A sequential qualitative design exploring the facilitators, and barriers to, access to education, employment and training for care leavers, and the potential role of the educational psychologist.

Abstract

It is well-documented that the transition from care is a period of vulnerability for young care leavers (CLs) who are disproportionately represented in the ‘not in education, employment or training’ (NEET) classification. Under a legal mandate to support such a major transition, leaving care team professionals (LCTPs) provide direct advice and support and keep in regular contact with young people leaving care, yet despite their significant responsibilities supporting a complex and vulnerable group, there has been little research involving them.

The present qualitative study employed a sequential design to explore via semi-structured interviews (phase one) the perspectives of five LCTPs around what is supportive of positive education, employment and training (EET) outcomes for CLs, and what the barriers are. The findings informed a focus group discussion (phase two) with four educational psychologists (EPs) to consider their potential role in improving EET outcomes for CLs.

Findings from reflexive thematic analyses highlighted that barriers to EET engagement outlined in the existing literature over the last 25 years, such as instability and mental health challenges remain, despite legislation and practice aimed at improving EET outcomes for CLs. Further, the data suggested corporate parenting currently provides less practical and emotional support to CLs than is received by those in the general population. The ways in which corporate parenting currently fails to meet the needs of young CLs as they transition from care, offers an explanation for the enduring disparity in EET outcome between CLs and the general population (DfE, 2024b).

Further, phase two highlighted how little local authority EPs currently work with CLs and that the profession is largely inaccessible to one of the most vulnerable groups in our society. This study offers insights into how to improve support for these young people, including through EP services.

Date of Award	9 Dec 2025
Original language	English
Awarding Institution	University of Bristol
Supervisor	Rob Green (Supervisor) & William Turner (Supervisor)