The relationship between school characteristics and students becoming ‘not in education, employment or training’

Key findings from this study

This research indicates that:

• Schools with lower suspension rates demonstrate reduced NEET rates among students.
• Higher Progress 8 scores and onsite post-16 provision associate with decreased NEET incidence.
• Single-sex schools and faith schools show lower rates of students becoming NEET.
• School culture and inclusivity substantially influence post-16 engagement trajectories.

Overview

School-level characteristics influence rates at which secondary students become NEET (not in education, employment or training), independent of documented student-level risk factors. This analysis examined relationships between proxy measures of school inclusivity and post-16 engagement trajectories using three years of English secondary school administrative data.

Methods and approach

The study analyzed administrative data spanning three years across secondary schools in England. Analysis controlled for established student and school local area risk factors while examining associations between school characteristics and NEET outcomes. Proxy measures of inclusivity included suspension rates, student progress metrics, onsite post-16 provision, and school type designations.

Results

Schools with lower suspension rates, higher Progress 8 scores, and onsite post-16 provision exhibited significantly lower NEET rates among their students. Single-sex schools and faith schools also demonstrated reduced NEET rates compared to coeducational and secular counterparts. These associations persisted after controlling for known student-level and area-level confounders.

The findings indicate that school culture and inclusivity substantially shape student trajectories toward or away from sustained post-16 engagement. The sustained elevation of NEET rates among 16-17 year-olds in England over the preceding decade suggests that school-level interventions targeting discipline practices and post-16 pathway clarity warrant policy attention.

Implications

Policies emphasizing inclusive school environments, supportive disciplinary approaches, and transparent post-16 progression routes may reduce NEET incidence at the population level. School leadership and governance frameworks merit examination for their capacity to operationalize these features systematically across diverse educational settings.

The evidence suggests that school-level intervention represents a complementary approach to student-focused risk factor mitigation. Future research should examine mechanisms through which school characteristics influence engagement, including peer effects, staff expectations, and institutional resource allocation.

Scope and limitations

This summary is based on the study abstract and available metadata. It does not include a full analysis of the complete paper, supplementary materials, or underlying datasets unless explicitly stated. Findings should be interpreted in the context of the original publication.