Young People's Under Achievement

8/8/2019 Young People's Under Achievement

1/132

FinalReport

RESEARCHINTOYOUNG

PEOPLES

UNDERACHIEVEMENT

NWDA

March2010

WMENTERPRISE


2/132

FinalReport

RESEARCHINTOYOUNG

PEOPLES

UNDERACHIEVEMENT

NWDA

March2010

MERSEYSIDEOFFICE

StanleyGrange

OrmskirkRoad

Knowsley

MerseysideL344AR

T:08456209940

E:[email protected]

www.wmenterprise.co.uk

BIRMINGHAM BRADFORD LONDON

WellingtonHouse

3134WaterlooStreet

Birmingham

B25TJ

T:01212625111

BradfordDesignExchange

34PeckoverStreet

LittleGermany

BradfordBD15BD

T:01274743600

TulipHouse

70BoroughHighStreet

LondonBridge

LondonSE11XF

T:02030057577

WMENTERPRISE


3/132

Researchintoyoungpeoplesunderachievement

TABLEOFCONTENTS

1. ExecutiveSummary 31.1 Introduction 31.2 Researchaimsandobjectives(SectionTwo) 31.3 Methodology(SectionTwo) 31.4 Findings(SectionThree) 41.5 Conclusions(SectionFour) 51.6 Recommendations 52. Introduction 102.1 Introduction 102.2 Researchaimsandobjectives 102.3 Methodology 102.4 Summaryofliteraturereview 132.5 Summaryofstatisticalanalysis 142.6 Acknowledgements 153. Findings 163.1 Introduction 163.2 Existingmechanismsofsupport 163.3 Community 203.4 Parentsandfamily 283.5 Individual 313.6 Environment 324. Conclusionsandrecommendations 354.1 Introduction 354.2 Conclusions 354.3 Summaryoffindings 374.4 Recommendations 38

WMENTERPRISE


4/132


WMENTERPRISE

LISTOFAPPENDICES

AppendixI:LiteratureandPolicyReview 43

AppendixII:AStatisticalprofileofyoungpeoplesunderachievementintheNorth

West

region

74

AppendixIII:Acknowledgementsfororganisationswhoassistedinfocusgroups 110

AppendixIV:Acknowledgementsforstakeholdersconsulted 112

AppendixV:Questionnaires 114

AppendixVI:Analysisofquantitativedatafromfocusgroups 117


5/132


1. ExecutiveSummary

1.1 Introduction

To

what

extent

are

young

people

in

the

North

West

underachieving?

What

effect

doesdeprivationhaveonyoungpeople,andarethebarrierstheyfacedifferentin

theNorthWestanditssubregions?

Thisstudyaimstoexaminethesequestionsandunderstandtheexperienceof

disadvantagedyoungpeoplegrowingupintheregion.WMEnterprise(WME)was

appointedinMay2009bytheNorthwestDevelopmentAgency(NWDA)and

RegionalSkillsandEmploymentBoard(RSEB)partnerstoundertakeresearchinto

thefactorsdrivingunderachievementamongstyoungwhitemalesandfemalesin

theregion.

1.2 Research

aims

and

objectives

(Section

Two)

Theaimofthisresearchwas:

Toexaminetheproblemoflowaspirationandachievementofyoungdisadvantaged

menandwomenandinvestigatetheextenttowhichyoungwhitemalesandfemales

intheNorthWestareunderskilledandunderemployed,comparedandcontrasted

withthereasonsimpactingonotherspecificgroupsofdisadvantagedyoungmales

andfemalesincludingthosefromBMEcommunities,loneparentandcareleavers.

Thiswillinvolveidentifyingthereasonsleadingtothissituationandthepossible

actionsthatcouldbetakentoaddressthem.

Theprimaryobjectivesforthisresearchwere:

Toexaminetheproblemoflowaspirationandachievementofyoungwhite

disadvantagedmalesandfemales

Toinvestigatetheextenttowhichandidentifyspecificreasonswhyyoungwhite

malesandfemalesintheNorthWestareunderskilledandunderemployed.

Underachievementineducationshouldbeexaminedasthisimpactsonan

individualsabilitytodevelopformalskillsthatemployersrecognise

Tocompareandcontrastthereasonsforlowaspirationandunderachievement

identifiedwiththereasonsimpactingonotherspecificgroupsofdisadvantaged

youngmales

and

females

including

those

from

BME

communities,

lone

parent

and

careleavers

Tosuggestpossibleactionsthatcouldbetakentoaddressthereasonsidentified

eitherforyoungwhitemalesandfemalesspecificallyorforawidergroupof

disadvantagedyoungpeople

1.3 Methodology(SectionTwo)

Themethodologyforthisresearchwasstructuredinthreephases:

PhaseOne

sought

to

understand

the

existing

evidence

pertaining

to

young

peoples

underachievementgenerally,andthefactorsunderlyingitintheNorthWest

WMENTERPRISE 3


6/132


throughstakeholderconsultation,anextensiveliteratureandpolicyreviewanda

robuststatisticalanalysisoftheattainmentdataintheregion.

PhaseTwowastheprimaryevidencegatheringphase,designedtobequalitative,in

depth,andtocomplementexistingliterature. Intotal,242youngpeopleand60

practitionersparticipatedintheresearchthrough30focusgroupsinallfivesub

regionsin

the

North

West.

PhaseThreeinvolvedcollating,analysingandreportingontheevidencegatheredin

PhaseTwo.

1.4 Findings(SectionThree)

Theresearchsuggeststhatthereisnoonefactorthatleadsyoungpeopleto

underachieve,butthatitisanumberoffactorscombinedthatpreventsyoung

peoplefromachievingtheirpotential.Thevarietyofinfluencesandbarrierson

youngpeoplecanbegroupedasfollows:

existingmechanisms

of

support

that

did

not

work

as

designed

for

these

young

people,orwhichexacerbatedpatternsofdeprivationandlackofopportunity.This

includedinformationadviceandguidancethatwasviewedasinadequate,or

inappropriate;misunderstandingormiscommunicationofvocationpathwaysto

work;lackofsupportthroughtransitionpointsandthepatternofcommissioning

anddeprivationthatmaydisadvantagesomeyoungpeoplethroughmisallocationof

resources

communityinfluencesthatshapehowtheyoungpersonviewssuccess,whatseems

tobepossibleforthemandtheconstraintsthattheyoperatewithin.Thesefactors

aredifferentfromcommunitytocommunityandcanincludenormsandworldview

thatmakeitdifficultforayoungpersontoachieve;perceptionsoftheutilityof

educationandemployment;lackofaworkethic;attachmenttoplacethatmakesit

difficulttotravelforavailableopportunity;genderessentialism;normalisationof

lowachievementandaspirationthroughlackofrolemodels;andintergenerational

worklessnessandpeerinfluencesthatpolicethesecommunityandgendernorms

parentalandfamilyfactorsthatinterrupteducationandtrainingoractasbreakson

aspiration.Thisincludesunderstandablefearofbeingseentocriticiseparentsor

lovedonesbyaspiringtosocialmobility;chaotichomelivesthatinterrupt

education;parentalengagementwitheducation;andinheritedsocialskills

environmentalbarrierstoachievement,includinglackoftransportandconnectivity

toopportunities;subregionalorlocaleconomiesthatcanconstrainambitionand

notmatch

up

to

education

experience

or

IAG

individualfactorsthatpreventyoungpeoplefromthriving,includinglackof

maturityleadingtomissingoutonearlyeducation,orteenagepregnancythatmay

influenceandconstraindecisionsaboutcareerchoices.

Thefindingsalsosuggestthateachyoungpersonfacesanindividualmixofthese

factors.Thismixmakestacklingthechallengesofunderachievementsodifficultasit

meansthatarangeofinterventionsinarangeofarenasareallimportanttosupport

youngpeoplesdevelopment.Someareasofinterventions,suchasstatutory

schooling,havesignificantexperienceintheseissues,whereasotherpossible

interventions,for

example

on

a

community

level,

are

just

beginning

to

be

understood.

WMENTERPRISE 4


7/132


1.5 Conclusions(SectionFour)

1.5.1 Whatarethedifferences/similaritiesbetweenthesubregions?

Basedon

the

evidence

from

this

research,

sub

regions

on

the

whole

tend

to

be

more

similarthantheyaredifferentwhenitcomestothecausesofyoungpeoples

underachievement. Mostofthefindingsarepresenttoagreaterorlesserextentin

eachsubregion;forexample,transportandconnectivityisanissueforyoung

peopleinsomeareasclosetoconurbations,suchasBirkenheadinGreater

Merseyside,asmuchasinmoreruralsubregionssuchasLancashireandCumbria.

1.5.2 Towhatextentarethedriversofunderachievementuniquetowhiteyoung

people?

Theevidencefromthisstudysuggeststhatraceandethnicityisamuchless

importantfactor

in

aspirations

and

attainment

than

social

class

and

location.

There

wasnonoticeabledifferencebetweenyoungpeoplefromablackminorityethnic

(BME)originandwhiteyoungpeoplefromasimilarclassandbackground. However,

thenumberofnonwhiteparticipantsintheresearchwassmall.

Theliteraturereviewcananddoesdrawconclusionsregardingrace. Theavailable

existingevidencebasesuggeststhatethnicityisanimportantinfluenceonaspiration

andattainment,butthatthisisanuancedpicturethatdefiesgeneralities.

1.5.3 Whatistheimpactofdeprivation?

Thefindings

from

the

research

show

young

people

have

a

range

of

influences,

factors,opportunitiesandbarrierstonavigateastheytravelthroughtheeducation

systemandintoemploymentandadulthood.Youngpeoplefromaneconomically

deprivedbackgroundfaceanumberoffactorsthataremultidimensional,and

complex,andwhichcanreinforceeachotherinunexpectedways.Whydosome

youngpeoplefromthesebackgroundsunderachieveandothersdonot?

Weknowfromtherecentsignificantinvestmentinsocialmobility,education,

tacklingchildpovertyandregenerationthattheseissuesareintractableanddifficult.

However,thisresearchaddstoabodyofevidencethatsuggestswaysforward

throughlocalandregionalpartnershipsthatcancreatelocalsolutionstothese

issues.

1.6 Recommendations

1.6.1 Reformingexistingmechanismsforsupport

Youngpeopleareatthecentreofateamcentredapproachfromdifferentagencies

andinstitutionsdesignedtoeducateandsupportthem.Themechanismsfor

controllingtheseinstitutionsarestatutory,nationalandlocalpolicy,and

commissioningprocesses. Theyarealreadythesubjectofmuchongoingreform,are

easytocriticiseandhardtoimprove. Theremitofthisreportdoesnotextendto

changing

national

policy,

however,

it

is

important

to

reflect

the

conclusions

of

the

WMENTERPRISE 5


8/132


consultationandresearchthatwascarriedout.Thesuggestedrecommendationsin

thiscategoryareasfollows:

Targeted,effectiveIAGforparents,teachersandpupils:IAGcanhelptomitigate

againsteffectssuchasattachmenttoplace.Itisuptolocalauthoritiestodecide

howto

deliver

this

IAG,

but

relationships

with

other

agencies,

such

as

NWDA,

should

bemadetojoinupfrontlineIAGwitheconomicandsocialrealities.

Tailored,appropriateworkexperienceinschools:Youngpeoplewithconnections

andastrongideaoftheirfuturearecurrentlybetterplacedtobenefitfromwork

experience. Wherepossible,disadvantagedandunsureyoungpeopleshouldbe

offeredmoreadventurousexperiencesthataremoretightlylinkedtoregionalskills

policyandworkforceneed(i.e.awayfromdecliningindustries).

Employerengagement:SchoolsandIAGprovidersneedtohaveacloseworking

relationshipwithlocalandsubregionalemployersinordertosupportthe

developmentofworkexperienceandothercareeropportunitiesfortheirstudents.

Strategicclarity

about

success:

Underachievement,

potential

and

social

mobility

are

allissuesthatareaddressedthroughregionalandnationalpolicy.However,thereis

nocommonunderstandingofwhatitmeanstobesuccessfulforyoungpeople. Creativesolutionstodemandforapprenticeshipsintherecession:Thereisa

perceivedundersupplyofapprenticeshipplacementsforyoungpeopleduringthis

recession.Thisisakeyissuefordeprivedyoungpeoplewhoseevocationalroutesas

apathwaytowhattheywoulddefineasagoodcareer.Publicsector

apprenticeships,increasedincentivesforemployers,andcloserlinkagestothe

economyandemployersarepossiblesolutions.

Supportattriggerpointsforthoseatriskofunderachievement:Existingsupport

forsome

young

people

during

key

career

pathways

such

as

summer

schools

should

beextendedtoallyoungpeopleatriskofunderachievement.

Reviewoftheuseofexclusionandisolation:Theuseofthesedisciplinary

measuresraisesconcernsamongpractitionersandyoungpeople.Itsuseinschool

shouldbecarefullyconsideredanditsimpactuponyoungpeopleslongerterm

outcomesresearched.

Strongerlinkstosubregionaleconomicneeds:Theforecastingandstrategic

planningofthelocaleconomyiswellunderstoodamongsteconomicdevelopment

workersandonastrategiclevel.However,thereisevidencethatitisnotlinked

closelyenoughtothegroundlevelIAGandeducationalsupport.

Transportand

connectivity:

The

North

Wests

Integrated

Regional

Strategy,

RS2010

isakeyopportunitytoreviewtheregionwithrespecttoconnectivity,andthis

researchsupportsanintegratedapproachtospatialandeconomicplanning.

Adulteducationavailability:Forsomeyoungpeoplecircumstancesmeanthatthey

finditdifficulttoreachLevel2and3skillsby19yearsofage.Adulteducationisa

wayforthisgrouptonarrowthegaplaterinlife.However,bothfundingand

signpostingofadulteducationneedstobeadequateandappropriate.

Earlyinterventionforchildrenatriskofunderachievement: Whilesomeyoung

peopleobtainintensivetuitionandsupportonbasicskillssuchasmathsandEnglish

atFElevel,itismorecosteffectiveandbeneficialtointerveneearlier.Suggestions

forthis

intervention

include,

for

example,

resourcing

smaller

class

sizes

for

those

at

riskofunderachievement.WMENTERPRISE 6


9/132


Tacklingnegativitytowardsapprenticeships:Thereareanumberofinterventions

thatcouldbeinitiatedtoamelioratenegativitytowardsapprenticeships,suchas

teachersorheadsbeinganapprenticeforaday,ortailoredresourcepacks.

Sharinggoodpractice:ItisimportantthatLocalAuthoritiessharegoodpracticeand

lessonlearnt,forexample,WirralusingWorkingNeighbourhoodFundstopay

Apprenticeshipwages

for

six

months.

1.6.2 Strengtheningandunderstandinglocalcommunities

Thisstudysuggeststhatlocalcommunitieshaveaprofoundeffectonyoungpeoples

aspirationsandattainment.Youngpeoplewillabsorbthevaluesandunderstanding

ofthepeoplearoundthem,affectingtheirownvalueswithrespecttosuccess,

family,work,travel,anddecisionmaking.Deprivedcommunitiessharesomefactors

thatdisproportionatelyimpacttheiryoungpeople,especiallyattachmenttoplace.

Therecommendationsthataresuggestedbytheevidenceinclude:

Links

with

local

communities

and

community

based

interventions:

In

order

to

demystifyeducation,understandthelocalcommunityandaffecttheattitudesand

communitynorms,schoolsandcollegescandevelopprojectswiththelocal

community.Theseprojectsshouldbeaboutlocalinnovationandneed,and

approachesmayincludeCommunityschoolsprinciplesstrongpartnerships,using

theschoolsasahubforsupportforthechildren,parentsandthecommunity.

Commissioningwithpocketsofdeprivationinmind: Whilefundingmustgoto

thoseareasofgreatestneed,thiscansometimesunderservesmalldeprived

pocketswithinmoreprosperousareas.Thereisaneedtosupporttheseareaswith

direct,targetedinterventionstonarrowthegapwiththesurroundingarea.

Partnershipbetweenschools:Schoolsinareasofdeprivationcanperformbadly

comparedtootherlocalschools.Partnershipsbetweenschoolsandafterschoolclubsto,forexampleshareschooltrips,certainlessons,orequipmentmaybeone

waytoraiseaspirationofthesinkschool.

Practicalchallengestogendernorms:Deprivedyoungpeoplecanbeaffectedtoa

greaterextentwithgenderstereotyping.Imaginativeuseofspeakers,work

experience,IAGandcareerstalksmaybeabletodispelsomemyths.

Localleversofinfluence:Schoolsandcollegesoftenhaveaccesstolittleusedlevers

oflocalinfluence.Thesemaybeteachingandsupportstafffromthecatchment

area,schoolgovernorsorstronglocalcommunityorganisationsandleadersand

opinionformers.Workingwiththesepeoplecanhelpschoolstounderstandtheir

pupilsand

make

more

appropriate

interventions

and

training,

and

can

help

local

organisationsandleaderstoraiselocalyoungpeoplesaspirationsandachievement.

1.6.3 Supportingparentsandthefamily

Oneofthekeyfactorsinfluencingyoungpeopleisthefamilyorhomelife.Thiscan

providethesupportandencouragementforyoungpeopletoattain. Itcanalso

causebarriersthroughlackofparentsownexperienceswitheducationand

employment,lackofstabilityinthefamilyandhome,intergenerationalworklessness

andlackofengagementwitheducationandlearning.Suggestedinterventionsto

addresstheseinfluencesinclude:

WMENTERPRISE 7


10/132


Adulteducationandfamilylearning:Familyattitudestoeducationandlearningcan

impacttheirengagementwiththeirchildrensschooling.Onewayofaddressingthis

isforlocalauthoritiestoencourageadulteducationandfamilyfocusedlearning.

Familiarisationwitheducationsettingsthroughoutreach:Parentalengagement

witheducationisanimportanttoolinsupportingyoungpeople.Imaginative

programmesfor

outreach

have

clear

leadership

from

head

teachers;

are

understandingoftheparentalcircumstance;followbestpracticeexamplesandstaff

arewelcomingandsupportiveofparents.

Supportfordifficultcircumstanceandforthefamily:Chaotichomesandfamilylife

impactsyoungpeoplesabilitytostudy.Interventionssuchashomeworkclubs,

parentingclasses,conflictresolutionsupportandadvicemayimpactthis.

1.6.4 Assistingindividuals

Individualsfromsimilarbackgrounds,families,andcommunitiescanstillhavevery

differentoutcomes.Thiscanbeidentifiedasdowntoindividualfactorssuchas

emotionalresilience,

health,

maturity,

and

reproductive

choices.

How

to

assist

individualstoeffectchangeintheirownlivesisdifficult,buttherearesuggestions

fromtheresearchofapproachesthatwork.Theseinclude:

Lifeskillsthroughyouthworkandinformaleducation:Hobbies,activitiessports

andyouthworkavailabilityforyoungpeoplecanhelpthemtodevelopthelifeskills

theyneed.Supportinglocalthirdsectororganisationstodeliverthesetothemost

deprivedchildrencanensurethattheylearnsocialskills,conflictresolution,raise

selfesteemandconfidenceandemotionalresilience.

Positiveactivitiesforyoungpeople:Youngpeoplefromisolatedordeprived

communitiesarelesslikelytobeinvolvedinpositiveactivitiesoutsideschool.Some

ofthemostaffectedareeligibleforsupportthroughPAYPprogrammes,butthereisacohortofyoungpeoplewhojustmissoutonthissupport.

Pregnancy: Youngwomenhavecomplexreasonsforbecomingpregnant,notleast

thevaluecommunitiesandfamiliesputonpregnancy,comparedtotheavailable

entryleveljobs.Practitionersandsexeducatorsneedtounderstandthesereasons

anddesignappropriateandtargetedinterventionstocombatthis.

Modellingappropriatesocialskills:Teachersplayanimportantroleinsocialising

youngpeopleineducationalandemploymentenvironments.Throughteachers

modellingpoliteandrespectfulbehaviourevenwhendeliveringdisciplinepupilscan

learnwaysofconflictresolutionandappropriatebehaviour.

1.6.5 Changingtheenvironment

Somefactorsaffectingyoungpeoplearestructural.Theymaybephysical,andrelate

togeographyandinfrastructure,economic,relatingtoemployers,therecession,and

economyorsocial,relatingtothewideryouthcultureaffectedbythemediaand

internet.Theseissuesoftencannotbeaffectedbyanythinglessthannationalpolicy

oralotofresourcetochangetheinfrastructure.Thefollowingrecommendations,

however,aresuggestionsofinterventionsthatcouldamelioratetheseeffects:

Travelandconnectivity:Publictransportdisproportionatelyaffectsyoungpeople.

However,

barriers

are

not

just

physical,

but

also

economic

and

social.

These

barriers

WMENTERPRISE 8


11/132


includeregularityofbusservices,cost,knowledgeofusingthemandtimetables,and

directservicestoeducationandemploymentopportunities.

Youthworkinisolatedarea:Commissionersandotherfundersmustrecognisethe

increasedcostsassociatedwithdeliveringyouthworkandotherinterventionsto

ruralandisolatedareas.Innovativewaysofdealingwithconnectivityissuesmust

alsobe

found

and

supported,

for

example,

car

shares

amongst

parents,

bike

schemesincity,orscootersforyoungpeople.

Recession:Youngpeopleareclearlybeingimpactedheavilybytherecessionwith

increasedunemploymentandlackofapprenticeships.Cuttingfundingtononring

fencedservicessuchasyouthwork,andlocalcommunityorganisationswillfurther

affectaspirationandattainment.Thisisanintractableproblem;however,solutions

suchastheSeptemberGuarantee(Guaranteeingeducation,employmentortraining

placestheSeptemberaftercompletingcompulsoryeducation),furthervolunteering

opportunitiesforyoungpeopleandexpandingeducationprovisionmaycushion

someoftheeffects.

WMENTERPRISE 9


12/132


2. Introduction

2.1 Introduction

WMEnterprise(WME)wasappointedinMay2009bytheNorthwestDevelopment

Agency(NWDA)

and

Regional

Skills

and

Employment

Board

(RSEB)

partners

to

undertakeresearchintothefactorsdrivingunderachievementamongstyoungwhite

malesandfemalesintheregion.

2.2 Researchaimsandobjectives

Theaimofthisresearchwas:

Toexaminetheproblemoflowaspirationandachievementofyoungdisadvantaged

menandwomenandinvestigatetheextenttowhichyoungwhitemalesandfemales

intheNorthWestareunderskilledandunderemployed,comparedandcontrasted

withthe

reasons

impacting

on

other

specific

groups

of

disadvantaged

young

males

andfemalesincludingthosefromBlackMinorityEthnic(BME)communities,lone

parentandcareleavers. Thiswillinvolveidentifyingthereasonsleadingtothis

situationandthepossibleactionsthatcouldbetakentoaddressthem.

Theprimaryobjectivesforthisresearchwere:

Toexaminetheproblemoflowaspirationandachievementofyoungwhite

disadvantagedmalesandfemales

Toinvestigatetheextenttowhichandidentifyspecificreasonswhyyoungwhite

malesandfemalesintheNorthWestareunderskilledandunderemployed.

Underachievementineducationshouldbeexaminedasthisimpactsonanindividualsabilitytodevelopformalskillsthatemployersrecognise

Tocompareandcontrastthereasonsforlowaspirationandunderachievement

identifiedwiththereasonsimpactingonotherspecificgroupsofdisadvantaged

youngmalesandfemalesincludingthosefromBMEcommunities,loneparentand

careleavers

Tosuggestpossibleactionsthatcouldbetakentoaddressthereasonsidentified

eitherforyoungwhitemalesandfemalesspecificallyorforawidergroupof

disadvantagedyoungpeople

2.3 Methodology

WMEusedanapproachdesignedtodeepentheexistingresearchbasethrough

qualitativeresearchwithbothpractitionersandyoungpeoplethemselves.The

methodologywasdesignedtoberesponsivetoboththeneedsoftheNWDAandthe

RSEB,andtobuildonotherevidencefrompolicyandotherresearch,andcomprises

fivephases.

2.3.1 PhaseOne:Examine

Thisinitialphasesoughttounderstandtheexistingevidencepertainingtoyoung

peoplesunderachievement

generally,

and

the

factors

underlying

it

in

the

North

WMENTERPRISE 10


13/132


West. Thisledtothedevelopmentofanoptionspaperthatsetouttheapproachfor

theprojectsprimaryresearchphase. Thisexaminationencompassed:

Literatureandpolicyreview:ofallrelevantdocuments

Statisticalanalysis:adetailedstatisticalprofileofyoungpeoplesattainmentinthe

regionbased

on

data

obtained

from

a

range

of

sources

Stakeholderconsultation:aseriesofeighteentelephoneandfacetoface

interviewswithkeystrategicrepresentativesfromorganisationssuchas1NW

RegionalNetworkforBMEVoluntarySector,AimHigher,AssociationofColleges,

Connexions,EqualitiesandHumanRightsCommission,GovernmentOfficeNorth

West,keyHeadsofDepartmentforChildrensServices,LearningSkillsCouncil,North

WestChildrensandYoungPeoplesImprovementBoard,NorthWestProvider

Network,andtheUniversityofChester.Thisaimedtoobtainviewsontheobjectives

oftheresearchandthemostappropriateapproachtotheconsultationprogramme

Optionspaper:presentingdetailedproposalsfortheprimaryresearchstageofthis

assignment

Workshopwithkeystakeholders:thisworkshopwasheldinordertodiscussour

approachtotheassignmentandfinalisetheresearchprocess,usingtheoptions

paperasthebasisfordiscussion

2.3.2 PhaseTwo:Investigate

Thisprimaryevidencegatheringphasewasdesignedtobequalitative,indepth,and

tocomplementexistingliterature. Factorsunderlyingyouthunderachievementare

welldocumentedintheliterature. However,thisresearchwasdesignedto

understandthe

factors

that

impact

upon

young

people

in

the

North

West,

and

to

understandsubregionaldifferences. Intotal,242youngpeopleacrosstheregion

participatedintheresearch,aswellasaround60practitioners.

Researchwithyoungpeople:Sixfocusgroupswithyoungpeoplewereheldineach

ofthefivesubregions(30inall).Thefocusgroupstargeted:

SchoolstudentsinYears7,9,11

Studentsintheirfirstyearoffurthereducation

Youngpeopleintheirfirstyearofworkbasedlearning

Youngpeople

Not

in

Education,

Employment

or

Training

(NEET)

Thefocusgroupsweredeliveredusingarangeofageappropriateinteractive

techniques. Theyaimedtoproducespecific,qualitative,localinformationabout

youngpeoplesaspirationsandattainment,alongwithbarrierswhichtheyperceived

stoppedthemachievingtheirgoals,andtheeffectivenessofsupportandservices

availabletothem. Inadditiontofocusgroupparticipation,allyoungpeoplealso

completedashortquestionnaire,whichisprovidedinAppendixV. Thiswas

designedtoprovideaquantitativeviewofthekeyissuestocompareandcontrast

withthequalitativeoutputsofthefocusgroups.

Theschoolsandcollegeswerechosenpartlyfortheirlocationinareaswithdeprived

communities,andaredetailedinAppendixIII.Theaimwastodeliverabalanceof

WMENTERPRISE 11


14/132


perspectivesbetweenindustrial/otherareas,urban,ruralandsmalltownlocations.

Theyoungpeopleincludedarangeofabilities,focusedonthelowerspectrum,and

arangeofbackgrounds. HowevermostwereeligibleforFreeSchoolMealsorthe

EducationMaintenanceAllowance.

Researchwith

practitioners:

Three

focus

groups

were

held

with

practitioners

workingwithyoungpeopleineachofthefivesubregions.Theparticipantswere:

Youthworkers

Workbasedlearning(WBL)tutors

FurtherEducation(FE)tutorsandfrontlinesupportstaff

Theconsultationprocessforthisresearchwasstructuredaroundthekeyfactors

thatareknowntoexertasignificantinfluenceonyoungpeoplesachievementand

aspirations,including:

Triggerpointsandtransitions

Ethnicity

Gender

Localareaandcommunities

Socialclassandthenatureofthelocaleconomy

Theeffectoftherecessiononaspirationsandattainment

Parentalfactorsandtheinfluenceofotherrolemodels

Educationalfactors,

including

current

policy,

14

19

Diplomas

Additionalbarriers(forexample,alcohol,drugsandhealthissues)

Thisapproachwaschosentosupporttheexistingprimarilyquantitativeliterature

aroundattainmentandaspirations.Theaimwastoprovideanindepthqualitative

understandingoftherealityofyoungpeopleslivesintheregionandtoilluminate

thechoicesmadeforandbyyoungpeople.Thesefactorsarecomplexandmulti

dimensionalandthefocusgroupsallowedtheresearcherstounpicksomeofthe

underlyingissuesandbarriers.

This

approach

to

primary

fieldwork

is

not

without

its

limitations.

While

a

cohort

of

242youngparticipantsisrelativelyhighforaresearchexercisesuchasthis,itcannot

beregardedasastatisticallyrobustsampleofyoungpeopleintheNorthWest,

especiallyatsubregionallevel. Runningthefocusgroupsacrossallfivesubregions,

andwithinarangeofcommunitiesandinstitutionshelpstoensurethatawide

rangeofopinioniscaptured. Butreadersshouldbeartheselimitationsinmind.

Furthermore,youngpeoplewererecruitedprimarilybasedontheireducational

stageandage,notethnicityorgender.Thishasimpactedontheprojectsabilityto

contrastyoungpeoplefromdifferentethnicitiesduetothesmallsamplesizeofnon

whiteyoungpeople.

WMENTERPRISE 12


15/132


2.3.3 PhaseThree:Compareandcontrast

PhaseThreehasinvolvedcollating,analysingandreportingontheevidence

gatheredinPhaseTwo. Theevidencewasorderedbysubregion,backgroundofthe

participant,andthemesidentifiedbytheobjectivesoftheresearchandthe

literaturereview.

The

aim

was

to

understand

the

key

issues

present

throughout

the

subregions,localdifferences,differenceswithregardstogender,ethnicity,trigger

points,educationalfactors,parents,communitiesandpeers.

InitialfindingswerepresentedtothestudysSteeringGroupandtoagroupofthe

regionsDirectorsofChildrensServicestogainfeedbackandpotential

recommendations.Thesehavebeenincorporatedintothisfinalreport.

2.4 Summaryofliteraturereview

AppendixIcontainsthefullliteratureandpolicyreview.Headlinefindingsfromthis

reportare

shown

below:

Nationalpolicyreforminrelationtotheeducationsystemisakeydriverofthis

researchandpromotesaholistic,partnershipapproachtobreakingthelink

betweendisadvantageandlowattainmentthrougharangeofstrategicinitiatives.

Thereisstrongevidenceofthelinksbetweendisadvantageandlowattainment,

especiallyatLevels2and3,evidencedbythoseyoungpeopleeligibleforfreeschool

mealsshowingasignificantattainmentgap.

Thetransferof1419provisiontolocalauthoritiesandthetargetfor90%of17year

oldstobeparticipatingineducationandtrainingby2015arekeyfactorswhen

considering

future

action,

and

where

responsibility

lies.

TheNorthWeststrategicpolicycontextillustratestheregionsspecificproblemsin

relationtoattainmentandshowssignificantnegativetrendsintermsofthe

concentrationofworklessnessandlowattainment,bothinspecificgeographical

areascharacterisedbydeprivation(predominantlyurban)andamongstspecific

groupsfacingbarrierstoparticipation.

Thereisevidencetosuggestthatthecurrentrecessionislikelytointensifythe

barriersforyoungpeopletoaccesseducation,trainingandemploymentduetoa

reductionintheavailabilityofopportunities,particularlyvocational.

Thefactorsaffectingyoungpeoplesaspirationandattainmenthavebeen

extensivelyresearched

and

the

evidence

shows

that

they

are

multiple,

variable

and

complexinnature,withnosinglefactorbeingprevalent.

Socialclassisamajorbarrierworkingclasschildrenhavelimitedaccessto

resourcescomparedtomiddleandupperclassesandarealsobroughtupwithlower

expectationsintermsofattainment,potentiallyduetoalackofrolemodels. Classis

oneofthebestdeterminantsofachildsperformanceatschool.

Ageisacrucialinfluenceonaspirationsandattainment11to14istheperiod

duringwhichyoungpeoplemovefromidealistictorealisticaspirationswhilepeer

influencepeaksattheageof15.

Themostsignificanttriggerpointsaffectingyoungpeoplesattainmentand

aspirationinclude

the

transitions

between

Key

Stages,

but

the

most

significant

influencerisleavingcompulsoryeducation.

WMENTERPRISE 13


16/132


Ethnicityisanimportantinfluencewhiteboysfromworkingclassbackgrounds

havethelowestaspirationandattainmentandthisisfailingtoimproveatthesame

ratesasothergroups. However,BMEgroupsaredisadvantagedintheNorthWest

labourmarket,withalowemploymentrateagainsttheaveragefortheregion.

Genderdifferencesarealsoimportantandthisvariesbyethnicity. Theattainment

gapbetween

males

and

females

increases

with

age

and

girls

generally

have

higher

educationalaspirationswithstrongerparentalinfluence.

Intergenerationalinfluenceandparentalattainmentarekeyfactorsaffectingthe

performanceofyoungpeople,includingparentaloccupationandtheextentto

whichparentsareengagedinthehomelearningenvironment.

Schoolsandtheirstatushaveastrongcorrelationwithattainmentthereisa

significantgapbetweenattainmentindeprivedschoolscomparedtothosethatare

moreaffluent.

TheNorthWestisparticularlysignificantintermsofNEETyoungpeople.Ratesare

particularlyhighinareasthathavelostsignificantcapacityintraditionalindustries,

whichreflectstheregionshistoricalsituation.However,therehasbeensome

improvementinthenumberofNEETyoungpeopleintheregionanditisimportant

thatthereasonsforthisarerecognisedandunderstood.

Multipledisadvantagereducesattainmentandaspirationofyoungpeopleandisa

commonfactoramongstNEETyoungpeople. Thesefactorsincludehealthand

disability,amongstothers.

Thespatialaspectsofpatternsofattainmentandaspirationarehighlysignificant

researchbytheJosephRowntreeFoundationconcludesthatgeographymatters

andthisissupportedfullybyourstatisticalanalysis. Thisrelatestoconcentrations

inthemostdeprivedareasandthefactthatthisispredominantlyanurbanproblem,

despitelocalised

variances.

2.5 Summaryofstatisticalanalysis

AppendixIIcontainsastatisticalprofileofunderachievementintheNorthWest.

Headlinefindingsfromthestatisticalanalysisareshownbelow:

ThereisaclearspatialpatterntoyoungpeoplesattainmentintheNorthWest

region. Thereisalinkbetweenunderachievementandthemostdeprivedand

urbanisedareasoftheregioninManchesterandLiverpool,althoughacomplexset

ofvariables

affects

this.

Analysisoftheavailabledatahighlightsthatthereisaspecificgroupingoflocal

authorityareasintheregiondemonstratinglimitedperformanceagainstarangeof

indiceslinkedtotheattainmentandaspirationofyoungpeople,includingBarrow

inFurness,Blackpool,BlackburnwithDarwen,Burnley,Knowsley,Manchester,

Halton,RochdaleandSalford.

InmoreaffluentareasoftheregionsuchasCheshireandWarrington,participation

tendstobehigherinmoreacademicsubjectsandtypesofcoursespost16,whereas

vocationaleducationandworkbasedlearningisconcentratedinmoredeprived

areas.

WMENTERPRISE 14


17/132


ThereisalinkbetweeneligibilityforFreeSchoolMeals,aproxyforsocioeconomic

class,andongoingparticipationratesbetweenKeyStages4and5andalso

attainmentattheselevels.

ConcentrationsofNEETyoungpeoplearealsowithinthemostdeprivedareasofthe

regionwiththemostsignificantconcentrationintheurbanisedsubregionsof

GreaterManchester

and

Merseyside.

Similarly,theproportionsofEducationMaintenanceAllowance(EMA)takeupare

greatestinthesesubregions,whichalsodisplayhigherlevelsoftruancy.

Highereducationparticipationislowestinasimilargroupingoflocalauthorities

displayingotherindicesoflowaspirationandattainmentamongstyoungpeople,

Knowsley;Pendle;BlackburnwithDarwen;Hyndburn;Blackpool;Manchester;

Burnley;Tameside;Salford;Copeland;BarrowinFurness;andHalton.

LocalauthoritiesinGreaterManchester,MerseysideandLancashirehavelowest

attainmentratesatLevels2and3. Despitesignificantimprovementsduringthelast

fiveyears,anumberoflocalauthoritieswithinthesesubregionscontinueto

demonstratebelowaverageperformance.

Therearegreatervariancesbetweentheperformanceofwhiteyoungpeopleand

thosefromBMEcommunitiesatGCSElevelcomparedtoKeyStage3andALevel

results.

FortheNorthWestregionasawhole,whiteyoungpeopleunderperformby0.1%

comparedtoallethnicgroups,althoughtherearesignificantvariationsbyindividual

localauthorityareas.

Concentrationsofloneparentsagedunder25andcarersarefoundwithinthemore

urbanisedanddeprivedlocalauthoritiessuchasLiverpool, thatalsodemonstrate

characteristicsof

underachievement

amongst

young

people.

2.6 Acknowledgements

Thisresearchcouldnothavetakenplacewithoutsupportfromindividualsand

institutionsthroughouttheNorthWest.Theresearchteamwouldliketothank:

1NWRegionalNetworkforBMEVoluntarySector,4NW,AimhigherCheshire,

AimhigherCumbria,AimhigherGreaterManchester,AimHigherGreaterMerseyside,

AssociationofColleges,BacupandRawtenstallGrammar,BetterChoices,

BirkenheadCollege,BlackpoolYouthService,Connexions(Sefton),Connexions

(Cumbria),EqualityandHumanRightsCommission,FairfieldSchool,FurnessCollege,

GovernmentOffice

North

West,

Job

Centre

Plus,

Knowsley

Department

for

ChildrensServices,LearningandSkillsCouncil,ManchesterAcademy,NACRO,North

WestChildrensandYoungPeoplesImprovementBoard,NorthWestProvider

Network,NWLtd.,PenkethHigh,PrestonCollege,ProCo.,Rathbone,RochdaleYouth

Services,SalfordCityCollege,SeftonYouthService,Skelmersdale College,

StHelensCollege,TotalPeople,TPNNow,UniversityofChester,WalneySchool,

WestCheshireCollege,andYouthforChrist.

WMENTERPRISE 15


18/132


3. Findings

3.1 Introduction

The

research

has

provided

insight

into

the

factors

influencing

low

aspiration

and

underachievementamongyoungpeopleatavarietyofspatiallevels.Thefindings

havebeengroupedintothefollowingcategories:

Existingmechanismsofsupport

Community

Parents/family

Individual

Environmental

Dueto

the

nature

of

our

research

methodology,

we

are

unable

to

give

any

indication

oftherelativelevelsofimportanceofeachfindinguponyoungpeople,andinany

casethelevelsofimportancearelikelytodifferforeachindividual.Theoverarching

findingfromtheresearchsuggeststhatthecausesofunderachievementinyoung

peoplearevariedandcomplex,andthateachyoungpersonmustnavigatethrough

multiplebarrierstoattainmentthatinteractwithandreinforceeachother.

3.2 Existingmechanismsofsupport

Existinginstitutionsandmechanismsalreadyplayakeyroleinayoungpersonslife,

suchas(butnotlimitedto)educationalestablishments,IAG,Departmentsof

ChildrensServices

and

the

youth

service.

Our

findings

suggest

that

there

are

areas

wherethemainstreamservicesarenotsufficientlyhelpingyoungpeopleatriskof

underachievementattainordevelop.Thesefindingsinclude:

Information,adviceandguidance

Vocationalpathways

Impactandoutcomesoftransition

Patternsofdeprivationandcommissioning

3.2.1 Information,adviceandguidance

Youngpeoplesexperienceofinformation,adviceandguidance(IAG),includingits

qualityandavailability,variedconsiderably. Youngpeopleinmostfocusgroups

claimedtohavereceivednocareersadvice,andhadhadnocontactwith

Connexions. Ofthosethathad,themajoritywerenotsatisfiedwiththequalityof

theadvicetheyreceived. PractitionersfromFEandWBLcitedlackofappropriate

IAGasanimportantfactorinyoungpeopledroppingoutorchangingcourseswhen

theydidnotmeettheirexpectations. Therewasnodiscernablesubregional

variationintheresponses. Thisfindingissupportedbyarecentsurveythat

WMENTERPRISE 16


19/132


WMENTERPRISE 17

indicatedthatasizeableproportionofyoungpeopleperceivedcareersadviceas

infrequentandineffective:approximately45%ofover14shadreceived'no/very

poor/limited'advice.1

Schoolworkexperienceplacementswerenotviewedashavingbeenpositiveby

aroundhalf

of

the

young

people

spoken

to.

Those

that

found

it

beneficial

had

experiencedhandsonaspectstothework,ratherthanjustobservingothers. Those

thatdidnotfindtheexperiencebeneficialtendedtothinkthattheirplacementshad

beenunsuitable. Forexample,onegirlwassenttoanurseryforworkexperience,

despiteherexpressedunwillingnesstoworkwithsmallchildren. Herperception

wasthatthechoicehadbeenmadepurelyonthegroundsofhergender,and

assumedcareerchoices.

Overall,theworkplacementsofferedtoyoungpeopletendedtocomefromasmall

numberoflocalindustrialemployers,whichsuggeststhatemployerengagement

remainsastruggleforpartsoftheeducationsector. Placementopportunitieswere

viewedas

often

being

gender

segregated,

and

were

not

likely

to

be

in

the

professions.Thoseyoungpeoplewhohadsecuredhigherlevel/professional

placementshadarrangedthemthroughfamilyconnections. Thisisinevitablylikely

torestrictavailabilitytoyoungpeoplefromlowereconomicgroups,andlimittheir

exposuretoawiderrangeofcareerexamples.

PractitionerssuggestedthatIAGofferedtoyoungpeopleinterestedinworkbased

learningwasoftenoutofdateandunsuitable.WBLpractitionersfromcollegesand

providersinthemajorityofsubregionsconsideredthatmanyyoungpeoplestarting

theircourseswerenotawareoftheneedforbasicskillsinmathsandEnglish.They

believedthatteachersandparentshadanoutofdateviewofvocationalcoursesas

being

only

practical

with

no

academic

content,

and

not

leading

further

education

or

training.Thesepreconceptionshaveanimpactontheyoungpeopletakingthese

courses,astheyarriveunprepared,andmayputoffotheryoungpeoplefromtaking

thisroute.

Parentsareakeysourceofguidanceforyoungpeople,however,FEandWBL

practitionersdidnotbelievethatthey(theparents)hadthenecessarysupportand

informationtounderstandcurrentpathwaystowork.Thishadanimpactonthe

preparednessofsomeyoungpeoplefortheircourses.Thisalsoaffectsparents

abilitytosupporttheirchildrenthroughthecourse,andguidethemontoHigher

Education. ResearchfromDirectgovstatesthatnineoutoftenparentsareworried

about

giving

their

children

the

right

advice

and

guidance,

and

that

one

in

four

parentsarenotfullyawareoftheoptionsandservicesavailabletotheirchildonce

theyleaveeducation.2

3.2.2 Vocationalpathways

Vocationalpathwaysareseenasakeyroutetosuccessformanydeprivedyoung

people. Focusgroupswithyoungpeoplefromdeprivedareasfromallsubregions

1iCould(2009)Fairaccesstotheprofessions:Youngpeople'ssurveyresults

2Directgov(2009)9outof10parentsareworriedaboutgivingtheirkidstherightadviceandguidance.


20/132


suggestedthattraditionalskilledtradeswerevaluedassuccessfulandachievable,

particularlyforyoungmen. WBL,FEandyouthworkersconfirmedthatyoung

peoplewereinterestedinthesecareers,andthelessacademicallyinclinedwere

attractedtothenewvocationalpathwaysonoffer. Whilethiswasgenerally

regardedaspositive,somehigheracademicallyachievingyoungpeopleandmanyFE

practitionersfelt

that

the

focus

on

these

traditional

employment

roles

was

a

marker

oflowaspiration.Therewaslittleevidencethatyoungpeoplerecognisedthat

apprenticeshipswerearoutethatcouldleadtohighereducation,orforadult

educationaftertheircompletion.

Despitetherecentinvestmentinapprenticeshipsandassociatedvocationaltraining

bythegovernment,FEandWBLpractitionersperceivedanassumptionbyIAGstaff,

teachers,parentsandpolicymakersthattheseroutesweremoresuitedtothose

whodidnotexcelacademically,andthattheseyoungpeopleweremorelikelyto

underachieve.Thishasatwofoldeffect.Firstlyitmeantthatyoungpeoplewhowere

academicallyinclinedbutwhowouldbenefitfromanapprenticeshiproutewere

discouraged;and

secondly,

that

apprenticeships

themselves

may

be

devalued

by

a

perceptionthattheyareonlyforthoselessable.

Therecessionhasimpactedyoungpeoplesabilitytoobtainapprenticeshipsinall

subregions,aspractitionersreportemployerscannotrecruitasmany.Tradeslinked

toconstructionareparticularlybadlyaffected.Youngpeopleinmanyareasreported

theirfrustrationwiththelowchancesofthemsecuringanapprenticeship.

PractitionersinCumbriathoughtthattherewasaparticulargapbetweenthesupply

anddemandofapprenticeships,partlybecausemanyyoungpeopleaspiredtothem,

andlargeemployers(suchasBAEsystemsinCumbria)weredramaticallyreducing

theirintake.

3.2.3 Impactandoutcomesoftransition

Triggerpointsaretimesofchangeinayoungpersonslifethataffectfuturelevelsof

achievement.Themostinfluentialtriggerpointcitedbypractitionerswasthe

transitionfromprimarytosecondaryschool.Schoolageyoungpeoplereported

differentlevelsofsupportatthisstage. Thosewhotookpartintasterdays,

summerschoolsandothersupportfeltthattheirexperienceatsecondaryschool

waseasierandlessfrighteningasaresult. Itallowedtheyoungpeopletoadjustto

differentstylesoflearningandapproachestodisciplineinthenewschool. Itwas

unclearfromthefieldworkwhetherthedifferentlevelsofsupportwereduetosub

regional,

local

or

school

based

differences.

Oneofthekeychangesbetweenprimaryandsecondaryschoolperceivedbyschool

ageyoungpeoplewastheapproachtoteaching. Themainissuescitedbyyoung

peopleasproblemswerethoseoffairnessandrespectshowntoyoungpeople,and

therewasapersistentbeliefthatnegativejudgementsaboutyoungpeoplewere

madequicklybysometeachersandnoteasilychangedbythesubsequentbehaviour

oftheyoungperson. Youngpeoplemadeadistinctionbetweentheseissuesand

beingtoldwhattodo,suggestingthatisnotdisciplineassuchthatisaproblem,

ratheraperceivedunfairnessaboutitsexecution. Thishadanimpactonthe

perceivedvalueofchangingbehaviour,asthisgoodbehaviourwasnotrecognised

bythoseinauthority. Thishadanaffectonachievementasitmadesomeyoung

peopledisengagewitheducation.

WMENTERPRISE 18


21/132


Practitionerssuggestedthatpedagogicalmethodsduetoclasssizemightnotbe

appropriateforthoseindangerofunderachieving,andsuggestedthatonetoone

supportgiven,earlyenough,mightallowthosetocatchup.

Manyyoung

people

were

frustrated

by

the

more

common

disciplinary

approaches

adoptedbyschools:exclusionandisolation. Asdescribedbytheyoungpeople,this

approachinvolvedbeingseparatedfrompeersforawholedayandputintoan

isolatedunit,onlyinteractingwiththeteachingstaff.Theremaybepedagogical

reasonsforthistechnique,suchasallowingindividualattentionontheyoung

person,orprotectingtherestoftheclassfromdisruption,butintheresearchitwas

onlymentionednegatively.ThisissuewasmentionedmorebythosefromNEET

groupsthananyother,andincludeditsuseaspunishmentforwhattheyregardedas

minorinfractionssuchasinappropriatefootwear.Youthworkershighlightedthe

inappropriatenatureofthistechnique. Oneofthemajorfactorsconsideredto

impactuponayoungpersonsabilitytoachieveispossessionofthenecessarysocial

skillsto

behave

appropriately

in

a

range

of

environments.

According

to

practitioners,underachievingpupilstypicallyusedbadbehaviourasadiversionary

tactic,thereforetouseisolationandexclusiontoaddresssuchbehaviourhadthe

potentialtoreinforcethefactorslinkedtounderachievement.

3.2.4 Patternsofdeprivationandcommissioning

Patternsofdeprivationvarywithinthesubregions,andhaveaneffectonthetypes

andapproachestocommissioningservices. Practitionersstatedthattheallocation

offundingtocommissionsupportservicesoftenoverlookeddeprivedcommunities

livingwithinareasofrelativeaffluence,forexampleinCheshireandWarrington.In

many

cases

these

communities

are

often

comprised

of

significant

numbers

of

white

workingclassyoungfamilies.Thiscreatesanissueofsinkschoolsandareaswhich

havepoorreputations,underachievementandaperceptionthattheyareunsafe.

Thisoftencreatesaviciouscircle,withmoreaffluentparentschoosingtosendtheir

childrentoadifferentschool,ormovingtoabettercatchmentarea,drivingup

pricesintheseareas,andleavingtheotherschoolmoreimpoverished.Youth

workerscommentsandtheliteraturereviewsuggestthatpartnershipsbetween

schoolsoryouthgroupsmayhelptoamelioratethisthroughsimulatingamore

integratedenvironment.Moreresearchisneededtoexploretheextentofthisin

areasotherthanCheshireandWarrington,andGreaterManchester.

WMENTERPRISE 19


22/132


Thetransitionbetweenprimaryandsecondaryschoolsisofgreatimportancefor

youngpeopleandcanaffectattainmentatacrucialagethatisdifficulttomake

uplater.Additionalsupportcanhelpchildrenatriskofunderachievementto

maketheleap.

Somecommissioningdecisionscanadverselyaffectyoungpeopleinpocketsof

deprivationinlargelyaffluentareasasthesecanbetoosmalltoattracttargeted

fundingandinterventions,creatingsinkschoolsandestates.

Existingmechanismsforsupportsummary

Existingmechanismsforsupportclearlyaimtohelpyoungpeopletoachieveand

attaineducational

and

employment

success.

However,

there

can

be

gaps

in

provisionorunintendedoutcomesforyoungpeopleatriskofunderachievement,

including:

Information,adviceandguidanceisavaluablewaytoraiseyoungpeoples

aspirations,howeveritmustbeappropriate,imaginativeandindividually

tailored.OurresearchsuggeststhatcurrentIAGfallsshortofthis.SourcesofIAG

foryoungpeopleincludeparents,howevercurrentlythereislittleroutesof

accesstoinformationforparentsofthoseatriskofunderachievement.

IAGgivenrelatedtoworkbasedlearningcansometimesbeinaccurate,leadingto

young

people

being

unprepared

for

some

aspects

of

the

courses.

Youngpeoplefromeconomicallydeprivedbackgroundsseetraditionalskilled

tradesviaapprenticeshipsasarealisticandsuccessfuloptionforthem.Thisview

isnotalwayssharedbyteachersandmoreadvantagedchildrenwhoprioritise

academiclearning.Thismaystigmatiseapprenticeshipsandstopsomeyoung

peoplefromaccessingthemwhowouldbenefit.Apprenticeshipsarenot

commonlyseenasaroutetohighereducation.

3.3 Community

Ourfindingsshowthattheimmediate,nonfamilysurroundingsofyoungpeople,

includingfriendsandpeers,anestate,streetortowncanhaveastronginfluence.

Theseinfluencesoftenunderpindecisionmakingbyyoungpeoplebyformingtheir

ideasof

success,

education

and

employment,

including:

Communitynorms

Gendernorms

Attachmenttoplace

Perceptionsofeducation,employmentandtraining

Thepurposeoflearning

Absenceofaworkethic

Normalisationof

low

achievement

and

aspiration

Communitymemory

WMENTERPRISE 20


23/132


Localleversofinfluence

Communityresource

Antisocialbehaviourandgangactivity

Peerinfluence

3.3.1 Communitynorms

Communitynormsofbehaviourdifferfromplacetoplaceleadingtovariationsof

expectationanddefinitionsofsuccess.Forexample,allfocusgroupsinCumbria

heavilyassociatedsuccessandworthwhilejobswithmakingconcretethings,such

asengineering. GroupsinGreaterManchesterweremorelikelytolinksuccesswith

earnings,andinLancashirewithhardworkandeducation. Theothersubregions

didnotshowsoclearanidentityasthis,butdifferentareaswithinthemsuggested

successwashavingmoney,education,hardworkorhelpingpeople. Itispossible

thatthereisacorrelationbetweentypeofareaforexample,alonghistoryof

industrialworkintheareamaysuggestalinkwithmakingthings,anurbansettinga

linkwithmoney,etc. However,duetosmallsamplesize,thereisnotenough

evidencefromthisresearchtobeabsolutelycertain.

Insomecasesthiscancreateabarriertoyoungpeopleformingpositive

relationshipswithteachersandotherprofessionalsastheseindividualsmayoften

befromdifferentcommunitiesandclassbackgrounds.Thiscansometimescausea

disconnectwithprofessionals.Forexample,youngpeopleinmostareasof

deprivationconsideredplumbingasasuccessfulchoice. However,practitioners

tendedtothinkthatthiswasaninsufficientlyhighaspiration. Butintheyoung

personscontext,itrepresentedadesiretomakeasuccessfullifeforthemselvesand

theirfamilies.

Practitionersoftencitedlocalattitudesandbehaviourasfactorsofyouth

underachievement. Thiswasassumedtobeonlyaffectingtheimmediatelocality,

howeverthisresearchsuggeststhatwhiletheremaybedifferentsymptoms,the

causeislocalcommunitynormsandiscommonacrosstheregion.Thislackof

understandingmakesitdifficultforinstitutionstoinfluenceattitudesandbehaviour,

asthecauseisnotcorrectlyidentified.Communitynormsaredifficulttoaffect,

particularlyfromtheoutside,andmustbeworkedwith,andwithin.Fromour

practitionerfocusgroups,thesuccessofdetachedyouthworkprojectsemploying

stafffromwithintargetcommunitiesisevidenceoftheimportanceofunderstanding

communitynorms

when

attempting

to

affect

change.

3.3.2 Gendernorms

Communitynormsaroundgenderandtherigidityoftheseimpacteduponyoung

peoplesdecisionsinrelationtoeducationandemployment.Insomecommunities,

particularlyschoolsinLancashireandCumbria,andFEandWBLinallsubregions,

youngmenwereassumedtobemoreadeptatmakingthingsandconsequently

vocationalcoursessuchasengineeringandconstructionwerecommonaspirations.

Acareerinthearmedforceswasalsomentionedfrequentlyfromgroupsinallsub

regionsasawayfromyoungmenfrompoorbackgroundstoaccesseducation,a

goodwage,

and

a

meaningful

career.

Young

women

had

fewer

options

in

these

vocationalcourses,mostfrequentlylimitedtoadministration,hairandbeauty,or

WMENTERPRISE 21


24/132


childcare.Inthemajorityofcasesthecareeroptionspromotedforyoungwomen

werelessprestigiousthanthoseforyoungmen. Thispatternwasparticularly

noticeableintheconsultationsundertakeninCumbriaandLancashire. WBLinall

areasmentionedthisgenderdifferencebutconsulteeswereunsurehowtochange

it.Thesegenderedaspirationswerealsoevidentinthequestionnaireresponses.

Onlyyoung

men

suggested

armed

forces

or

mechanic

as

a

career,

and

only

young

womensuggestedcarer,hairandbeauty,nurse,teacherandtourism.

Theimpactofpregnancyandbecomingamotheralsoplayedasignificantrolein

influencinggendernorms.ConsultationundertakeninCumbriahighlightedthat

withinsomecommunities,becomingamotherwasseenasthemostimportantthing

awomancouldachieve(onegirlsaidhermotherwasverysuccessfulbecauseshe

hadthreechildren).Giventheperceivedlackofcareeroptionsforyoungwomenin

thearea,andwiththehighlyrespectedjobsbeingperceivedastraditionallymale

oriented(engineering,construction),itwassuggestedbyyoungwomenthemselves

thatmanyyoungwomenbecomepregnantasameansofimprovingtheirsocial

status.

3.3.3 Attachmenttoplace

Formostunderachievingresearchparticipants,theirperspectiveoftheirown

worldisaverysmallone. Itencompassesafewstreets,anestate,orpartofa

town. Itmayeitherbeverytightlyknitwithastrongfamilialsupportstructure,or

fragmentedwithloosetiestoneighboursandfewfamilymemberspresentinthe

area,buttheresultisthesame. Mostoftheyoungpeopleconsultedinallsub

regionsandfocusgroupshadneverventuredoutoftheirimmediatecommunity,

eventotraveltolocallandmarks,forexamplefromBirkenheadtoLiverpoolCity

Centre.

This

issue

is

not

one

for

young

people

alone;

adults

in

their

family

and

localityoftendonottraveleither,whichstrengthensthisinabilitytoseetravelasan

importantlifeenhancingactivity,letaloneanimportantpartofgainingeducationor

employment. Forexample,youthworkersinCumbriacitedaparentwhostopped

herchildfromcompetingtheParalympicsduetoareluctancetotraveltoLondon.

Thisfindingwasconfirmedbythepractitionersfocusgroupsinallareas.

Suchlimitedexperienceappearstocreateanapprehensionofvisitingnewplaces

andtryingnewthings. Practitionerfocusgroupscorrelatedthislackofexperiences

withalackofbasicskillstoinrelationtoindependenttravelandlivingmore

generally. Suchstrongattachmenttoplacehasasignificantimpactonboththe

education

and

employment

aspirations

of

young

people,

for

example,

being

unable

togotouniversityiftherewasnotoneavailableintheirlocality. Therewasnolink

toeitherurbanorrurallocations. Thissuggeststhat,whileisolationandtransport

arefactors,improvedtransportlinksalonemightnotbesufficienttochange

perceptionsofisolationandtheconfidenceorabilitytobemoresociallyand

economicallymobile. Youthworkerssuggestedthattraditionalyouthwork,withits

daytripsandresidentialretreats,wasakeywaytotacklethisthroughexperience.

Thisfearofnewexperiencesandlocationswasnoticeablyabsentfromconsultation

withhigherachievingyoungpeople. ForthisgroupmovingtoLondontoobtain

higherqualityemploymentortoacitysuchasLiverpoolorManchesterfor

universityandemploymentwasbothexpectedandwelcomed.

WMENTERPRISE 22


25/132


Oneimpactofthislimitedlifeexperiencewastheamountofsupportrequiredby

someoftheworstperformingstudentstonavigatechangingenvironmentssuchas

collegeandwork.WorkbasedlearningprovidersinGreaterManchester,Lancashire

andCheshireandWarringtonexplainedthatsomestudentsdroppedout,asthey

wereexpectedtomaketheirownwaytoplacementswithoutsupport.Youngpeople

fromsome

FE

focus

groups

also

considered

that

university

lacked

the

level

of

individualsupportavailablewithinschoolsandFEcollegesandassuchwasa

dauntingprospectandunlikelytobegivenseriousconsideration.

3.3.4 Perceptionsofeducation,employmentandtraining

Communityperceptionsofeducation,workorlearningimpactedyoungpeoples

aspirationsandachievement.Highereducationwasparticularlymisunderstoodinall

communitieswheregoingtouniversitywasnotcommonamongparentsandadults.

Inanumberoffocusgroupsthroughouttheresearchandatallagesyoungpeople

whoattendeduniversitywereperceivedbylowerachieversaslookingdownon

thoseleft

behind,

or

were

viewed

as

being

stuck

up.

The

data

from

the

participant

questionnairessuggeststhatonly42%oftheyoungpeoplewespoketocould

imaginethemselvesgoingtouniversity,withthoseinMerseysidebeingtheleast

likelytoagreetoseeingthemselvesinhighereducationandGreaterManchesterthe

mostlikely. Interestingly,theresultsforthequestionpeoplelikemegoto

universitywassimilar,whichsuggeststhatthequestionofwhetheryoungaspireto

universityislinkedtoselfperception.

Conversely,collegewasviewedbygroupsinschoolsasanextensionofschoolbut

withgreaterindependence,butmostFEfocusgroupsmentionedthatcollegewas

differentthantheyhadexpectedandnotlikeschool.Thedifferenceswerelinked

to

the

way

teachers

spoke

to

them,

the

timetabling,

the

responsibility

for

turning

in

workandbeingontimewaswiththestudent,andtheworkitselfwasmore

interesting,asitwaswhatthestudenthadchosentostudy. WBLsinCheshireand

WarringtonwerepartoftheremedialmathsandEnglishprogramme,andwhilethey

hadnotexpectedtoneedtheseskillsonworkbasedlearningcoursestheywere

surprisedtofindthatitwaseasierthanatschool. Practitionersattributedthisto

moreintensivesupportanddifferentpedagogicaltechniquesthatcouldbeuseddue

toreducedclasssizes.

3.3.5 Thepurposeoflearning

Social

norms

around

leisure

time,

work

and

learning

also

affected

young

peoples

aspirationsandachievement. Mostyoungpeopleseemedtovalueeducation,and

hadrespectforthoseparticipatinginFEandHEasitwasconsideredinstrumentalin

securinghighqualityemployment. However,avocalminoritywerevehemently

opposedtotheveryideaoflearning. Itisbeyondthescopeofthisresearchto

quantifyhowwidespreadthisattitudeis,butwithinthefocusgroupsconductedit

wasfoundtobemostprevalentinGreaterMerseyside. Foranumberofyoung

peopleconsultedwithinthesubregion,schoolwasconsideredtobepointless,

teachershostileandlearningundertakenonlyasaresultofcompulsionnotfree

choice.

WMENTERPRISE 23


26/132


3.3.6 Absenceofaworkethic

Hardworkwasappreciatedbymostoftheyoungpeopleconsultedasbeingan

importantcomponentofbecomingsuccessful,andwasmentionedinallfocus

groups.Thisisincontrasttothemedianarrativeofyoungpeopleexpectingto

becomerich

and

successful

overnight.

However,

despite

many

young

people

aspiringtoachievesuccess,manydidnotwishtoworkhard,orsawitassomething

theywoulddointhefuture.Itwasunclearwhetherthiswasduetoalackof

opportunityofhardworkleadingtosuccessorduetoexamplesofparentalorother

rolemodels.

Schoolsfocusgroupsmostoftenmentionedhardworkasnecessary,andpossible,

whereasNEETSdidnotseethisassomethingtheywantedtodo. TheWBLandFE

groupshadamixedresponse. Toanextenttheseattitudesappearedtobelinkedto

aprevalentbenefitsculturewithinmanyofthelocalareas,asidentifiedby

practitionersinthoseareas.Inareaswherethereisaperceivedlackofworkethic

withmulti

generational

culture

of

worklessness,

for

example

in

Birkenhead,

individualsinthegroupwhowerethemostmotivatedmentionedgrandparentswho

hadexperiencedsuccesslinkedtoeducationoremployment.Thiswasincontrastto

theirmoreimmediatefamily,whotendedtobelivingonbenefits.

3.3.7 Normalisationoflowachievementandaspiration

Theprimaryresearchwithbothyoungpeopleandpractitionershighlightedthat

familycircumstanceshadprofoundeffectsonyoungpeoplesabilityanddesireto

engagewithschoolandlearning.Intergenerationalpovertyandworklessnesswas

consideredbypractitionersinallareastohaveaconsiderableimpactonthe

aspirations

of

young

people

by

normalising

low

achievement.

As

supported

by

the

literaturereview,thisalsocreatesacultureofhopelessnessspecificallyrelatingtoa

youngpersonsperceivedabilitytoaffectpositivechangeintheirpersonal

circumstances. Theyoungpeopleconsultedmostoftenaspiredtobeassuccessful

asthemostsuccessfulpersontheyknewintheirfamily,ortheircommunity.When

mostofthepeoplearoundthemdidnotwork,oraspiretowork,manyyoung

peoplefeltthatthiswasanacceptablechoiceandonewithfewnegativeoutcomes.

3.3.8 Communitymemory

Aconsiderablenumberofyoungpeoplehaveaspirationsrootedinthehistoric

economic

base

of

the

local

community,

rather

than

those

that

reflect

present

circumstances.ForexampleseveralyoungmeninBarrowinFurnessaspiredtowork

intheshipyarddespiteitsreductioninsize,andnoonethoughtthatthetourist

industrywasagoodplacetowork,despiteitbeingagoodsourceofjobsinthearea.

YoungmeninGreaterManchesteraspiredtojobsinconstruction,despitetheslow

downinjobsandapprenticeshipsinthisarea.Thisviewwasconfirmedby

practitionersinLancashireandCumbriaandGreaterMerseyside.

Toalargeextenttheseaspirationsseemdrivenbytheattitudesandmemoryofthe

localcommunitywhichcontinuestoassociatetheseprofessionswithhistorical

prosperity.Thereisclearlythereforeaneedtoincreasecommunityresilienceand

willingnesstoadapttochangingcircumstances,andtoinspireyoungpeopletomeet

theneedsofthelocaleconomy.Thelocalauthoritiesareawareofthelocaland

WMENTERPRISE 24


27/132


regionaleconomicdata,butitisunclearhowmuchthisisbeingfedintothose

workingdirectlywithchildrenandyoungpeople.

3.3.9 Localleversofinfluence

Asmost

of

the

factors

mentioned

by

young

people

and

practitioners

that

influence

youngpeoplearelocallyspecific,localleversofpowerareanimportantwayto

influencecommunitynorms,narrativesandfamilies.Thesecouldbecommunityor

religiousleaders,tradeunions,matriarchs,patriarchsorevenlocalfootballcoaches.

Consultationwithpractitionerssuggeststhatthemechanismsforinfluencinglocal

communitieswillbedifferentineachcasebutunderstandingandutilisingthelevers

oflocalinfluenceislikelytoincreaseratesofsuccess.Forexample,itwasconsidered

thatsomeofthemoreentrenchedtraditionalcommunities,suchasBarrowin

FurnessinCumbria,couldbereachedthroughtradeunionleaders,asastrongtrade

uniontraditionstillexists. However,thisisclearlynotaonesizefitsallapproachas

anumber

of

areas

were

considered

to

lack

a

strong

community

infrastructure,

with

SalfordandSkelmersdalecitedasparticularexamplesbypractitioners.

3.3.10 Communityresource

Aswellascommunitynorms,communityresourcesplayanimportantpartinhelping

toshapeyoungpeoplessocialskillsandaspirations.Localopportunitiesfor

deprivedyoungpeopletoengageininformaleducationandactivitiesvary.However,

theliteraturereviewsupportstheyouthworkpractitionersviewthatthese

activitiescanplayavaluableroleinsupportingthedevelopmentofsocialskillsand

learningmethods,particularlyininstanceswhereyoungpeoplelackthissupportat

home.

This

was

supported

in

most

instances

by

the

FE

and

WBL

practitioner

focus

groups.Consequentlytheyareoftenofvitalimportancetoyoungpeoplethathave

beenidentifiedasunderachieving,asthesearetheyoungpeopleFEandWBL

practitionersciteashavingtheworselifeskillssuchasabilitytotravel,arrangetheir

placementsandschedulesandmanagetheirtime.

However,youthworkersbelievethatthemostdisadvantagedalsoarelesslikelyto

participateintheseactivities,particularlyiftheyfalloutsideofschemessuchas

PositiveActivitiesforYoungPeople.Inaddition,evidencefromYouthWorkers

suggeststhatschoolsareoftenreluctanttoreferanumberofunderachievingyoung

peopletopositiveactivitiesforfearthattheywillbeviewedasrewardingbad

behaviour.

Hobbiesandactivitiesarealsoanimportantwaytoinspireyoungpeopleandraise

aspiration.Inmostfocusgroupsinschools,therewereyoungpeoplewhoaspiredto

makingtheirhobbyaliving(includingonecagefighterinManchester,butalso

dancers(ordanceteachers),photographers,actors,footballcoaches,rugbycoaches,

mountedpoliceofficers,orsportspeople). Theseaspirationsmaynotberealistic,

butthedeterminationandexplorationofthesecareerpathscanopenupother,

relatedcareers,suchasbecomingteachers,runningagym,orworkinginrelated

industries.

WMENTERPRISE 25


28/132


3.3.11 Antisocialbehaviourandgangactivity

Therewasanexpectationthatyoungpeoplewouldciteantisocialbehaviourand

ganginvolvementasabarriertoengagingwitheducationandsubsequently

achievement.However,thesefactorswerenothighlightedbytheyoungpeople

themselvesin

this

way.

In

many

instances

young

people

considered

that

youth

culturewasmisunderstood,friendshipgroupswereportrayedasgangsandthe

extenttowhichyoungpeopleengagedinantisocialbehaviouroverstated. However,

bullyingwasoneofthemainreasonscitedfordislikingschool,alongwithunfair

teachers.

Contemporaryyouthculturehasbeenthesubjectofconsiderablemediaattentionin

recentyears. Frequentlythiscultureisportrayedinanegativelightandantisocial

behaviour,gangactivity,youthcrimeandsubstancemisusehaveallbeenidentified

aswidespreadproblemsleadingtolowaspirationandachievementamongyoung

people. However,thisresearchdidnotfindthistobethecase. Duringconsultation,

participationin

anti

social

behaviour,

gang

activity

and

recreational

drug

use

was

rarelycitedbyyoungpeopleasafactorcontributingtounderachievementandlow

aspiration. Suchbehaviourwasconsideredbypractitionerstobesymptomaticof

underlyingissuesandthereforeanoutcomeratherthanacauseof

underachievement. GreaterManchesterandMerseysidehaveconsiderableissues

withgangactivity,andyouthcrime. However,evenintheseareasthesewerenot

citedasfactorsinyoungpeoplesunderachievement,unliketheeconomicandsocial

conditionsthatgaverisetothesebehaviours. Thisdoesnotmeanthatsuch

problemsdonotexist,ratherthattacklingthemmaynotleadtosuccessin

improvingtheaspirationsandachievementofyoungpeopleinthelongterm.

3.3.12 Peerinfluence

Peerinfluencewasseenasveryimportantbypractitionersforallages.However,

youngpeoplethemselvesdidnotseepeerinfluenceasbeingsocritical,andfriends

werecitedinthequestionnaireastheleastimportantinfluenceondecisionmaking.

Indirectobservationduringfocusgroupsuggeststhatpeerinfluenceseemsgreatest

atYr9,andleastatYr7,withindividualsmoreoftenlookingtopeersforsupportor

forguidanceinansweringquestionsatthisage.

Itispossiblethatthereissomeconfusionamongpractitionersabouttheaffectof

communityinfluence,andthatpeersaremerelyreinforcingcommunitynormsand

understanding,

i.e.

the

young

people

may

be

reflecting

the

opinion

of

their

parents

nottheirfriends.Thismaybeexacerbatedwhenteachers,tutorsandothergroups

comefromoutsideofthelocalcommunityandareunsureoflocaltraditionsand

norms.

WMENTERPRISE 26


29/132


Communitieshavedifferentperceptionsofeducation,employmentandtraining

thatyoungpeopleunconsciouslyadopt.Thesecanincludemisinformedviewsof

highereducation,viewsofthosewhohavebeentoHEasstuckup,

misunderstandingaboutcollegeandaminoritywereopposedtoanyformof

educationorlearning.

CloselyrelatedtodifferentperceptionsofEducation,EmploymentandTraining

(EET),isattitudetoworkandworkethic.Itwasnoticeableinsomelocationsthat

hardworkwasrespectedasavalueinitself,whereasinotherstherewasalocal

benefitsculturethatreducedperceivednegativeconsequencestolow

achievement.

Intergenerationalpovertyandworklessnesscanacttonormaliselow

achievementforyoungpeople.Itcanalsoenforcehopelessnessanddepress

aspirationasyoungpeopleinourresearchoftenaspiredtothemostsuccessful

peopletheyknew.

Low

community

resources

for

extra

curricular

activity

can

affect

the

amount

of

informaleducationandlearningopportunitiesforyoungpeople,whichcan

impactondevelopingsocialskillsandaspirationsforcareersbasedonhobbies

andactivities

Antisocialbehaviourandgangactivitywasfeltbyyoungpeopletobeasymptom

ofpovertyandnotacauseoflowaspirationandachievement.

Peerinfluencewasseenasveryimportantbypractitioners,butyoungpeople

themselvesdownplayedthisasafactor.Itispossiblethatpeersacttoenforce

communitynormsratherthanyoungpersonspecificissues.

Communitysummary

Thecommunityinwhichayoungpersongrowsuphelpsthemtounderstand

theirworld,setsexpectationsofbehaviourandtheirprospectivecareers,and

providesthemwithasupportnetwork.However,underlyingcommunity

influencescan

hinder

a

young

person

from

achieving,

or

have

multiple

effects,

notallofthempositive.Ourfindingsinclude:

Communitynormscanshapeayoungpersonsunderstandingofpersonalsuccess,

varyinglocallyfromearningmoneytomakingphysicalobjectstohelpingother

people.Whenthesecontrastwiththemainstreamvaluesofachievement,or

teachersvaluesofhigheducationalachievement,theycanexplainwhysome

groupsofyoungpeopledonotrespondtotheusualmechanismsforraising

aspirationorachievement.

Gendernormsandexpectationscanrestricttheperceivedoptionsofyoung

peopletostereotypicaloccupations.Thesecanbeenforcedincommunities,

families,teachersandpeergroups.

Youngpeopleatriskofunderachievementhaveincommonastrongattachment

toplacethatmanifestsitselfasareluctancetoleavetheirimmediatelocality,

eventopursueeconomicoreducationalopportunities.Thiscanhampertheirlife

chancesandleadthemtofearnewexperiences.

WMENTERPRISE 27


30/132


3.4 Parentsandfamily

Parents,guardians,grandparents,siblingsandextendedfamilyhaveastrong

influenceonyoungpeople,theiraspirationsandattitudetoeducationand

employment.Therearemultiplefactorsrelatingtofamilyandhomelifethatthe

researchsuggested

as

important

for

a

young

persons

achievement.

These

include:

Chaoticfamilylife

Parentalengagementandinfluence

Prioritisationofshorttermfamilyneeds

Parents,teachersandsocialskill

Fearofdoingbetterthanimmediatesocialnetwork

3.4.1 Chaoticfamilylife

Chaoticfamilylifewashighlightedbypractitionersinmostfocusgroups(WBL,FE

andyouthworkers)asafactorinyoungpeoplenotachieving.Caringresponsibilities

forsiblings,grandparentsorparentsmeantthatchildrenwouldmissschooland

college,whichovertimemadeitimpossibleforthemtokeepup. Youngpeoplewho

hadbusyandnoisyfamilyhomesfounditdifficulttoconcentrateonhomework,and

livinginmorethanonehome,perhapswithdivorcedparents,alsoimpactedtheir

studiesandabilitytokeepupwithcoursework.Thiswasnotinfluencedbyareaor

age.Youngpeoplethemselveswereunderstandablyreluctanttoreflectonhome

circumstancesinthefocusgroups,andsodidnotcommentmuchonthisissue.

3.4.2 Parentalengagement

and

influence

Practitionersallhighlightedparentalengagementandinfluenceascriticalsuccess

factorsforyoungpeople.Generally,youngpeopledownplayedthisasimportanton

theirowndecisionmakinginthefocusgroups,possiblyasaresultofpeerinfluence.

Howevertheonehighachievinggroupofyoungpeoplewespoketohadnotably

moresupport,interestandguidancefromtheirparentsthanothergroups.In

contrast,thevastmajorityofyoungpeoplestatedthatparentsorfamilieswanted

thebestforthem;howeverbestwasrarelylinkedtoeconomicoreducational

achievement,buttohappiness.

Thequestionnaire

data

shows

that

young

people

think

that

parents

have

the

most

influenceontheirdecisionmaking,comparedtofriendsorteachersandtutors,

suggestingthatyoungpeoplearemorecomfortableadmittingthistoresearchers

andnottotheirpeers.Therewasnoclearlinktosubregionorageinthefocus

groups,butthedatashowedthatparentsrepresentastrongerinfluenceindecision

making:

Forfemales(52%agree/stronglyagreethatparentshavethemostinfluenceontheir

decisionmaking,comparedto44%ofmales)

Foryoungerpeopleandthosestillatschool(62%agree/stronglyagree,comparedto

25%ofNEETs)

WMENTERPRISE 28


31/132


WMENTERPRISE 29

ForrespondentsinGreaterManchester(72%agree/stronglyagree,comparedtoa

regionalaverageof46%andalowinCumbriaof35%)

Thepatternisthesamewhenitcomestoperceptionsofparentalexpectations

aboutschoolandcollegeperformance,i.e.higherexpectationsforfemalesand

youngeragegroups.

PractitionersfromFEandWBLinstitutionsstatedthatparentsownexperiencesin

educationinevitablyaffectedtheirwillingnesstoparticipateintheirchildrens

education.Practitionersatcollegesandworkbasedlearningproviderstryto

encouragegreaterparentalinvolvementbutcitedtheseexperiencesasabarrier.

3.4.3 Prioritisationofshorttermfamilyneeds

Parents,particularlythoseindifficultcircumstances,wouldnaturallyprioritise

decisionsthatwouldbenefitthefamilyintheshorttermoverlongertermbenefits

fortheyoungperson.Anumberofyoungpeople,fromallsubregions,reported

beingat

college

in

order

to

collect

their

EMA

or

to

ensure

that

their

relatives

continuedtobeeligibleforbenefits.FEandWBLpractitionersconfirmedthis,and

statedthatinsomecasesitledtoyoungpeoplebeingbothdisengagedintheir

courseandattendingfurthereducationwhenthiswasnotasuitablechoicefor

them.Arelativelywellpayingjobthatwasnotacareercouldbeprioritisedinsome

familiesoveralongerterminvestmentinachildseducation.Practitionersreported

thatthiswasparticularlytruewhenmakingdecisionsabouthighereducation,from

allsubregions.Thisfindingisechoedinmuchoftheliterature.Youngpeopleas

carersmayalsobeaffectedbythisprioritisationofneed,however,thisresearchwas

notabletoevidencethis.OtherresearchsuchasYoungCarersandEducation,for

CarersUK3

,supportsthishypothesis.

3.4.4 Parents,teachersandsocialskills

FEpractitionersidentifiedlackofsocialskillsandappropriatebehaviourasakey

barriertoyoungpeoplesachievement.Theeffectofthisincludeddifficultyin

adjustingtoamoreinformallearningenvironmentatcollege,anddifficultyin

obtainingandretainingemploymentandworkplacements.Theissuewasperceived

tobeoneofalackofguidancefromparentsonpolitenessandalackofsocialisation

inmoreformalsettings.Teacherswereidentifiedaspotentiallyhavingakeyrolein

modellingpoliteandrespectfulbehaviourtootheradultsandthestudents,and

policingbehaviourintheclassroom,atanearlyage.Thishappenswidelyacrossthe

region,although

this

differs

from

school

to

school,

according

evidence

from

young

peoplebothatschool,andthosewhohadleft.

3.4.5 Fearofdoingbetterthanimmediatesocialnetwork

Someyoungpeoplefromdeprivedareas,particularlytheNEETgroupsandWBLs

fearedbeingseenasstuckupbyrelativesandpeersiftheysoughttoaspirefora

futurebeyondtheirimmediateenvironmentssocialnorms. Highaspirationsfor

3YoungCarersandEducation,2004,ChrisDearden&SaulBecker,LoughboroughUniversityforCarersUK


32/132


WMENTERPRISE 30

theseyoungpeople orevenmodestaspirationsaroundgettingafulfillingjob

wereconstruedasimplicitcriticismsofparents,carersorfamily.Thiswasexplicitly

statedbyfocusgroupswithNEETsinCumbriaandGreaterManchesterandimplied

byFEgroupinGreaterMerseyside.Thereweresomeyoungpeopleinthesefocus

groupsthatwereencouragedbytheirparentstodobetterthantheydidatschool

andthese

young

people

had

noticeably

higher

aspirations

than

their

peers.

The

literaturereviewbroadlysupportsthisfinding.Aparticularlyinterestingcomparison

iswithmigrationandsocialmobility,withsomechildrenofmigrantshavingaccess

togreatersocialmobility,duetoparentalaspirations.4

4Migrationandsocialmobility:thelifechancesofBritainsminorityethniccommunities,JosephRowtreeFoundations,2005

Familysummary

Ourresearchhighlightedtheimportanceofasupportivehomeenvironmentfor

youngpeople,andidentifiedthefollowingfactorsthatcouldleadto

underachievement:

A

chaotic

home

life

was

cited

by

practitioners

as

a

factor

in

many

young

peoples

underachievement.Worrycreatedbyinsecurityathome,andalackofaquiet

safeplacetostudymeantthattheyoungpeoplecouldnotexceleducationally.

Parentsorguardianswerefoundtohaveastronginfluenceonyoungpeople,and

althoughthemajoritywantedthebestfortheirchildren,thefocuswason

happinessnoteducationaloremploymentsuccess.Youngpeoplereported

parentsashavingastronginfluenceupontheminindividualsurveys,witha

higher%ofyoungpeopleinGreaterManchesterreportingstrongparental

influence,andinCumbriathelowest%.Inthesamesurveyyoungerpeople

reportedparentshavingastrongerinfluencethanolderpeopleandNEETSthe

lowestofall.

Parentalengagementwasalsoidentifiedasimportantforyoungpeoples

educationalattainment.Practitionerssuggestedthatnegativeparental

experienceofeducationlimitedparentalengagement.

Parentsineconomicdifficultiessometimesunderstandablyprioritiseshortterm

gain,whichcanaffectyoungpeopleschoices,forexamplecontinuingeducation

onlyfortheEMA/benefits,inanunsuitablecourse,orleavingeducationto

becomeemployedinalowpaidjobwithfewopportunitiesforadvancement.

Someyoungpeopleexpresseddiscomfortattheideaofachievingmorethan

theirparentsorfamily,asthisfeltlikesomesortofcriticism.Therewasalsoa

fearofbeingseenasstuckupbypeersandfamilyiftheyachievedtoomuch.

Otheryoung

people,

in

contrast,

said

that

their

parent

encouraged

them

to

do

betterthantheythemselvesdidatschool,whichwasthemotivationforgoing

ontofurtherandhighereducation.


33/132


3.5 Individual

Theresearchdiscoveredsomefindingsthatrelatetoayoungpersonsindividual

personalityorinclinations.Thesewere:

Maturity

Teenagepregnancy

3.5.1 Maturity

Youngpeoplewhomaturelaterthantheirpeerswereidentifiedbypractitioners

fromallsubregionsasakeygrouplikelytounderachieve.Maturityinthissense

includessocial,emotionalandhealthmaturity.Practitionerswhoworkwithyoung

peopleover16thathavefewqualificationsoropportunitiesfeltthathavingto

chooseoptions,andtakingimportantexamsatayoungerage,ledasignificant

minority

to

feel

that

they

had

no

more

chances.

This

was

corroborated

with

interviewswithyoungpeoplewhoarenotineducation,employmentortrainingand

someworkbasedlearners,whoexpressedadesiretoredoschoolandgetbetter

qualifications,butdidnotseeanyoptionforthemtodoso.Noteveryyoungperson

inthefocusgroupsagreedwiththis,butthiswasstatedinnearlyallfocusgroups

withover16s.Thisdesiretogobacktoschoolsuggeststhatadulteducationcould

beanimportantwayforsomeyoungpeopletocatchuplaterinlife.

3.5.2 Teenagepregnancy

Anotherfactorlinkedbypractitioners,particularlyyouthworkers,to

underachievement

was

teen

pregnancy.

Many

young

mothers

subsequently

drop

outofeducationandliveonbenefitsorgetparttimejobs,andseeraisingtheir

childrenastheircareer.Thiswasraisedasaconcerninallareas.However,a

numberofyoungwomenfromallofthesubregionssuggestedthatmotherhood

hadraisedtheiraspirationsafterthebirthoftheirchild,andoftencamelaterto

furthereducationwithmoredetermination.Onegirlstatedthatsheneededtobea

goodrolemodelforherdaughter,andsowantedtohaveacareer.Beforethisshe

didnotcareaboutgettingagoodjob.Otherswantedtoprovidefortheirchildren,

presumablyduetoanabsentfather,andsawfurthereducationasawaytoincrease

eventualearnings.Ourfindingsonthisareskewedhowever,aswedidnotinterview

anyyoungmotherswhowerenotatschool,collegeorworkbasedlearning,sowe

wouldhaveonlyspokentoyoungwomenwhosechildrenhadapositiveorneutral

affectonaspirations.

WMENTERPRISE 31


34/132


Practitionerscitedmaturityfortheirageasakeyattributeofyoungpeoplewho

havesuccessineducation.Youngpeoplewhomaturedlatementionedthatthey

feltliketheyhadmissedtheopportunitytodowellandwereunsureoftheir

future.

Teenagepregnancywasperceivednegativelybypractitioners,however,our

researchhighlightedafewcasesthatreactedtohavingababybyraisingtheir

educationalaspirationsinordertobeagoodrolemodelorprovidefortheir

family.

Youngpeoplearedifferent,andwillresponddifferentlytothesameenvironment

andhomelife.Theseresponsescanhaveaneffectontheirabilitytoachieveand

attain.Ourr

Date post:	09-Apr-2018
Category:	Documents
Upload:	matthew-terry
View:	216 times
Download:	0 times

Young People's Under Achievement

Documents