Long‐term NEET among young adults with experience of out‐of‐home care: A comparative study of three Nordic countries

Berlin, Marie; Kääriälä, Antti; Lausten, Mette; Andersson, Gunnar; Brännström, Lars

doi:10.1111/ijsw.12463

Cited by 23 publications

(13 citation statements)

References 59 publications

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“…Furthermore, young people in the CEG were NEET in higher proportions (16% in the 18–21 age group). This agrees with the results of the longitudinal study conducted by Berlin et al (2021), in which they found that young people with out‐of‐home care experience were up to four times more likely to be long‐term NEET.…”

Section: Discussionsupporting

confidence: 92%

Readiness for independent living of youth in residential childcare: A comparative study

García‐Alba

Gullo

Valle

2022

Child & Family Social Work

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Transition to adulthood is an accelerated and early process for care leavers that requires intensive preparation, training and support from child welfare services. This study aimed to explore the perceived readiness for independent living of a group of care-experienced young people preparing for leaving care in Spain and to compare it with the perceptions of their peers from the general population. A sample of 508 youth (50% women) aged 14-21 (M = 16.67; SD = 1.72) took part, of whom 279 were care experienced and 229 belonged to the general population in Spain.Participants' independent living skills, personal autonomy, self-efficacy and sociodemographic characteristics were assessed through an online survey using standardized instruments. Care-experienced young people displayed higher levels of life skills and autonomy in self-care, daily living at home and employment domains, but not related to making daily arrangements in their community. However, their educational level and self-efficacy levels were lower than in the comparison group. Work experience stood out as a significant predictor of care-experienced young people's life skills level. These findings support the importance of assessing life skills as an outcome of leaving care preparation services and providing care-experienced young people with real-life experiences to develop their life skills.

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Section: Discussionsupporting

confidence: 92%

Readiness for independent living of youth in residential childcare: A comparative study

García‐Alba

Gullo

Valle

2022

Child & Family Social Work

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“…There are some factors associated with the NEET status that are related to the organizational and work environment. As to the school environment, recent research from Nordic countries indicates that the excess risk for NEET can be attributed to teenagers' poor performance at school (Berlin et al 2020). While becoming NEET does not coincide with dropping out from high school, non-completion of school and entering the labor market without qualifications is a strong determinant of transitioning through the NEET condition, especially for women (Salvà-Mut et al 2016).…”

Section: Organizational and Work-related Factorsmentioning

confidence: 99%

The association of economic and cultural capital with the NEET rate: differential geographical and temporal patterns

Ripamonti

Barberis

2021

J Labour Market Res

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Using data from 103 Italian provinces, we investigated the relationship between local/regional development, and NEET. We constructed an indicator of cultural capital and another of economic capital and we studied their relation with the NEET rate. Covariance Structure Analysis with Generalized Least Squares estimation was employed, considering a three time-points retrospective model. Results indicate a consistent protective effect of the economic capital on the NEET rate, both in the short run (2 years) and in the medium run (10 years). However, this effect has been obtained in the Central provinces (at 2 and 10 years) and Southern provinces (at 10 years), but not in the Northern provinces. A mediation analysis indicated that, historically, the cultural capital may partly mediate the effect of the economic capital. We did not detect a significant direct effect of the cultural capital on the NEET rate, which is strongly mediated by the action of the economic capital. Together, these results denote that the economic capital is a strong predictor of NEET, but not in very competitive economic areas.

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“…The problems of NEET youth have been widely discussed among scientists and practitioners over the past decade (Balan, 2015;Henderson et al, 2017;Berlin et al, 2021). Such a group of people signals certain inefficiencies in the education system of a country and the labour market.…”

Section: Literature Reviewmentioning

confidence: 99%

Social-Emotional Education Prototype Modelling in On-line Learning COVID-19 Environment (SEEP)

Kvieskienė¹

2021

Proceedings of the 3rd International Conference on Modern Research in Education, Teaching and Learning

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The presented article analyzes how the innovations of social and socio-emotional education help to systematize distance learning, help to analyze the socio-emotional competences of children and youth and develop them. Low social capital (as recorded in the well-being index) and poor mental health, a key feature of the COVID-19 pandemic, are leading to an increasing number of adolescent suicides. It is the leading cause of death for people aged 15-19 in Lithuania and Estonia. In Lithuania, the extent and pressure of bullying at school remains high and does not change. It remains the same in Estonia and Latvia. It is difficult for all Eastern European countries to build a relationship of trust among youth population. These factors, which reflect the changed social-emotional situation in schools during COVID-2019, require a new vision of learning. The constructed Social Emotional Education Prototype (SEEP) would include integrated family support, support for each teacher and child, the use of success stories in the development of emotional therapy, and integrated practice in social institutions and Non-Governmental Organizations (NGOs). Therefore, the authors sought to make SEEP suitable for family therapy, school practice, and comprehensive support, and to help address everyday social emotional issues for children, especially those from disadvantaged backgrounds and NEETs (Not in Education, Employment, or Training). The article examines the initiatives for the development of social emotional competencies in European countries, giving priority to the initiatives of rural municipalities. NEET youth is highlighted through good case studies to motivate and involve this group in active learning and work processes. The examples presented in the article confirm that the socio-emotional education of children and youth contributes not only to the success of children and youth, but also to the communities in which they study or work.

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Long‐term NEET among young adults with experience of out‐of‐home care: A comparative study of three Nordic countries

Cited by 23 publications

References 59 publications

Readiness for independent living of youth in residential childcare: A comparative study

Readiness for independent living of youth in residential childcare: A comparative study

The association of economic and cultural capital with the NEET rate: differential geographical and temporal patterns

Social-Emotional Education Prototype Modelling in On-line Learning COVID-19 Environment (SEEP)

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