, the work of youth workers and youth offending team staff is imperative in helping prevent young people slipping back into crime and try and open up new possibilities. Nonetheless many of these young people have a lot about them and demonstrate talents and skills in their own right and a developing maturity and awareness as they reflect on the reality of their circumstances. 48
Summary reflections from practitioners These young people have many social problems/risky behaviours in life (including family, educational problems etc). They still have aspirations but it seems a long way between current situation and aspirations. They are similar to the young people in complementary education. Just want to do something they enjoy for a job. This limits choices & options. Other comments included: Helplessness and Not taking responsibility.
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5. Perspectives on support for young people not in education or work This research has uncovered some clear indications of what young people find helpful and unhelpful in the support they receive. These are put into context in this section by first considering professional assumptions about what they perceive good practice with young people who are NEET involves.
5.1 Professional assumptions about what good practice involves with young people not in education, employment or training. Person-centred / supporting young people to make Realistic and reliable their own decisions Do what you promise to do Maintaining support according to needs – short Be realistic about what can be achieved, term, long term don’t offer what can’t be delivered Individual young person-centred approach (x2) Offering a ‘can do’ approach within Individual realistic parameters Face to face Honest and realistic 1-2-1 support Identifying barriers and prioritizing Give them all information to allow them to Solution focused make informed choices Accessible Allow young people to ultimately make decisions for themselves Advocates Raising aspirations Supports Careers guidance Professionality / Consistent Be consistent in terms of approach/availability etc Working within clear boundaries Impartial Be professional but at the same time supportive and fair
Knowledge Access to resources when needed A good knowledge base needed for workers (x 3) Allow them access to services and resources Knowledge of labour market needs Signposting
Relationship development Holistic Respect Non judgmental (x3) Listening (x3)
Other Being able to think out of the box
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5.2 Young people’s perspectives on what makes a good support worker This research has provided some very clear messages about what constitutes ‘good’ support for young people. To a greater extent these mirror assumptions about support practitioners themselves have provided in the previous section. The strongest reactions about support from young people concerned instances when workers appeared to be “just doing a job and did not appear to be really interested” in young people. Young people also commonly reacted to being told what to do or being given advice and support that they didn’t feel they needed or being misunderstood. “Social worker doesn’t engage well … she started criticizing about my house being in a mess, about food and not playing – made me feel quite small. She asked how I was doing, criticized me but didn’t give any help. Quick to pick faults but not help.” (19 year old female) “When I was in care when I asked for help it used to be written down that I was failing. But here if you are struggling they will just help you. It’s nice not having people watching over me and assessing me, it’s nice not to have that. Here I have the freedom to be the mum I want to be” (17 year old mum) “I did have a teen support worker, but left after 2 weeks – it was rubbish. I felt let down as they gave advice I didn’t need” (19 year old female) “He said I wasn’t motivated and to get off my backside, but other people have told me how motivated I am. I wanted to get up and walk out. In the end I didn’t bother” (16 year old male) A third area where young people commonly mentioned about not getting good support concerned workers who didn’t do what they said they would. “Connexions could help if they do what they say … they are meant to sit down and talk through things and what you can do. They just show you the jobs and that’s it.” (16 year old male) “Connexions said they would help me find a job, but they don’t. They never got back to me” (18 year old male) On the contrary there were many examples where young people talked about receiving good support. Whilst the quality of support will differ according to context and types of support being offered, consistent responses from young people about what makes a good support worker points to recurring indicators of good practice. These can be understood in terms of the personal characteristics of the helping professional, the way they interact with young people and the type of approach they use. 51
i) Personal characteristics Young people provided a range of characteristics to describe what they felt a good support worker should be. These included: Compassionate – Empathic – Understanding – Kind – Caring - Someone that’s happy - Positive attitude - Friendly - Like a friend - Cheerful face - Helpful - Supportive “They (vol. sector support worker) listen and help you progress with things. They are friendly and relaxed, more like friends than workers. It’s about trust” (17 year old young mum) ii) Interaction with young people Perhaps the most significant way in which young people experience support workers is through the way they interact with them. Most importantly young people talked about: Being a good listener: “Act as if they care and be a good listener. Don’t judge everyone by one person you didn’t like” Understanding: “Agencies with real people who understand where you’re coming from. People who enjoy working with you and are passionate about helping you achieve your dreams” “Someone who understands where you are coming from” Respect / non judgmental / treated as an equal/adult: “Being respected. Have people who know what they are talking about. Not being judged” “Support workers need to know what they are doing and know how to deal with young people and shit. It’s just like the way they talk to you – treat like an adult not like a dick. And give you options as well …. Give you guidance” “Treating you like an adult” “Someone who respects you and respects what you want to do”.
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Trust “Trustworthy and does what they say they will” “She said she would help me find a job, but she never did” One young person simply stated what she felt was needed in terms of: “Rights, Respect, Respond” iii) Approach to providing support How satisfied young people are with the type of support provided depends on circumstances. Often young people simply need someone to talk to, provide a listening ear and a little moral support without judgment. In this respect ongoing commitment and support were valued highly. In addition young people may need practical support or information. At other times young people need more substantial help through life coaching and making decisions about education, work and career. For young people this means understanding where young people are at and helping work through different options. Commitment / reliability “Someone there you can go and talk to and know they are always there” “Someone who wants to help you” “Genuine interest and commitment in helping young people, not just someone doing a job” “Someone to speak to at anytime about your worries and what’s happening” Connection and understanding: “You have to have a connection with these people and they need to have been there and done it themselves, They need to want to help” “For them to be able to connect with me and understand exactly how it is and not just say they do” “School staff needed better training with self harming to make them more aware” “Getting more 1 : 1 support at school when they saw I was struggling”
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“More services in schools with real people who know what they are on about and enjoy working with us” Tangible practical support “Give us more active support like doing college applications with me, going through each point” “Help with CVs and phone calls and going to meetings with you” “Someone to help with finding an apprenticeship” “Help with finding a college course” “Connexions helping me in trying to find a job” “People with different career knowledge. People who know what they are talking about.” Help to move on according to what young people need “They need to just try and help as much as they can, give options for how to improve and respecting where you are at, hearing your side of the story” “Someone who helps with careers – talking through what’s needed” “They need to listen and help you progress with things” “Need someone to sit down and talk through the detail like what grades are needed ..talking it through, need trust both ways” Creative and holistic career decision making “There should be more people doing what you are doing … going round and talking to people. We never get the chance to talk about it properly, like we have done. It feels so good. Someone to listen and not judge you, like on our side. And for someone to like get it out of us instead of just pushing us aside.” In spite of the ethos of listening to young people and user-led services this research has revealed that there is still a tendency for some workers to adopt the role of ‘assumed expert’ and make decisions for young people rather than supporting them to make their own decisions. More importantly it appears that approaches to careers guidance and support are dominated by working instrumentally with tangible criteria such as qualifications, courses 54
and applications to progress young people into the labour market. Accordingly support involves matching qualifications with opportunities and often according to stereotypes and assumptions about suitability for a particular chosen career or course. Help with applications, cv’s and finding courses and jobs is of course important, however, can fall short of the help young people often need to develop career choices based on who they are, what they aspire to and qualities that may not be reflected in qualifications alone. To that extent there is a need for the comprehensive take up of a more ‘interpretive’ and biographical approach to providing support for young people in career decision-making (Weil et al. 2003; Percy-Smith and Weil 2003).
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6. Priority issues for future interventions with young people who are NEET There are clear and consistent messages emerging from this research about key issues affecting young people who are NEET. In this final section the report brings together key issues from the research, messages from young people and questions from practitioners to guide future developments in support work for young people who are NEET.
6.1 Key issues from the research i)
All young people have dreams as others do, but young people who are NEET face particular difficulties in achieving their goals.
ii)
Although these young people have not achieved highly they do not want to do any work unless they really have to. Instead, like others, they aspire to a career that interests them, that they want to do.
iii)
Finding work and careers needs to be understood as part of the multiple transitions young people negotiate simultaneously. Young people have to balance the need for a job and an income with the need for education and training.
iv)
Apprenticeships were seen as a good way to simultaneously get training, earn money and gain experience, but difficult to find in practice
v)
Young people experienced real difficulties in finding work due to a lack of vacancies, prejudice against young people and a lack of qualifications and experience. Giving young people a chance through trial periods was suggested as a way forward
vi)
Many young people have emotional/psychological difficulties arising from family background which fundamentally affect young people’s ability to access and progress through education training and work.
vii)
School just doesn’t work for some young people, whereas complementary education with a smaller groups, an ‘alternative’ (vocational and practical) programme and respectful relationships with staff are more suitable
viii)
Young people take responsibility for their situation but are often faced with barriers (access to college, apprenticeships and work) when they try and better themselves and move on
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ix)
Deficit models of youth (seeing young people as a liability rather than an asset) and being unfairly judged are significant problems for young people which undermine confidence and deny opportunities that otherwise might be available
x)
Quality of professional relationship is key. Young people appreciated people who were there to really listen and provide practical support when needed, but not to be judged or told what to do.
xi)
What ever their situation young people were unyielding in their desire for selfdetermination regardless of their situation
xii)
Work and career is not a priority for some young people such as young mums who are primarily concerned with being a good parent.
6.2 Messages from young people At the end of each session young people were invited to share a message for Connexions, Employers, Education providers or government either verbally or on a graffiti wall.
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Take control
Get more worker who understand and are empathic and care about people and not just do their job to get paid!!
Government: Realise, Real Eyes, Real lies
Would love David Cameron to live our lives and to stop being a hypocrite.
“You can say that again.”
They helpful – Don‟t reduce benefits loved for people, especially Connexions the ones that need it the most. Pay me money and I will say Connexions Connexions is should widen great the age Pay me group to 24 money & years I will behave Need more places like William Knibbs centre
“Stop Judging young people”!
I would love David Cameron to come and find me a job as there „are plenty out there‟
Opportunities – work and apprenticeships …. And work placements
Pay me £1,000,000 a year for working 10 minutes a day 365 days a year
To actually listen and pull through with things we say will help instead of ignoring the issues!!
Pay me to play football … asap
Stop labeling young mums and start looking on our views, thoughts and feelings. We should be getting support not slagged off and labeled!!
Stop judging young mums
Be yourself, be honest and the rest will come
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6.3
Key issues and questions this research raises for interventions with young people who are NEET
Practitioners identified and discussed key issues in response to young people’s stories. They then focused what they felt was standing out as being most important and finally drew out questions that these issues and findings raised for intervention practices with young people who are NEET. 6.3.1 Key issues, observations and responses from practitioners: Young people Intervention practices Young people judgmental – instantly In careers – is important to look more on decide like or dislike young people’s values, self awareness All either self aware of own situation and No longer a priority once they’re ready to blame themselves or blaming others – engage Cnx, Parents, YOT etc Not always the best thing to sign young All seem to have a dream / hope/ desire – people off caseload when out on course. Still but want it right now (x factor syndrome), need support – often do not continue to attend or get thrown off Positivity and hope from young people Flexibility of response to meet individual Hopelessness from young offenders – and needs despair Young people being engaged in changing Leaving care – in touch with reality their own situation – ownership Same aspirations – house, car, spouse, Consistency job Need ongoing support through transitions Perceived lack of opportunity The ‘you can’t do’ attitude Know what they “should” be doing in the future Face to face work is still needed Internal resilience What young people want is not that far from what we think they want All know how to improve lives and opportunities available Young people’s understanding of what is provided Young people expect Connexions to provide jobs = DO NOT HAVE MAGIC WAND! Should advertise help to upskill and become job needy Do young people always understand the services on offer or have realistic expectations of how we can help? How do we correct this? We need feedback now - as to how useful they are finding the service we offer
Assumptions and expectations Don’t presume that a negative experience is “actually” negative e.g. positive experience of having a baby Too pressured to move onto next “box that society expects”. What about enjoying and making the most of the moment? There will always be some young people who will not engage no matter what we do with the resources we have.
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Young people’s contexts and backgrounds Negative cultural influences Constraints Positive and negative influence form siblings Hectic pasts Lots of pink negative post its (negative experiences) Family issues in the past Chaotic Discouraged by circumstances Shortfall in education Frustration with employment market
Capacity/resourcing Not enough staff Young people don’t get the service they need due to delivery targets and staff capacity to do face to face work and follow up (always on to the next client) Lack of resources. Funding across the board being squeezed Time doesn’t always allow the depth of support needed Can young people get a quality service over the telephone? Can they ask the right questions? Lack of office/central point (i.e. old shop) Better future labour market info for advisors
Systems issues Integrated working Importance of early intervention Inter agency working Are targets needed?? What do they actually achieve. Recognize and celebrate “soft” targets not focus on qualifications and academic achievements so much Target driven services – push to fill provision
There were also other issues practitioners identified, but which weren’t actually borne out in the research. These included: i)
ii)
“Young person does not get service they want and need because they don’t communicate adequately”. – Whilst this might be true to some extent, this seems to put the problem on young people when in many cases they don’t know what they need. That media is influencing young people because they want to move to America, have nice house and money. – Media of course has an influence, but in this case the young person in question wanted to go to America because she hated Corby and a relation had gone there. Many young people said they wanted a nice house, money etc. …. This appears less about media influence than a desire for self betterment. As another practitioner comment noted: “Most actually want to conform to the ‘norm’ and have stable partner, home, job and family.”
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iii)
“Young people want to be independent but immediately on their terms. Want it NOW. No time for investment in their future. - On the contrary this research suggests that young people are quite aware of what they need to do to achieve their goals, that it will take time, and that they need to put in the effort. “What would help is getting an engineering apprenticeship and working my way up” (17 year old male) What many young people experience, however, is that they ‘play the game,’ do the time and then find it hasn’t got them anywhere. “You gain information but it doesn’t get you to where you want to be going. You gain qualifications but nothing great comes after” (17 year old female)
A number of practitioners also expressed a sense of despondency and frustration reflecting on young people’s experiences as the following quote illustrates: “I feel so stuck. All the things that Connexions was supposed to do. Young people are saying the same things as when Connexions started. It is hard to have a vision when you are reeling about what we were trying to do hasn’t worked. I feel disillusioned” (Connexions worker)
6.3.2 Questions that the findings raise for intervention practices with young people who are NEET. These questions emerged from practitioners’ reflective inquiry in response to young people’s life journeys. Some of these questions invite direct action in terms of focusing where attention could usefully be placed in developing interventions, others raise important considerations as new intervention strategies and practices are developed. 1. How do we make young people feel more listened to? 2. What did we do well that we should continue and build on into the new era? 3. Where did Connexions go wrong? We now have a chance to change and improve with a new slate 4. How can we inform government and policy that provision doesn’t match the labour market or young people’s needs? 5. Based on what you have told me, how can I best help you? 6. What makes the young person different from me? 7. Why can’t we have qualitative targets (therefore an effective service for individuals) not quantitative? 8. How effective am I? 61
9. How do we balance the needs of young people with the needs of the economy? 10. What happened to taking people on for a trial period/probation? How can young people prove that they are able to fill vacancies? 11. What do we need to give our young people to make them suitable for our Local Economy and National Economy – link with college + school + providers 12. What are the skills shortages for the next 5-10 years? What are the labour market trends? (Labour market info and statistics to prepare for the future). 13. Finding realistic, enduring outcomes for young people 18+ group – very limited options if LTU 14. Labour market – making young people an asset 15. Look at where we can ‘fit’ young people who want ‘no qualifications’ jobs 16. What opportunities will exist in private sector for young people? 17. What will the future look like? 18. How do we balance the needs of the young people with the needs of the economy? 19. How can we ensure that during a period of significant change to services and with reducing resources, we can maximize partnership’s potential for the benefit of young people in Northants into the future?
6.4 Conclusions and recommendations The findings presented in this report - both through young people’s life journey stories, but also practitioner’s reflections in response to these stories – provides some clear and informative messages about the situation of young people who are NEET and evidence to inform how intervention strategies can effectively respond. Transitions are really difficult for these young people due to lack of opportunities for work and apprenticeships. At the same time many young people are disadvantaged as a result of negative experiences in their early family lives, which have made transitions through and out of school difficult. Yet, so often young people are seen as the problem – having a bad attitude, unrealistic expectations and poor qualifications. Even when young people complete courses they often still can’t find suitable opportunities. Helping young people with CVs and applications to access employment, education and training opportunities is valued by young people. Often simple forms of support such as helping with applications and just talking through options are what’s most useful. However, this research has also demonstrated the value of providing a more profound level of person-centred support based on quality empathic relationships built on respect. More importantly this research has demonstrated the value of more holistic approaches to career decision making rooted in young people’s life experiences, interests and aspirations. Many of the findings in this research are not new and will be familiar to practitioners who work with young people and are little different to when Connexions was conceived. What seems crucial is the way in which young people’s needs and experiences are interpreted and
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responded to in practice, as perspectives from some young people highlight. Yet, the personcentred approach that originally defined Connexions and, as this research illustrates, is still needed, seems to have been under mined by target pressures. With current public sector cuts this will further undermine the extent to which support can be provided for young people who are NEET. By way of conclusion, in this final section recommendation for future practice and policy development are highlighted. 1. Development of more ‘interpretive’ person-centred approaches to career decision making based on young people’s values, aspirations and talents. 2. Counteract ‘deficit’ attitudes towards young people by incorporating ‘rights’ and ‘respect’ into initial and in-service training for professionals. 3. Safeguard and where necessary reinstate and develop proven early intervention services for children and families experiencing difficulties. 4. Development of ‘complementary’ education avenues as a mainstream alternative. 5. Put in place a multi-agency key worker system for all young people at risk and ensure continuity of support until 25 years of age. 6. Remove target pressures on services and instead ensure resources to support workers to make a real difference with young people. 7. Significantly increasing the availability of apprenticeships. 8. Remove (academic) restrictions on young people’s access to and progress through vocational courses.
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References Barnardo’s (2009) Second chances: Re-engaging young people in education and training. Essex: Barnardo’s. http://www.barnardos.org.uk/2nd_chances_report.pdf
Coleman, J.C. and Hendry, L. (1990) The nature of adolescence. London: Routledge DCSF (2009a) Investing in potential: Our Strategy to increase the proportion of 16–24 year olds in education, employment or training. Nottingham: DCSF Publications. http://publications.education.gov.uk/eOrderingDownload/01145-2009DOM-EN.pdf DCSF (2009b) NEET figures for Local Authority areas 2009. London: DfE. http://www.dcsf.gov.uk/1419/index.cfm?go=site.home&sid=42&pid=343&lid=337&ctype=text&ptype=single DfE (2010) NEET statistics quarterly – May 2010. London: DfE. http://www.dcsf.gov.uk/rsgateway/DB/STR/d000924/NEETQ12010final.pdf Godfrey, C., Hutton, S., Bradshaw, J., Coles, B., Craig, G. and Johnson J. (2002) Estimating the cost of being “Not in education, employment or training” at age 16-18. London: HMSO. http://www.dcsf.gov.uk/research/data/uploadfiles/RR346.pdf
Hendry, L. Shucksmith, Love, J.G. & Glendinning, A. (1993) Young people’s leisure and lifestyles. London: Routledge Kroger, J. (1996) Identity in adolescence: The balance between self and others. London: Routledge Percy-Smith, B. (2002) ‘Contested worlds: constraints and opportunities growing up in inner and outer city environments of an English Midlands town”, in Chawla, L. (ed.) Growing up in an urbanizing world. London: Earthscan. Percy-Smith, B. Burns, D. Walsh, D. Weil, S. (2003) Mind the Gap: Healthy Futures for Young People in Hounslow. Bristol: University of the West of England and Hounslow Community Health Council. Percy-Smith, B. and Weil, S. (2003) ‘Practice-based research as development: innovation and empowerment in youth intervention initiatives using collaborative action inquiry’, in Bennett, A. (ed) Researching Youth. Palgrave Publishing. Spielhofer, T., Benton, T., Evans, K., Featherstone, G., Golden, S., Nelson, J. and Smith P. (2009) Increasing Participation: Understanding Young People Who Do Not Participate in Education or Training at 16 and 17 (DCSF Research Report 072). London: DCSF. http://www.education.gov.uk/research/data/uploadfiles/DCSF-RR072.pdf Weil, S., Wildemeersch, D. & Jansen, T. (2003) Unemployed youth and social exclusion in Europe: Learning for inclusion? Aldershot: Ashgate York Consulting Group (2005) Literature review of the NEET group. Edinburgh: Blackwell. http://www.scotland.gov.uk/Resource/Doc/77843/0018812.pdf
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