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

References

• Alexander, K., Entwisle, D., & Kabbani, N. (2001). The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record, 103(5), 760–822. https://doi.org/10.1111/0161-4681.00134
   Web of Science ®Google Scholar
• Antoni, J. (2021). Disengaged and nearing departure: Students at risk for dropping out in the age of Covid-19. Planning and Changing, 50(4), 117–137.
   Google Scholar
• Banks, J., & Smyth, E. (2021). “We respect them, and they respect us”: The value of interpersonal relationships in enhancing student engagement. Education Sciences, 11(10), 634–635. https://doi.org/10.3390/educsci11100634
   Web of Science ®Google Scholar
• Bawyer, G., Grant, A., Neilsen, A., Dilworth, N., & White, D. (2021). Closing the digital divide for good: An end to the digital exclusión of children and young people in the UK. Carnegie UK Trust. https://www.carnegieuktrust.org.uk/publications/closing-the-digital-divide/
   Google Scholar
• Blainey, K., & Hannay, T. (2021). The impact of school closures on spring 2021 attainment. RS Assessment. https://www.risingstars-uk.com/whitepaper21
   Google Scholar
• Bonal, X., & González, S. (2020). The impact of lockdown on the learning gap: Family and school divisions in times of crisis. International Review of Education, 66(5–6), 635–653. https://doi.org/10.1007/s11159-020-09860-z
   PubMed Web of Science ®Google Scholar
• Boylan, R., & Renzulli, L. (2014). Routes and reasons out, paths back: The influence of push and pull reasons for leaving school on students’ school reengagement. Youth & Society, 49(1), 46–71. https://doi.org/10.1177/0044118X14522078
   Web of Science ®Google Scholar
• Brown, C. (2014). Educational binds of poverty: The lives of school children. Routledge.
   Google Scholar
• Brown, C., Costas-Batlle, I., Diaz-Vicario, A., & Moreno, J. (2021). Comparing early leaving across Spain and England: Variation and commonality across two nations of high and low relative early leaving rates. Journal of Education and Work, 34(7–8), 740–764. https://doi.org/10.1080/13639080.2021.1983526
   Web of Science ®Google Scholar
• Brown, C., Douthwaite, A., Savvides, N., & Costas Batlle, I. (2022). A multi-stakeholder analysis of the risks to early school leaving: Comparing young peoples’ and educators’ perspectives on five categories of risk. Journal of Youth Studies. https://doi.org/10.1080/13676261.2022.21321392
   PubMed Web of Science ®Google Scholar
• Brown C, Rueda P Olmos, Batlle I Costas and Sallán J Gairín. (2021). Introduction to the special issue: a conceptual framework for researching the risks to early leaving. Journal of Education and Work, 34(7–8), 723–739. https://doi.org/10.1080/13639080.2021.2003007
   Web of Science ®Google Scholar
• Casillas, A., Robbins, S., Allen, J., Kuo, Y.-L., Hanson, M. A., & Scheiser, C. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behaviour. Journal of Educational Psychology, 104(2), 407–420. https://doi.org/10.1037/a0027180
   Web of Science ®Google Scholar
• Cedefop., (2020) Digital gap during Covid-19 for VET learners at risk in Europe. Synthesis report on seven countries based on preliminary information provided by Cedefop’s Network of Ambassadors tackling early leaving from VET. Digital gap during COVID-19 for VET learners at risk in Europe | CEDEFOP (europa.eu)
   Google Scholar
• The Centre for Social Justice. (n.d.). Kids can’t catch up if they don’t show up. Driving school attendance through the National Tutoring Programme. https://www.centreforsocialjustice.org.uk/library/kids-cant-catch-up-if-they-dont-show-up. Accessed on 21 June 2022
   Google Scholar
• Colarossi, L.G., & Eccles, J.S. (2003). Differential effects of support providers on adolescents' mental health. Social Work Reserach, 27,19–30. https://doi.org/10.1093/swr/27.1.196
   Web of Science ®Google Scholar
• Department for Education. (2022) SEND Review: Right support, right place, right time: Government consultation on the SEND and alternative provision system in England. SEND Review - right support, right place, right time (publishing.service.gov.uk) Accessed on 12 September 2022
   Google Scholar
• Department for Education. (2017) Alternative Provision: Effective Practice and Post 16 Transition. Alternative Provision: Effective Practice and Post 16 Transition (publishing.service.gov.uk) Accessed on 12 September 2022
   Google Scholar
• Department for Education. (2018). Characteristics of young people who are long-term NEET. Characteristics of young people who are long-term NEET (publishing.service.gov.uk) Accessed on 12 September 2022
   Google Scholar
• Department for Education. (2021a, September 8) Guidance: Academic Mentors. https://www.gov.uk/guidance/academic-mentors Accessed on 21 June 2021a
   Google Scholar
• Department for Education. (2021b, September 6) Recovery premium funding: Additional funding in the 2021 to 2022 academic year to support schools with education recovery following Covid-19. https://www.gov.uk/government/publications/recovery-premium-funding. Accessed on 21 June 2021b
   Google Scholar
• Education Endowment Foundation. (2020, June). Impact of school closures on the attainment gap: rapid evidence assessment. https://educationendowmentfoundation.org.uk/public/files/EEF_(2020)_-_Impact_of_School_Closures_on_the_Attainment_Gap.pdf Accessed on 21 June 2022
   Google Scholar
• Eurostat. (2020). Early leavers from education and training: Luxembourg: Statistical Office of the European Union. Statistics explained. https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Early_leavers_from_education_and_training Accessed on 12 September 2022
   Google Scholar
• Fazackerly, A. (2022, February 13). ‘I’ve got one word for the tutoring programme – Disastrous’: England’s catch-up scheme mired in problems. The Guardian. https://www.theguardian.com/education/2022/feb/13/ive-got-one-word-for-the-tutoring-programme-disastrous#
   Google Scholar
• González-Rodríguez, D., Vieira, M. J., & Vidal, J. (2019). Factors that influence early school leaving: A comprehensive model. Educational Research, 61(2), 214–230. https://doi.org/10.1080/00131881.2019.1596034
   Web of Science ®Google Scholar
• Goulden, C. (2021, May 27) Youth Futures Foundation. https://youthfuturesfoundation.org/news/neet-stats-mask-long-term-problems/
   Google Scholar
• Hagell, A. (2021). Summarising what we know so far about the impact of Covid-19 on young people. Association for Young People’s Health.
   Google Scholar
• Hamilton, P., & Morgan, G. (2018). An exploration of the factors that lead to the successful progression of students in alternative provision. Educational & Child Psychology, 35(1), 80–95.
   Google Scholar
• Haugan, J. A., Frostad, P., & Mjaavatn, P. (2019). A longitudinal study of factors predicting students’ intentions to leave upper secondary school in Norway. Social Psychology of Education, 22(5), 1259–1279. https://doi.org/10.1007/s11218-019-09527-0
   Web of Science ®Google Scholar
• Hodgson, D. (2007). Towards a more telling way of understanding early school leaving. Issues in Educational Research, 17(1), 40–61.
   Google Scholar
• Hoy, A.W., & Weinstein, C.S. (2006). Student and teacher perspectives on classroom management. In C.M.Evertson & C.S.Weinstein (Eds) Handbook of classroom management: Research, practice and contemporary issues, (pp.181–222). Mahwah, NJ: Lawrence Erlbaum Associates./
   Google Scholar
• Hsieh, H. F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10/1177/1049732305276687
   PubMed Web of Science ®Google Scholar
• Krane, V., Ness, O., Holter-Sorensen, N., Karlsson, B., & Binder, P. (2017). ‘You notice that there is something positive about going to school’: How teachers’ kindness can promote positive teacher-student relationships in upper-secondary school. International Journal of Adolescence and Youth, 22(5), 377–389.
   Google Scholar
• Lally, C., & Bermingham, R. (2020,) Covid-19 and the disadvantage gap (Parliamentary Office of Science and Technology). https://post.parliament.uk/covid-19-and-the-disadvantage-gap/
   Google Scholar
• Lamb, S., Markussen, E., Teese, R., Polesel, J., & Sandberg, N. (2010). School Dropout and Completion: International Comparative Studies in Theory and Policy. Springer.
   Google Scholar
• LaRusso, M.D., Romer, D, & Selman, R.L. (2008) Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth and Adolescence, 37, 386–398. https://doi.org/10.1007/s10964-0007-92`2-4
   Web of Science ®Google Scholar
• Lörinc, M., Ryan, L., D’Angelo, A., & Kaye, N. (2020). De-individualising the ‘NEET problem’: An ecological systems analysis. European Educational Research Journal, 19(5), 412–417. https://doi.org/10.1177/1474904119880402
   Web of Science ®Google Scholar
• Maguire, S. (2021). Early leaving and the NEET agenda across the UK. Journal of Education and Work, 34(7–8), 7–8, 826–838. https://doi.org/10.1080/13639080.2021.1983525
   Web of Science ®Google Scholar
• Maldonado, J., & De Witte, K. (2020). The effect of school closures on standardised student test outcomes. British Educational Research Journal, 48(1), 49–94. https://doi.org/10.1002/berj.3754
   Web of Science ®Google Scholar
• Mason, C. (2022, January 25). 5 Problems with the NTP, according to school leaders. Times Educational Supplement Magazine. https://www.tes.com/magazine/news/general/5-problems-ntp-according-school-leaders
   Google Scholar
• McDaid, L., Cleary, A., Robinson, M., Johnstone, M., Curry, M. R., T., & Western, M. (2021) What can be done to maximise educational outcomes for children and young people experiencing disadvantage? (Pillar Report No.3) Institute for Social Science Research, University of Queensland.
   Google Scholar
• Montero-Sieburth, M., & Turcatti, D. (2022). Preventing disengagement leading to early school leaving: Pro-active practices for schools, teachers and families. Intercultural Education, 1–17. https://doi.org/10.1080/14675986.2021.2018404
   Web of Science ®Google Scholar
• Nelson, J., & O’Donnel, L. (2012). Approaches to supporting young people not in education, employment or training: A review (NFER Research Programme: From Education to Employment) Slough: NFER.
   Google Scholar
• Nieuwenhuis, F. J. (2015). Martini qualitative research: Shaken not stirred. Bulgarian Comparative Education Society.
   Google Scholar
• Nomisweb.co.uk. (2021) Labour Market Profile – Nomis – Official Labour Market Statistics.[online] https://www.nomisweb.co.uk/reports/lmp/la/1946157357/report.aspx#tabempunemp [Accessed 5 March 2022]
   Google Scholar
• Nouwen, W., & Clycq, N. (2019). The role of social support in fostering school engagement in urban schools characterised by high risk of early leaving from education and training. Social Psychology of Education, 22(5), 1215–1238. https://doi.org/10.1007/s11218-019-99521-6
   Web of Science ®Google Scholar
• OECD. (2020, November 19) The impact of Covid-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings. https://doi.org/10.1787/5b0fd8cd-en
   Google Scholar
• Office for National Statistics. (2022, May 26) Young people not in education or training (NEET). https://www.ons.gov.uk/employmentandlabourmarket/peoplenotinwork/unemployment/datasets/youngpeoplenotineducationemploymentortrainingneettable1
   Google Scholar
• Olmos, P., & Guerin, J. (2021). Understanding and intervening in the personal challenges and social relationships risk category to early leaving. Journal of Education and Work, 34(7–8), 855–871. https://doi.org/10.1080/13639080.2021.1997016
   Web of Science ®Google Scholar
• Ose, S., & Jensen, C. (2017). Youth outside the labour force – Perceived barriers by service providers and service users: A mixed method approach. Children and Youth Services Review, 81, 148–156. http://dx.doi.org/10.1016/j.childyouth.2017.08.002
   Web of Science ®Google Scholar
• Powell, A. (2021, July 7) NEET: Young people not in education employment of training. House of Commons Library. https://researchbriefings.files.parliament.uk/documents/SN06705/SN06705.pdf
   Google Scholar
• Pruano, A., Entrena, M., Soto, A., & Cano, J. (2022). Why vulnerable early school leavers return to and re-engage with education: Push and pull reasons underlying their decision. Intercultural Education https://doi.org/10.1080/14675986.2021.2018209
   Web of Science ®Google Scholar
• Psifidou, I., Mouratoglou, N., Farazouli, A., & Harrison, C. (2022) Minimising Early Levin from Vocational Education and Training in Europe: Career guidance and counselling as auxiliary levers. Luxembourg: Publications Office. Cedefop working paper, No 11. http://data.europa.eu/doi/10.2801/75320
   Google Scholar
• Reimers, F., Amaechi, U., Banerji, A., & Wang, M. (2022). Education to Build Back Better: What Can We Learn from Education Reform for a Post-pandemic World. Springer.
   Google Scholar
• Remiers, F. (Ed.). (2022). Primary and secondary education during Covid-19:Disruptions to educational opportunity during a pandemic. Springer.
   Google Scholar
• Ryan, L., D’Angelo, A., Kaye, N., & Lorinc, M. (2019). Young people, school engagement and perceptions of support: A mixed methods analysis. Journal of Youth Studies, 22(9), 1272–1288. https://doi.org/10.1080/13676261.2019.1571178
   Web of Science ®Google Scholar
• Sabato, H., Abraham, Y., & Kogut, T. (2021). Too lonely to help: Early adolescents’ social connections and willingness to help during Covid-19 lockdown. Journal of Research on Adolescence, 31(3), 764–779. https://doi.org/10.111/jora.12655
   PubMed Web of Science ®Google Scholar
• Santos, S., Nada, C., Macedo, E., & Araujo, H. (2020). What do young adults’ educational experiences tell us about Early School Leaving processes? European Educational Research Journal, 19(5), 463–481. https://doi.org/10.1177/1474904120946885
   Web of Science ®Google Scholar
• Simões, F., Marta, E., Marzana, Alfieri, S., Pozzi, M., & Marzana, D. (2021). An Analysis of Social Relationships’ Quality Associations with Hope Among Young Italians: The Role of NEET Status. Journal of Applied Youth Studies, 4(2), 169–184. https://doi.org/10.1007/s43151-021-00034-8
   Google Scholar
• Soggiu, A. L., Klevan, T., Davidson, L., & Karlsson, B. (2019). School’s out with fever: Service provider perspectives of youth with mental health struggles. International Journal of Adolescence and Youth, 25(1), 343–354.
   Google Scholar
• Studsrød, I., & Bru, E. (2011). Perceptions of peers as socialization agents and adjustments in upper secondary school. Emotional and Behavioural Difficulties, 16, 159–172. http://brage.bibsys.no/xmlui/handle/11250/184980
   Google Scholar
• Whitehead, J., Schonert-Reichl, K., Oberle, E., & Boyd, L. (2022). What do teachers do to show they care? Learning from the voices of early adolescents. Journal of Adolescent Research, 074355842210760. https://doi.org/10.1177/07435584221076055
   Web of Science ®Google Scholar
• Williams, J., Alexander, K., Wilson, T., Newton, B., McNeil, C., & Jung, C. (2021, October 20). A Better Future: Transforming jobs and skills for young people post-pandemic. Institute for Employment Studies, Report 568, https://www.employment-studies.co.uk/resource/better-future-transforming-jobs-and-skills-young-people-post-pandemic
   Google Scholar
• Yeoman, E. (2022, February 21). National Tutoring Programme ‘risks failing pupils who need it most,’ says Lee Elliot Major. The Times. https://www.thetimes.co.uk/article/national-tutoring-programme-risks-failing-pupils-who-need-it-most-says-lee-elliot-major-lcs3933cc
   Google Scholar