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Understanding Risks to NEET��Tackling NEET Toolkit�

Dr Ceri Brown

University of Bath,

Department of Education

Dr Alison Douthwaite

University of Bath,

Department of

Education

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Objectives

Share research findings about the risks to NEET/ ESL

Introduce you to using resources from the Tackling NEET Toolkit

Guide reflection on how these findings and resources could support your professional practice

The session aims to deepen understanding of the complex challenges that lead young people to become NEET and familiarise you with some of the tools from the Tackling NEET Toolkit.

We will do 3 things in this session: firstly, we will share key insights and findings from our recent research . Secondly we will introduce you to some of the toolkit resources available to you. This is done through short activities to help you apply the knowledge gained during the session. Lastly, the session gives you an opportunity to reflect on your practice and how these findings, insights and tools might impact your work to support young people.

Just pause the presentation when you come to an activity. The activities can be done independently as reflection tasks or thinking points, but work best when you have the opportunity to discuss and reflect with colleagues. You will need the Risk Review Tool from the toolkit later, so it might be worth downloading or printing this out now before you get started.

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Activity

Think of a ‘case’ young person who is NEET or at risk of NEET
This could be a real young person or an invented one.
Write a brief description of them on your sheet

5 minutes

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Common Assumptions & Misconceptions:� How Young People become NEET

Not motivated – don't care, lack of effort
Young person’s unrealistic expectations
Poor parenting – lack of positive role models and boundaries
Chaotic, disrupted lives
Fallen in with a bad crowd
Lack of effort and guidance from schools/ colleges

NEEThood is a really complex issue and one around which there are a lot of misassumptions, particularly on the part of policy makers. These misassumptions can result from, and encourage, deficit views that put NEET outcomes down to a lack or failing within the young person, or a group of young people. Often problems are attributed to individual or single issues such as poor behaviour, poor decision making, a lack of motivation or resilience of young people. Families are often blamed for their lifestyles, lack of aspiration, chaotic lives, being ‘problem families’

But this often misses the complex situational and structural challenges children and their families face, the challenges they face in society that lead them to make the decisions they do and hold the particular aspirations they do.

Simple explanations can see ‘blame’ for NEET outcomes being placed in one particular area – the influence of friends, a failing in the family, schools or colleges not doing their job properly. All of these attribute blame to one single factor as the cause of NEET. One of the key things we want to do today is highlight the complexity of the issue, the interplay of multiple factors in leading to NEET.

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The Complexity of Risks to NEET

Their needs can often be:

Complex
Multiple –Interrelated
Unique for each individual

Support can be difficult because:

Its challenging to get a holistic view
There is a difference between ‘having support’ and ‘feeling supported’

A key thing to flag today is that, to tackle and address the inequalities these young people face, it is important to move beyond single factor explanations. Tackling NEET involves supporting young people to unpick and address a complex set of risks and challenges which are often multiple and interrelated, aswell as being unique for each individual.

The image on this slide is chosen to illustrate why it is so important to understand these risks as interconnected. As you can see in this situation, if you are trying to support someone to unpick interrelated, tangled issues, pulling on one individual strand to try and free it can simply tighten the knot, and cause pressure on other threads. These young people may have multiple professionals and adults each working away at a different threads. They can be pulling in opposite directions and exacerbate the situation rather than helping to undo the knot.

Supporting young people experiencing these complex, interrelated challenges can be really difficult. This is because it is challenging to get a holistic view of all the risks involved and the interplay between them. Your remit as a professional may give you a lot of insight into one area – or thread – and little in others.

It is important to draw your attention to the difference between support being available and the young person feeling supported. Research suggests that what is crucial is the young person feels supported. This means that although there may be ‘support’ put in in place, the young person may not experience what is put in place as supportive. Perhaps they experience multiple professionals taking them through their own sets of processes, or experience people pulling them in different directions.

So it is important to develop our understanding of the reasons behind NEET status – both understanding this in generic terms at this workshop, but also in terms of really getting to know individual the young person and the specific, unique barriers and issues they face.

Becoming NEET is the result of a long process. It is cumulative, has multiple factors and we might see one or more facets of it more or less clearly depending on our role and remit.

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Increased NEET Risk for Specific Groups�

Care-experienced
Designated Child in Need
Caring responsibilities
Young parents
SEND at age 15
Has attended Alternative Provision
Previously permanently excluded
Involvement with Youth Offending Team
Substance abuse
Eligible for Free School Meals in Secondary School
Persistently absent (10% absence in KS3 or 4)

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Where Do These Findings Come From?

3.5 year EU-funded research project (Orienta4YEL)
2019-2022
Understanding and Intervening in NEET
UK study led by University of Bath
UK Data from South West England

Before going further, lets have a bit of background to the information being presented in this session and where it comes from. It is drawn from the findings of a 3 and half year research project which we were part of between 2019 and 2022. The research took place in 5 EU countries UK, Spain, Germany, Portugal and Romania. We collected UK data in the South West region. This has been identified as a region with among the worst levels of persistent absence in the UK. We worked with a wide variety of educational settings to talk to young people who were deemed at risk of NEET, or who were NEET, as well as educators and Local Authority professionals who supported them.

A team of us, four researchers from the University of Bath Department of Education, led the UK study and today’s session comes from these findings. Thanks to further funding we are now able to work with local authorities and policy makers at local and national levels to maximise the impact of these findings for policy and practice. This presentation and the toolkit materials have been developed in collaboration with local authorities and their partner organisation, to give practitioners access to these research findings to be able to use them to improve outcomes and experiences for the young people they support.

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Research Project Overview and Outputs

Phase 1

Understanding NEET

11 Settings
78 participants
Literature Review

Comprehensive model of risks to NEET

Phase 2

Developing Interventions

Variety of education settings
Across 5 nations

Handbook of 13 intervention strategies

Phase 3

Trialling & evaluating Interventions

11 Settings
110 participants
Tailor interventions for each setting

Identified a ‘Pathway to Change’ – 5 mechanisms

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Research Project Overview and Outputs

Phase 1

Understanding NEET

11 Settings
78 participants
Literature Review

Comprehensive model of risks to NEET

Phase 2

Developing Interventions

Variety of education settings
Across 5 nations

Handbook of 13 intervention strategies

Phase 3

Trialling & evaluating Interventions

11 Settings
110 participants
Tailor interventions for each setting

Identified a ‘Pathway to Change’ – 5 mechanisms

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Research Project Overview and Outputs

Phase 1

Understanding NEET

11 Settings
78 participants
Literature Review

Comprehensive model of risks to NEET

Phase 2

Developing Interventions

Variety of education settings
Across 5 nations

Handbook of 13 intervention strategies

Phase 3

Trialling & evaluating Interventions

11 Settings
110 participants
Tailor interventions for each setting

Identified a ‘Pathway to Change’ – 5 mechanisms

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Research Project Overview and Outputs

Phase 1

Understanding NEET

11 Settings
78 participants
Literature Review

Comprehensive model of risks to NEET

Phase 2

Developing Interventions

Variety of education settings
Across 5 nations

Handbook of 13 intervention strategies

Phase 3

Trialling & evaluating Interventions

11 Settings
110 participants
Tailor interventions for each setting

Identified a ‘Pathway to Change’ – 5 mechanisms

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NEET: A Comprehensive Framework of Risk Factors

Over 150 risk factors
Interconnection between risk factors
Rarely single factor reason for NEET
Complex interplay

For further exploration of this contrast see our paper in the Journal of Youth Studies

A key output of the first phase of the research is this comprehensive model of the multiple areas of risk that contribute to NEET status. These are no doubt areas that you are already familiar with. What the research flagged however is the complex way the different domains of risk influence and impact on each other in the lives of disadvantaged young people. We identified over 150 different risk factors. This is an overwhelming number. How can you bear 150 different potential factors in mind during the course of work with young people. We therefore developed this model as a way to facilitate and encourage a holistic overview of these risks, which fall into 5 domains.

Each ring represents a different domain of risks in the young person’s life. The distance from the centre does not mean how important the risk is, or how much influence it has, it just reflects where it shows up in young people’s lives.

Closest to the child are personal challenges – these are those that they are born with, like SEND, or acquires, like low motivation or aspiration. The latter are often seen to be the primary cause of NEET, but actually in our research, young people suggest these are the consequences of risks and challenges in other domains.

Family circumstances include barriers associated with being in a low-income household, having the practical challenges of caring responsibilities, or cultural challenges where the routine, rhythms, language and expectations of home may clash with those of school. These often lead young people to feel out of place and weakening their sense of belonging.

Social relationship challenges often increase as young people grow up and become increasingly independent from their families. Aspects of their relationships with friends,

Institutional challenges flagged in the research included the rigidity of mainstream schooling, challenges young people face in the learning environment, such as large class sizes, disciplinary measures like isolation rooms and zero tolerance policies, and the highly structured order of the school day.

Structural challenges are those barriers at a societal level, such as education policy, local and national economic factor and funding. For instance, transport barriers were frequently mentioned in the research, as a particular issue in the South West context.

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Bronfenbrenner

How child development is impacted by contextual factors

Universal Model (ie for development of all children)

Misses specific barriers for disadvantaged young people

Commonly used in Social Work, Health and Criminal Justice as well as Education

Theories Underpinning The Model

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See Educational Binds of Poverty by Ceri Brown

Child-centred lens, disadvantaged pupils

'Binds' – as child negotiates/wrestles barriers they constrict further, developing tensions and trade-offs

Acknowledges important role of child's agency - not passive

Highlights how children's actions mediate and shape external challenges

Theories Underpinning The Model

We combined Bronfenbrenner’s approach with understandings developed through more recent research with disadvantaged and mobile children – Brown’s theory about the Educational Binds of Poverty. Brown’s theory of ‘binds’ used a child centred lens – accounting for the views of the young people themselves. Brown’s model also factors in the child’s agency – in other words, it recognises that the child is not passive in response to these barriers and challenges. They try to navigate, wrestle with and negotiate the restrictions they face to move forwards in life. The picture at the centre of the diagram shows a ‘bind’ and is there to convey that when our hands are bound, we are aware it. Young people are aware of the challenges they face and will try to escape them. However, a little like the image at the beginning, the efforts and actions to undo the bind can serve to tighten it. In negotiating with or wrestling one particular bind, new tensions and trade-offs in other domains can occur.

Brown identifies 5 specific ‘binds’ or domains that disadvantaged young people have to wrestle with as shown on the diagram.

Material bind: the impact of economic hardship due to inappropriate housing, financial insecurity, health leading to children being too hungry, tired, unprepared or anxious to learn.
Cultural bind: where the culture, language, routines, norms, and expectations between home and school are so radically different compared to advantaged peers, leading them to experience school as an ‘alien’ setting where they don’t belong.
Social bind: where children are less likely to enter pro-schooling friendship groups and more likely to enter anti-schooling groups causing them to feel torn between engaging in work and gaining peer approval.
Mobility bind: as children in poverty are twice as likely to move school (and community) than their more advantaged peers, they experience greater disruption to learning and to their sense of social acceptance and feeling of belonging in school.
A fifth bind – the mental health bind has been added to the model more recently.

Take the example of a young person living in poverty who has to relocate to a different house due to family breakdown or parental job loss. On arriving at a new school, they may prioritise social acceptance and belonging through peers over success at school. It may be more challenging for them to access pro-schooling peer groups, due to the location of their housing, the setting arrangements in the school or because of availability of money to pay for the sorts of activities and past times these groups may engage with in free time. Peer groups who are more anti-schooling may be more accessible to them for these reasons. With a weaker sense of belonging and fitting in at school, prioritising their social engagement with their peer group may have an unitended consequence of negatively impacting their educational progress and engagement.

So in our model, the pressure is not simply from outer edge to centre. Each ring can exert pressure outwards also, highlighting the complex, interrelated domains of risk for a young person.

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NEET: A Comprehensive Framework of Risk Factors

Over 150 risk factors
Interconnection between risk factors
Rarely single factor reason for NEET
Complex interplay

For further exploration of this contrast see our paper in the Journal of Youth Studies

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Activity

As you watch the video, think about your case young person

What are the specific risks they face in each of the 5 domains?

Watch The Video which will play automatically on the next slide. If it doesn’t you can access it here https://vimeo.com/431748528 or on your toolkit link

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Which factors might be most/least important for your 'case' young person?

In their daily lives?
In your work with them?

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Risk Review Tool

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Use the Risk Review Tool

List up to 3 risk factors for each of the 5 domains in column 1
Discuss and add notes in column 2 about ways risks in one domain impact on, or are impact by risk in another domain
Share examples with the wider group

Activity

20 minutes

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See the toolkit resource: Understanding NEEThood Case Studies Risks to NEET for further examples of how other practitioners have completed the first two columns of this for their Case Young Person

Save your complete Risk Review Tool for Workshop 2 which looks at Intervening o NEET.

Case Studies

If you want to see more examples of interlinked risk factors - perhaps you weren’t too sure how to apply the model to your particular case, or perhaps you would just like to explore more examples – we have a resource on the toolkit you can access. Look at the Understanding NEEThood The Case Studies of Risks to NEET in the Understanding NEEThood part of the toolkit.

Here is one example from these. Case Study one is M, a young person with Aspergers. For her, Institutional Factors have impacted on Social Relationship Challenges. Poor experience of schooling, where her Aspergers was not diagnosed and then not supported appropriately, means she feels let down by adults and struggles to trust professional adults. It has also caused her to withdraw, disengage and stop attending, which has led her to lose contact with friends. In turn, this has compounded her personal challenges by impacting her mental health as she is now highly anxious, has very low confidence and self-esteem. All of this is compounded by structural factors as cuts to local public transport routes means accessing support, training, work or college is extremely difficult because the family do not have a car.

Also, please save your work on the Risk Review tool as the second session – Intervening on NEET – builds on the work you have done here. The recorded presentation for the second workshop is available as a toolkit resource. As part of that you look at columns 3 and 4 of this Risk Review tool and start to use the research findings and toolkit resources to think about intervention and support for you Case young person.

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Activity – Discussion/Reflection

How might the model of 5 domains of risk support your practice?
How might you use this risk review tool with existing processes in your professional role?

10 minutes

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Young People and Adults Highlight�Different Factors as being most significant

Institutional Factors

Social Relationship Factors

Structural Factors

Personal Challenges

A key finding from the research is that young people and the educators who support them point to different domains as being the most significant in terms of risks to NEET.

We use the term Educator in its broadest sense here to mean the supporting adult. In the research our Educators held roles such as youth support worker, virtual school officer, employment support coaches, medical tuition staff, mentor, EAL advisory teacher. as well as teachers in mainstream, specialist or alternative provisions.

Young people highlighted institutional factors of schooling, and Social relationship factors as the most significant domains of risk. The educators who support them pointed to structural factors and personal challenges. This contrast is really interesting and worth taking some time to reflect on.

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Factors Stressed by Young People		Factors Stressed by Educators
Institutional Factors	Social Relationship Factors	Structural Factors	Personal Challenges
Rigidity and inflexibility of rules, timings and environment Behaviour management approaches Large class sizes Pressure around academic performance	Bullying Feeling different, judged and singled out Bad experiences and negative relationships with teachers Not feeling cared about Peer pressure Difficulty navigating friendships.	Requirement for post-16 maths and literacy Lack of funding and time to meet young people’s needs Non-flexible curriculum Poorly managed transitions Unclear pathways	Low self-esteem or self-confidence Mental health problems SEND Isolation Low achievement Low motivation, aspiration or expectation

What do you notice about the risks highlighted by the two groups?

Why do you think adults and young people focus on these different risk categories?

Activity

5 minutes

This table shows the different factors young people and educators referenced when discussing those categories of risk. These are the most mentioned factors discussed in relation to disengaging from school or training.

Pause the presentation here and take a moment to look through them to see the kinds of things each group commented on. What do you notice about the different risks the two groups highlight? Why do you think these differences occur?

Why do you think these differences might occur?

-Of course people have a tendence to point to areas outside their remit to explain a difficult problem. Focusing ‘blame’ on other domains that the one you can most directly impact may partially explain this difference

- However it is also true to say that there is some common ground here. The two groups seem to be pointing to common issues but identifying the role of different domains in this. The risks domains are of course interrelated and interconnected. Think about the connections between examples in similar coloured font. For instance, young people talk about pressure and often relate this to teachers and schools. Teachers point to the structural factors outside the institution that limit schools’ and teachers’ agency to alter the curriculum such as the requirement for post 16 maths and literacy. This is not so much a difference of views as common ground. Young people experience it as part of the fabric of school life, they cannot necessarily appreciate the limitation to teachers’ agency around this.

Likewise, where adults tend to focus on the impact of personal challenges, such as having SEND, young people themselves do not point to their additional needs as part of the problem. For them this is part of their identify and who they are. However they talk about feeling different, judged, single out, not fitting in, not understanding what is happening in class. A lack of inclusion unites this seeming difference of viewpoints.

For further exploration of this contrast see our paper in the Journal of Youth Studies

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Factors Stressed by Young People		Factors Stressed by Educators
Institutional Factors	Social Relationship Factors	Structural Factors	Personal Challenges
Rigidity and inflexibility of rules, timings and environment Behaviour management approaches Large class sizes Pressure around academic performance	Bullying Feeling different, judged and singled out Bad experiences and negative relationships with teachers Not feeling cared about Peer pressure Difficulty navigating friendships.	Requirement for post-16 maths and literacy Lack of funding and time to meet young people’s needs Non-flexible curriculum Poorly managed transitions Unclear pathways	Low self-esteem or self-confidence Mental health problems SEND Isolation Low achievement Low motivation, aspiration or expectation

What do you notice about the risks highlighted by the two groups?

Why do you think adults and young people focus on these different risk categories?

Further information available in our paper in the Journal of Youth Studies (see final slide)

Activity

5 minutes

One thing to bear in mind is that, of course people have a tendency to point to areas outside their remit to explain a difficult problem. As we mentioned earlier, complex challenges that are difficult to overcome can lead to responses which focus ‘blame’ on domains other that the one you can most directly impact. Pointing to factors outside your remit and control may alleviate your sense of responsibility as you tackle a complex problem, or try to explain the situation from your particular viewpoint. This may partially explain this difference

However it is also true to say that there is some common ground here with the two groups seeming to b point to common issues but framing it differently and identifying the role of different domains in this. The risks are, after all, interrelated and interconnected.

Lets think about the connections between examples in similar coloured font. For instance, young people talk about pressure around academic performance. They related this to teachers and schools. Teachers point to the structural factors outside the institution that limit schools’ and teachers’ agency to alter the curriculum such as the requirement for post 16 maths and literacy. This is not so much a difference of views as common ground. They are talking about the same issue, but from their different vantage points, they attribute the risk domain differently. Young people experience this pressure as part of the fabric of school life, it is something that schools and teachers cause. Young people cannot necessarily appreciate any limitation to teachers’ agency around this. Adults on the other hand point to the policy requirements which influence the pressures and limitations these young people feel and comment on.

If we look at the green examples. young people talked a great deal about how invisible and stressful they found large classes. Waiting for help from a teacher who couldn’t get to them or didn’t have time to explain, feeling constantly anxious about the number of people they had to speak in front of and the noise and busyness around them. They talk about the emotional impact of structural factors like lack of funding and time. They describe feeling not a priority, not cared about, unnoticed. Where staff lament the fact they don’t have the time they would like to spend with young people, the lack of funding to give the support they know is needed.

If we look at the purple examples, this is a good example of how adults tend to focus on the impact of personal challenges such as having SEND. Young people themselves though do not point to their additional needs as part of the problem. For them, this is part of their identity, who they are. However, they talk about feeling different, judged, singled out, not fitting in, not understanding what is happening in class. A lack of inclusion unites this seeming difference in viewpoints.

The personal challenges educators comment on can be the consequence of aspects young people highlight. Low self esteem and confidence, could be an outcome of bad relationships with teachers.

It is useful to think about how reframing the problems to see them from the young people’s viewpoints might alter practice or the way we approach issues. ,

If you’d like to know more about the contrast between educators and young people’s views, there is an open access journal article available via the toolkit in the Journal of Youth Studies. Full details and a link to the paper are available on the final slide.

In Workshop 2 we will think about intervention but it is useful to take a bit of time here to think about what this might mean for practice. Many educators express frustration with their inability to change structural factors at this stage in the workshop, and reflect on how policy demands, and – importantly – how these policy demands are enacted within schools, limit their agency in these areas. However, it is useful to note what is important to young people in thinking about what can be done to mitigate these risks. If feeling judged and singled out, feeling not cared about, feeling under pressure are key aspects in young people’s disengagement from education, reflecting on what can be done through your work with young people, or at the institutional level, to reduce pressure, to increase their feeling that they are cared about by staff, and support them to feel included and valued for who they are, may point to valuable ways forward to reduce this risks and make a difference where young people feel it most.

One thing to underscore is that relationships are key. Time getting to know the young person’s perceptions of their difficulties and barriers, and addressing those that are both pressing to them, and within your remit may really help with ‘not feeling cared about.’

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Discussion – Seeking YP’s Perspectives

Knowing this, why might it be important to discuss young people’s own perspectives on the risks they face?

How do you seek young people's viewpoints on the barriers they face?

Are there further opportunities for seeking young people's perspectives on their challenges and how to overcome them?

10 minutes

As we saw with the diagram of the knot at the start, processes around support for young people who may be involved with multiple agencies, there can be different people pulling away at the knot. Support being in place is fundamentally different to young people feeling supported. Understanding young people’s views on the risks they face, what they feel they need help with, hearing how they frame and talk about the challenges they face is really important. When reviewing risks and enacting interventions, how are young people involved in the process. In a recent workshop, an educator contributed a really valuable example to illustrate why this is so critical. To support a young person who was struggling to attend at school as a result of their personal challenges, staff put into place a support to reduce the pressure and enable them to have a more positive start to the day. This was to allow them to start school later, at break time. However, it did not work and disengagement and absence increased further. It became apparent later that nobody had explained the thinking behind this decision to the young person, or to their family. As a result, the young person felt that the school did not want them there, and took it as a sign that they weren’t welcome. In busy educational settings, it can be all too easy to overlook communication with the individual young person.

This discussion task – or reflection task if you are doing this session individually – focuses on reflecting on this critical aspect of seeking young people’s perspectives.

Thinking about the risk model, the risk review tool, the research findings and case study examples you have worked with today, consider your practice – any areas of strength, or areas for development in terms of seeking young people’s perspectives. This could be during 1 to 1 work with young people, or in terms of your processes, procedures, training or documentation – any aspect of your work to support young people.

Discuss these three questions. In our research we found practitioners in the same team who worked very differently and found tips from each other useful in this area. Just hearing about how others manage appointments/ sessions/ relationships can be useful. As can hearing team members reflections about how processes might be altered to better reflect these new insights into risks to NEET. Pause the presentation now.

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How a broader understanding of risk to NEET can shape your work

Having the awareness to avoid one-size fits all 'explanations' for risk
Making time to get to know YPs' wider lives- shows genuine interest
Creating the space to ask young person about their barriers/challenges - as a start to a collaborative unpicking
Identifying which risk categories (and factors) are within your 'gift' and the YP's capacity to address
Ensuring adequate opportunity (in contact point and over time) to build a trusting relationship between adult and YP
Identify scope to co-opt support in other domains
Planning adequate time to develop a shared strategy for addressing risk barriers
Flexibility- in approach and mindset, to plan B, C and D...
Identifying second chance options if YP can't engage/attend – reduce pressure

The next session in the toolkit looks at intervention and introduces a Pathway to Change Model – a set of mechanisms that underpin improved engagement with education and work goals for young people. Today we have focused on understanding NEET rather than what you can do to support young people to avoid NEET status or to re-engage with education and work,.Nevertheless,, there are a few general ways this understanding could shape support for young people.

Avoiding single factor explanations around young people’s risks and challenges, taking time to get to know young people’s wider lives, showing a genuine interest in them and finding ways to effectively share knowledge of their contextual challenges with other professionals supporting them. That could involved creating space or opportunity to ask the young people about their barriers and the sort of support they feel they need, and using activities like the risk review tool we used earlier to identify which risk categories and factors are within your gift, and within the young person’s capacity to address. Continuity and the development of trust are crucial, so ensuring adequate opportunity, when you’re with the young person, and over time, to develop that trust will help, as will looking for scope to co-opt support for other domains from other colleagues and services. Flexibility is key as each individual’s challenges and barriers are unique. Making plans A, B, C and D with these young people to pre-plan other ways to come at things if things don’t work out first time could help. Reducing pressure and making clear that there are second chance options to hopefully avoid feelings of hopelessness that can set in when an individual feels they are set up to fail and are unaware of other opportunities if they do are also valuable.

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Thank you�

Please contact us with any comments or questions about this session. We would be pleased to hear about how this session has been useful, or impacted your work, and for all constructive feedback on the toolkit. Do contact us regarding potential opportunities for collaboration or development around these resources.

Dr Ceri Brown, C.L.Brown@bath.ac.uk

Department of Education, University of Bath

Dr Alison Douthwaite, ad879@bath.ac.uk

Department of Education, University of Bath

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References and Links�

Educational Binds of Poverty: The Lives of School Children (2014) C Brown, Routledge, Abingdon

A multi-stakeholder analysis of the risks to early school leaving; comparing young peoples’ and educators’ perspectives on five categories of risk (2022), C Brown, A Douthwaite, I Costas Batlle and N Savvides, Journal of Youth Studies. Access at https://www.tandfonline.com/doi/full/10.1080/13676261.2022.2132139

Understanding and Intervening on the Risks to Early School Leaving in Europe (2021) C Brown, P Olmos Rueda, I Costas Batlle and J Gairin Sallan, Journal of Education and Work, https://www.tandfonline.com/doi/full/10.1080/13639080.2021.2003007

Conceptual Framework for Understanding the Risks to Early Leaving/ NEEThood Video (2020) https://vimeo.com/431748528