Re-engaging young people NEET: lessons from research and evaluation

1. Re-engaging young people NEET: lessons from research and evaluation Becci Newton, Senior Research Fellow

2. Coverage • Young people NEET at 16 and 17 • Activity Agreement Pilot evaluation findings • Other youth transitions research • Youth volunteering in supporting personal and professional development • Towards an inclusive apprenticeship programme • Some possible lessons

3. What we know about young people NEET • Diverse group: many & multiple reasons for NEET • low socio-economic status of families • low qualification levels themselves and in families • disadvantages and vulnerabilities • also a ‘grey group’ slipping from view • Lifetime risks attach to NEET status at young age • NEET status is not a destination of choice

4. Allowance helped to get young people involved IMPACT PROCESS Agreement underpinned the deal Adviser helped young people maximise their experience Activities gave young people a platform for progression PROGRAMME THEORY Activity Agreements & their evaluation

5. Did AA work? impact assessment • Positive impact on take-up of EET activities • 13ppt additional effect on training/learning outcomes • Positive impact on attitudes to jobs and learning • Positive impact on skills and confidence • Nature of impact varied by prior attainment (PA): • those with higher PA more likely to move into work-based training • those with lower PA more likely to re-engage with learning and work towards a qualification

6. Before AA – left school around 14, was meant to attend college instead (but did not) and did not enter exams. Job search x x x x x x x Gym instructor training Forms/ Bank account sorted x Booked for course equiv. of GCSE’s Adviser meeting work on interests Meeting with AdviserIntroduction to AA Work experience in CXP office(one-off) Charity work fundraiser CV 1-2-1 with adviser Started Activity Agreement Weeks 14-20 1 2 3 4 5 6 7 8 9 10 11 12 13 Activity Agreement How AA worked: programme theory

7. Before AA – left school at 14 (gifted and talented), unstable home environment, worked for 18 months under false ID (sacked on discovery). Anger management/trust problems. At time of AA offer, applying for hardship benefits, at risk of prison – serious offence After AA – progressed into full-time training in week 16, still planning charity fundraiser, still in touch with adviser Appl’n form gym training & EMA Job search Basic Skills integrated into gym training x x x x x x x Anger incidence at college Place temp w/d Talk to freelance gym instructor Gym instructor training Forms/ Bank account sorted x 1-2-1s, apology to college, able to carry on Kudos Booked for course equiv. of GCSE’s Guidance interview Adviser meeting work on interests Work on barriers to training Meeting with AdviserIntroduction to AA Work experience in CXP office(one-off) Ideas for charity fundraiser – devt enterprise skills Basic Skills appt n/a Charity work fundraiser CV 1-2-1 with adviser 1-2-1 anger mngt Basic Skills appt canc’d AA ended Building trust, ‘taking the pressure off’ Started Activity Agreement Weeks 14-20 1 2 3 4 5 6 7 8 9 10 11 12 13 Activity Agreement How AA worked: programme theory

8. Flexible approaches and pathways • Incremental pathwaysamong those who had a work or learning focus at the start of their AA. • Scattergun with the young people trying out different activities to form a clearer goal idea. • Started with a burst of activities which ‘tailed off’ into adviser meetings and jobsearch. Common among young people set on finding work. • Several weeks to get started common for those with severe problems, low self-confidence and -esteem, and/or facing multiple barriers to progression.

9. Brokerage & support Adviser controls Menu of activities Tailored & bespoke via DF Bespoke & tailored activities Young personcontrols Tailoring AA to meet diverse needs

10. A goal and Health and objective well-being - Solo/group work New people and places Confidence Interacting with adults Stable living Qualifications environment and skills Assertiveness Life skills Confidence at the core in AA narratives

11. Researching youth volunteering • Comparing volunteers (v) and FJF workers (w) • Sample diverse: age, qualifications, disadvantage, NEET • v & w shared instrumental motivations – skills, CV, qualifications, experience • v altruistically motivated – make a difference, give something back • v & w expectations of experience, skills were exceeded but v also • allowed yp to make a contribution and through this feel empowered • take control, gain confidence/agency through being trusted • Mentors (key workers?) highly important in v & w but v also offered • broader/wider support, to develop aspirations and assistance to make transitions

12. Employers Confidence to bedifferent? Key Stages 1 & 2 Key Stages 3, 4 & 5 Training IAG? Pay & Prospects Education Providers Occupational stereotypes form Choices narrow, ideas solidify Ideas about career entry routes take hold Traditional training routes impact Theorising an inclusive apprenticeship programme

13. Lessons..? • Research and measuring impact: large-scale impact assessment valuable, but complex and resource intensive • small, intermediate and/or self-declared impacts are complementary and record ‘small steps’ • getting underneath why an approach works is valuable alongside measurement of impacts • Key worker support is effective: • how best to deliver/organise • how to ensure the right support, is available at the right time to all young people

14. … thank you www.employment-studies.co.uk