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The genuine and meaningful engagement of all young people in education is a requirement in order to reduce inequality and improve life chances.

The literature indicates that young people’s decisions to participate in learning after age 16 are heavily influenced by their prior experience of education. Engagement is not a simple choice for all young people. It is suggested that severe disengagement from learning is a cumulative process that starts in primary school and becomes more entrenched in secondary school. For some young people, this is a process they feel powerless to stop.

Motivation to learn is one of the most important personal factors influencing engagement. Distinctions are made between learners who are not motivated to learn, and those who may be motivated but who have many factors working against them. It is also important to note that young people’s motivation for learning may change with time, depending on the re-evaluation of the costs and benefits of continuing in learning. The main factors in young people choosing to follow a non-learning trajectory are money, or wanting to engage in employment sooner rather than later.

The ability to read plays an important role in learners remaining engaged in learning. Low ability in reading is identified as one of the key reasons for disengagement.

Young people can develop unrealistic aspirations fuelled by a focus on the lifestyle of celebrities. The belief that becoming a celebrity is a reasonable ambition can prevent young people from engaging in learning because they neglect to focus on academic goals or developing life skills. Some young people can develop an ingrained sense of failure. This can be due to the emphasis placed on academic achievement and measuring success by test results and levels of qualification. This can result in feelings of fear and anxiety, which can be managed by dropping out of the education system.

The inability to secure sufficient funding for learning is a significant barrier to young people who do not have adequate resources. The cost to travel to learning establishments can be prohibitive; there can be course fees to meet and equipment to buy. Young people may have to make a choice based on the availability of funding, rather than aspiration.

Some young people do not receive the right information, advice and guidance needed to make the right choices after age 16, or when re-engaging in learning. Careers advice and work experience placement opportunities have been subject to criticism, in that they can potentially constrain young people’s options and aspirations if managed badly and stereotypically, according to the beliefs of those responsible.

Young people from deprived neighbourhoods are less likely to develop ambitious and achievable aspirations, such as goals they set themselves for the future and their motivation to work towards these goals. This does not mean that all young people from these backgrounds have low aspirations.

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9 - See www.equalityhumanrights.com/publication/research-report-25-engaging-all-young-people-mean- ingful-learning-after-16-review

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The influence of cultural values on young people’s engagement with learning may be particularly relevant for certain young people.

Strategies for re-engaging young people in learning are aimed at overcoming the barriers to learning. At the heart of it all is the overriding need to communicate with young people, to listen to them, and to value them as individuals. This includes developing trusting relationships with young people, and ensuring they are actively involved in determining their future choices. Focus on the positive achievements that young people have already made and how they can progress, rather than focusing on the negative aspects of the young person’s past educational experiences.

Improving flexibility in learning provision post age 16 to attract new learners and encourage previously disengaged young people to re-engage is important. Flexible provision can include part-time, evening and weekend courses, and allowing young people to start courses, take some time out and rejoin the course when they are ready, without losing course credits.

Learning models that allow young people to learn on the job are seen as positive in re-engaging young people who are disaffected and excluded from school. ‘Informal learning’, for example through leisure activities, can provide opportunities for young people to gain qualifications, develop new skills, and may increase their confidence to re-engage in learning.

Findings show that parents/caregivers are a key influence in affecting their children’s aspiration. Therefore it is important to include parents/caregivers in the provision of information, advice and guidance, and to encourage them to support their children’s choices.

The influence of teachers in encouraging young people’s engagement in learning is well- established as being important. It is suggested that this can sometimes have an even greater impact than that of parents and family. It is important that teachers are able to relate to and understand learners, and take the abilities and aspirations of all young people into account. While a positive relationship between teachers and young people can be a strong catalyst, the importance of other adult and peer role models is also noted. Those who work on a one-to-one basis with young people providing support, advice, motivation and modelling a variety of skills (including soft skills, such as communication) are recognised as valuable.

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