Five mechanisms for tackling the risks to NEEThood: introducing a pathway to change to guide educators’ support strategies

Figures & data

Table 1. Education participation and NEET figures for Windy and Sunny County (2021).

Area	Number of 16–17 year olds known to LA	Full-time Ed and training	Proportion NEET or not known	Proportion known to be NEET	Proportion of which activity not known	Trend
Windy County	9810	88.2%	7%	1.9%	5.1%	Up
Sunny County	11,390	84.6%	6.9%	3.4%	3.5%	Down
England average	1,181,090	87.4%	5.5%	2.8%	2.7%

Table 2. Employment figures for Windy and Sunny County².

Area	% of Population in employment	% of Population economically inactive
Windy County	81.8%	15.3%
Sunny County	75.2%	21.8%
National average	74.3%	21.5%

Table 3. Examples of the development of child codes within ‘Support Strategies’.

Level of coding	Example 1	Example 2	Example 3
Original parent	Support strategies by risk factor	Support strategies by risk factor	Support strategies by risk factor
Child	Institutional	Personal	Social relationships
Grand-child	Flexibility of learning structure	Well-being support	Trust
Great-grand-child	Sessions at a time to suit young person	Educator factors	Going the extra mile

Figure 1. Five mechanisms to tackle the risk of becoming or remaining NEET.

Table 4. Most discussed support strategies for effective interventions with young people who are NEET or at risk of NEET.

Most discussed support factor involved in intervention (risk category targeted)	Indicative key support factors	Underpinning support mechanism	No. of interviews/focus groups mentioning this code
Educator quality factors (social relationships)	e.g. going the extra mile, intuition and responsiveness, flexibility, good communication with YP	Mechanism 1 Mechanism 2 Mechanism 3	17
Flexibility of learning structure (institutional)	e.g. Session at a time/in a venue to suit YP, freedom to personalize provision	Mechanism 3 Mechanism 4 Mechanism 5	13
One-to-one support (institutional)	e.g. reducing anxiety, individual recognition Individual recognition; reducing anxiety	Mechanism 1 Mechanism 2 Mechanism 3	14
Well-being support (personal challenges)	e.g. emotional management support, non-teaching support, pastoral support	Mechanism 2	17
Pathways for future education/work supported (institutional)	e.g. preparing for transition, visual pathways	Mechanism 2 Mechanism 3 Mechanism 4	20
Meeting needs and general welfare (personal challenges)	e.g. developing communication skills, providing transport, reducing pressure	Mechanism 1	14
Trust supporting adult (social relationships)	e.g. being trusted, building trust, verifying authenticity of educator	Mechanism 2 Mechanism 3	14
Young person feeling supported (social relationships)	e.g. feeling listened to, students feeling cared about, supported by peers	Mechanism 2	16
Learner identity strengthened (institutional)	e.g. a sense of belonging, achievements celebrated	Mechanism 3 Mechanism 5	17