Background to the Research

• Increasing research concerning young people at risk or actually excluded from school has identified a variable range of AEP. However, while AEP has well documented social, personal and educational benefits, little is known about the longer term benefits and outcomes for those on all types of AEP. The Department of Education commissioned this research to address such issues.
  

Research Approach

• The three types of AEP in operation in Northern Ireland and the participating projects are first described. The progress towards adult working life of a cohort of 318 young people in their final year of compulsory education in 2002/03 or 2003/04, and engaged in AEP in one of six identified projects, is then traced. Postal and telephone interviews and in-depth case study interviews were used with a sub sample of the cohort, with a key feature being the use of peer researchers. Interviews and focus groups were also held with project staff and stakeholders.
  

Main Findings

• Three community-based projects, two Training Organisation/School Partnerships and two KS4 Flexibility Initiative projects participated. While most respondents did leave a project with a qualification, those in community-based AEP were more likely to do so.
• Those in KS4 had a greater chance of living with both parents, while a higher percentage of those in community-based AEP lived with either one parent, alone or with a partner or other family member.
• 80% of KS4 Flexibility Initiative and 68% of Training Organisation/School Partnership students cited positive reasons for their referral to AEP. Those from community-based AEP felt negative experiences of school were the main reason for their referral.
• Other than 9 students (1 from grammar and 8 from special schools), all the young people originated from the secondary school sector.
• 6 months post-AEP, over three quarters of respondents were engaged in employment, training or further education, with those in KS4 Flexibility faring slightly better on outcome than the other groups. Boys and girls had an equal chance of being unemployed. There were a higher percentage of girls in education or training, and a higher incidence of young men engaged in employment.
• 12 months post-AEP, there was an increase in inactivity. Those who had attended KS4 Flexibility continued to do best, and those from Training Organisations/School Partnership AEP were more likely to be inactive than those from community-based AEP. Girls were significantly more likely to be inactive, possibly related to pregnancy.
• 18 months post-AEP, there was a rise in unemployment from 27% to 32%. Those who attended a School/Training Organisation Partnership had an increased chance of being active. There was also a slight increase in both young men and women in the sample being inactive.
• The chances of being inactive increased over time, with girls were significantly more likely to become inactive than the boys in the sample. There was a gradual increase in unemployment for those who attended either KS4 Flexibility or Community-based AEP projects.
• At 18 months, those from school/Training Organisation AEPs were more likely to have planned their career progression; half of those from KS4 Flexibility Initiative did not have any plans at this stage.
• Multivariate analysis suggested that outcome (active or inactive) was more dependent on the individual and their type of family support than the type of AEP project attended.
• The use of case studies was a valuable method for drawing rich material for analysis, enabling peer researchers to gain trust and understanding and thus participants to share their experiences.
• When data from the case study interviews were compared with data from a comparison group, the resulting analysis highlighted the complexity of creating effective provision for young people who opt out of, or are excluded from, school before the compulsory leaving age.
• The experiences of those who had attended KS4 Flexibility Initiative suggested that, for them, development was perceived as relatively straightforward, and no stigma was attached to the provision. While retention within school appeared to convey considerable benefits, it was noted that, for respondents grouped elsewhere, aspects of school life seemed to exert a 'push' in their move to AEP.
• Failure in their connection with school seemed to have rendered many respondents vulnerable. They understood the limitations of their experiences due to a lack of facilities, staff expertise and limited curriculum opportunities in their projects. Despite such factors being most pronounced in community-based projects, their emphasis on personal development and life skills have some very beneficial effects.
• A major cause for concern was the limited or lack of a coherent external programme of support for these young people in dealing with setbacks which seemed to be almost routine in many of their lives.
  

Conclusions/Implications for policy and practice

• Schools need more support and knowledge to help them support students. Primary schools need earlier intervention and more preventative work.
• The Department of Education should consider ways of incorporating teaching success from AEP within the mainstream sector.
• Children should be allowed to participate more fully in the referral process and should be provided with clear information on the range of qualifications available. AEP providers should also be given a more detailed profile on the young person once referred.
• AEP providers should receive additional support to improve the standards of the learning environments available to young people.
• AEP staff satisfaction and motivation need to be addressed, to prevent complete alienation/exclusion from mainstream education.
• Access to Support Agencies and greater collaboration between schools and AEP are required.
• AEP funding should be reviewed to include an economic formula based on educational entitlement of the young person.
• The curriculum available was an issue, with restrictions often compounded by the gendered nature of provision in most projects.
• While work-related and vocational learning were problematic in community-based AEP, this form of AEP was found to play important roles in their local communities.
• Issues arising from post-16 experiences included preparation and support for reintegration post-16; gender issues; statutory support available to young adults post-16; and effective interagency working.

The report and the briefing are available on the DENI website.