How do secondary school SENDCos and Career Leads perceive the successes and barriers to identifying and supporting those at risk of becoming NEET, and how might educational psychologists support in this area?

Abstract

This research focuses on the views of secondary school staff on reducing the likelihood of young people becoming “NEET” – a governmental category used to refer to 16-24-year-olds who are Not in Education, Employment, or Training. NEET young people have historically been referred to as ‘lacking aspirations’. However, some young people are more likely to become NEET than others and there are negative outcomes associated with periods spent NEET (Department for Education (DfE), 2018a; Public Health England, 2014), highlighting that it is a social justice issue. Recent statutory guidance has increased the accountability and responsibility of schools to deliver career guidance and education (Department for Education, 2018b; 2021a), arguably increasing the role of schools in reducing NEET.
This research offers a timely contribution by exploring the perceptions of special educational needs coordinators (SENDCos) and career leaders on the role that schools have in reducing NEET, the strengths and challenges in completing this work, and the potential support from educational psychologists (EPs). Joint semi-structured interviews were used. The findings were analysed using Braun and Clarke’s Reflexive Thematic Analysis (2021a) and explored using Bronfenbrenner's Bioecological model (1995) and Ryan and Deci’s Self Determination Theory (2000).
The findings suggest that schools are perceived to have two key roles in preventing NEET: a whole school focus on careers and offering targeted support. Six strategies used by schools were identified: raising aspirations and supporting students to make informed choices about their futures, nurturing relationships, the contribution of all staff members, working with vulnerable students, supporting families, and support from external professionals. Several challenges were also identified: the capacity of schools and external services, and barriers beyond school, such as travel, the accessibility of courses, and the environment of post-16 settings.
The responses suggested that schools are well placed to prevent students from becoming NEET but impacted by resourcing and contextual issues. There were some limitations in the perceptions, including a prevailing emphasis on the influence of aspirations and a limited focus on overcoming contextual barriers. Implications are given for schools, EPs, local authorities, and government.
A contribution of this research is the development of a two-page guide for schools on how to apply psychology to preventing young people from becoming NEET.

Date of Award	6 Dec 2022
Original language	English
Awarding Institution	University of Bristol
Supervisor	Rob Green (Supervisor)