How to stop students with SEND from becoming Neet

Young people with special educational needs and disabilities, along with those with low qualifications and from economically disadvantaged backgrounds, are almost three times more likely to be not in education, employment or training (Neet).

And with nearly one in five learners in England now receiving SEND support, the pressure is on to help those students overcome the barriers they face in transitioning to employment.

For schools, this means redefining what “universal” careers support looks like, while also strengthening personalised and targeted support for those with the greatest needs.

Unfortunately, one of the problems is that employers often lack confidence in their ability to offer work experience or job opportunities to young people with SEND, driven by misconceptions about the small but valuable adjustments needed to create an environment where they can thrive.

Supported employment, which is offered by some employers, helps people with SEND into real, paid jobs. It has a strong international evidence base, demonstrating that with the right personalised support, job matching and employer partnerships, sustained employment outcomes are achievable.

Preparing students with SEND for the workplace

Whether supported routes are available or not, what practical steps can schools take to prepare young people with SEND for the workplace and to work more effectively with employers to meet their needs?

Start early

For many young people, conversations about the future begin too late, when options are already narrowing and aspiration is diminishing.

Asking students from a young age what they enjoy, what they’re good at and what they might want to do in the future helps to build confidence. It also sends a powerful message to families and employers alike: employment is for all.

At Huntcliff School in Saltburn-by-the-Sea, detailed transition information on learners with SEND, including effective support strategies, is shared with post-16 providers.

This means that students are known to staff before they arrive, which helps to reduce anxiety and support sustained engagement, but also creates a strong foundation for vocational profiling and conversations about life beyond post-16 education, from the moment students arrive.

Make work experience meaningful

Well-planned and tailored work experience helps young people to develop their confidence to access future opportunities.

Updated statutory careers guidance highlights the need to offer flexible and immersive work experience opportunities, underpinned by learning outcomes that are appropriate to the needs of the young person.

The guidance states that meaningful work experience should involve opportunities for young people to meet a range of different people from the workplace and perform a task set by the employer to produce relevant work.

Schools need to work closely with employers to make sure that these requirements are being met for learners with SEND.

Think pathways, not one route

For some students with SEND, an apprenticeship or direct entry to the workplace will be a suitable option. For those with more complex needs, a supported internship may be a better choice.

Supported internships are programmes designed for school leavers for whom the level, pace and academic expectations of an apprenticeship would not be appropriate. Supported internships have a strong track record, particularly for autistic learners and those with learning disabilities.

The evidence also shows that the closer programmes follow established supported employment models - such as the Supported Employment Quality Framework (SEQF) and the Supported Internship Quality Assurance Framework (SIQAF), which align closely with Ofsted expectations - the stronger the outcomes.

Ultimately, the starting point for determining the right pathway must be the individual and their strengths, interests and potential.

Partner with employers and specialists

Flexible, evidence-based pathways that offer genuine choice and employer support are key to achieving sustained, high-quality outcomes.

However, schools do not need to become employment experts overnight. In fact, trying to do everything in-house can make things harder.

Organisations like British Association for Supported Employment, alongside local employers, Careers Hubs and supported employment providers, can help schools to access specialist expertise, strengthen employer relationships and better understand local labour market opportunities.

Focus on the student’s strengths

Schools hold detailed knowledge about each student’s needs, and that’s essential. But when it comes to employers, too much focus on barriers can unintentionally undermine confidence in what’s possible.

We need to reverse that by focusing on the young person’s strengths, not least their passion for working in a sector and their appetite to grow and succeed.

Employers don’t need to understand every detail of a young person’s support needs. What they require is a clear sense of how that young person can contribute - including awareness of the small adjustments that can unlock potential and allow talent to flourish.

Laura Davis is chief executive officer of the British Association for Supported Employment (BASE) and John Yarham is chief executive of the Careers & Enterprise Company