Preventing NEETS
Unemployment among young people is rising, and it’s easy for the conversation to get pulled into politics. This article isn’t about that. Whoever has the keys to Number 10, the reality on the ground is the same: many young people are trying to build a future in a world that feels harder to enter, harder to afford, and harder to navigate.
The question is simple: how do we help young people build confidence, skills, and real options—before they become NEET (Not in Education, Employment or Training)?
What we’ve lost: early work, independence, and “proof” of character
In previous decades, many young people had their first taste of work at 13 or 14. Paper rounds. Milk rounds. Sweeping floors in a hairdresser’s. Weekend jobs that were local, practical, and (often) safe.
These roles weren’t just about earning a few pounds.
- They taught timekeeping and reliability
- They built independence and confidence
- They developed a work ethic
- They gave young people a sense of purpose
- They provided exercise and routine (cycling miles before school wasn’t unusual)
And when it came to a CV, those experiences told an employer something important: this young person can turn up, stick at something, and take responsibility.
A lot of those entry-level routes have faded. Supermarkets replaced local deliveries. The internet changed how we buy and sell. Some communities feel less safe for young people to travel around alone. Even where milk delivery still exists, it’s not the same “every house, every day” model that once created regular work.
So the question becomes: what replaces those early opportunities now?
The Post-16 pressure point: GCSE resits and the risk of disengagement
For many young people, the biggest cliff edge is Post-16.
Maths and English are vital—no one disputes that. But the current reality is that if a young person doesn’t achieve a grade 4 or above at GCSE, they are typically required to resit in college.
For some learners, that’s manageable.
For others—especially those with unmet or under-supported SEND needs—it can feel like being told, right at the moment they’re trying to move forward:
“You didn’t do it. Now do it again.”
If a learner already dislikes Maths and English, or has struggled for years, a resit can become a confidence hit. And confidence is often the difference between staying engaged and switching off.
People ask why NEET numbers are increasing. We should be asking whether the system is giving enough young people a realistic, motivating route to success.
A practical alternative: Functional Skills earlier, with clear stages
One idea worth serious discussion is this:
Why not introduce Functional Skills as a structured pathway up to the end of Year 9?
Functional Skills are not “easy”. They are different. They are practical, relatable, and built around real-life application.
They also offer something many learners need: progress in stages.
With multiple levels, learners can:
- achieve early and build momentum
- see progress clearly
- take exams when they are ready
- develop confidence through real achievement
If more young people reached Level 1 and Level 2 earlier, it could open doors:
- apprenticeships
- chosen college places
- training routes that don’t rely on repeated GCSE resits
And the mental health benefits of feeling capable—of being able to say “I passed”—shouldn’t be underestimated.
A sensible model could be:
- Functional Skills pathway up to end of Year 9
- Learners who are ready and aiming for A Levels/university continue with GCSEs
- Learners who want a technical route can access BTEC-style pathways and apprenticeships with stronger preparation
This isn’t about lowering standards. It’s about matching the route to the learner, so more young people reach adulthood with qualifications, confidence, and direction.
Accountability vs what’s best for the child
Schools operate under pressure: performance measures, inspection frameworks, and expectations that can push a “GCSE-only” approach.
The positive shift is that the conversation is increasingly moving towards what’s best for the child, with more understanding of local context and community need.
In some areas, families face multi-generational unemployment and long-term disadvantage. Breaking that cycle takes more than telling young people to “aim higher”. It takes:
- achievable milestones
- meaningful support
- real pathways into work
- a sense of belonging and purpose
Apprenticeships: why are employers pulling back?
Apprenticeships should be a bridge into the workforce. But many employers are hesitant.
Some of the common barriers are practical:
- the cost of employing and training an apprentice
- the time required to supervise (time is the most valuable commodity for SMEs)
- confusion about the process and paperwork
- uncertainty about whether a young person has the English/Maths foundation to cope
And when an apprenticeship offer is withdrawn because a learner didn’t achieve a grade 4, it can be devastating. It’s not just a lost job—it’s a lost identity and a lost direction.
We should be asking:
- How do we make apprenticeships easier for employers to access?
- How do we reduce the admin burden?
- How do we support SMEs so taking on an apprentice feels possible, not risky?
- How do we ensure young people have the entry requirements without repeating failure?
The wider reality: fewer “first job” options
Even the traditional Post-16 job options are shrinking.
Waiting jobs at 16. Bar work at 18. Hospitality has long been a training ground for young people. But many hospitality businesses are struggling, and fewer roles means fewer entry points.
So again, the question returns:
How do we work together—schools, training providers, employers, communities—to create real options?
What we know works: outcomes and belief
At KRS, we’ve seen what’s possible when young people are supported properly.
- 100% of our learners progressed into Post-16 destinations
- routes included college, apprenticeships, employment, and the armed forces
But we’ve also seen how fragile some pathways are—especially when one grade, one requirement, or one cancelled placement can knock a young person back.
A shared challenge: creating opportunities that are fair and sustainable
Everyone wants young people to succeed. The hard part is building a system that is sustainable.
We can’t expect staff to work for free. We can’t expect employers to take on costs they can’t afford. And we can’t expect young people to stay motivated if the system keeps telling them they’ve failed.
What we can do is build networks:
- employers who want to give young people a chance
- training providers who can support the skills gap
- schools who are open to flexible pathways
- community partners who understand local need
KRS has ideas we’re exploring, but like most solutions, it comes down to funding, structure, and collaboration.
Final thought
The youth of today have a rough ride. That doesn’t mean they lack resilience. It means the world they’re entering is different—and in many ways, tougher.
If we want fewer young people becoming NEET, and more young people moving into Training, Post-16 education, and work, we need to rebuild the stepping stones that used to exist.
Not as nostalgia.
As a practical, modern plan that gives young people a fair start—no matter who is in government.