De-individualising the ‘NEET problem’: An ecological systems analysis

Abstract

Periods of being NEET (not in education, employment or training) can have long-term consequences for individuals’ future job opportunities, earnings, psycho-social well-being and health, all with high societal costs. Therefore, policy-makers across Europe seek interventions that successfully reduce NEET numbers. Drawing on a longitudinal qualitative study in London, this paper explores the processes and mechanisms that contribute to young people becoming NEET after leaving education. Through analysis of 53 young NEETs’ accounts of their school and transition experiences, we draw upon Bronfenbrenner’s ecological systems theory to explore the multitude of factors and structures of disadvantage that might have contributed to these young people’s marginalisation in education and employment. We discuss how unfulfilled support needs, a lack of career advice and socio-economic disadvantage can lead to educational disengagement, dropping out and, ultimately, becoming NEET. While many of these issues were presented as personal difficulties, in this article we reject the individualisation of the ‘NEET problem’. Instead, we argue that negative school experiences need to be understood in the context of structural conditions, including funding cuts in education and support services, transformations in the labour market and socio-economic deprivation.

“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement

“…Despite Europe 2020 strategy targets to reduce ESL in member states by 2020, ESL still remains above national targets in 11 countries [1]. Research in this area has sought to better understand the profile of early school leavers as well as their outcomes in adult life [2,3]. There is now a substantial amount of research on the characteristics of students at risk of disengagement and early school leavers which shows that they are more likely to be from socio-economically marginalised communities, have ongoing social, emotional or health issues, have additional learning needs, live in poverty and/or have experience of adverse childhood experiences (ACEs) [4][5][6].…”

Trends in rates of NEET (not in education, employment, or training) subgroups among youth aged 15 to 24 in Italy, 2004 - 2019

“…Trends in NEET rate were analyzed using the Joinpoint Regression Program, version 4.8.0.1, from the US National Cancer Institute. The turning points of the examined time periods were determined by regression models separately by gender (Kim et al 2000). These models were used to estimate the annual percent change (APC) in rate and the number and location of joinpoints, based on linear regression with the log NEET rate as the dependent variable and the year as the independent variable.…”

VET ecosystems and labour market integration of at-risk youth in the Baltic countries: implications of Baltic neoliberalism

“…Bronfrenbrenner's social ecology system (1974) defines the segments of the social ecosystem which shape a mature personality. Lörinc et al. (2020) claim that the problems of the integration of at-risk youth (such as young people not in education, employment and training – NEETs) in the education system and labour market should be viewed from the perspective of the Bronfrenbrenner's social ecology system in order to perceive them holistically and to find sustainable solutions.…”