EBSA toolkit

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13. Post-16 EBSA

Context

Navigating the Transition to Post-16 Education for Young People with EBSA

For young people who have previously struggled with EBSA at school, the transition into post-16 education can be a fresh and exciting new start, introducing a new environment, a course that matches the young person’s aspirations and interests, more freedom and independence and new friends/peers.

However, for some young people, it can also present with challenges and barriers that feel similar to those experienced at school, or new ones, triggering similar thoughts, feelings and behaviours that caused school avoidance.

Additionally, factors associated with vulnerability can emerge that could be the trigger for early EBSA behaviours (see summary EBSA Toolkit for ‘Risk factors associated with vulnerability’).

EBSA and its Link to Young People Not in Education, Employment, or Training (NEET)

Persistent and Severe Absence: Although there is no specific EBSA data that evidences how well young people with EBSA have transitioned into post-16, the East Sussex data on Not in Education, Employment or Training, indicates that there has been a gradual increase in young people becoming NEET, both locally and nationally (currently in the UK there are nearly one million 16–24-year-olds who are NEET impacting on future life chances, wellbeing and economic prospects (HM Government, 2025). Although EBSA isn’t shown as a specific circumstance, we can identify that 70% of our current NEET cohort had persistent absence (10% or more) in Year 11 and 33% had severe absence (50% or more).

Furthermore, in the UK, the overall absence rate for Year 11 was 9.82% and severe absence was 4.83% (Autumn/Spring 2023/24).  The most common reasons for absence were illness, but reasons also included mental health issues and anxiety (particularly post pandemic) as well as factors such as difficulties leaving the home and social anxiety (Gov.UK, 2025).

Special Educational Needs & Disabilities (SEND): Our data also indicates that young people with SEND (Special Educational Needs and Disabilities) are 3 times more likely to be NEET than those without SEND, of which those with Social, Emotional and Mental Health challenges are most at risk of becoming NEET, followed by those with Specific Learning Difficulties and those with Autism, all of which are risk factors associated with the vulnerability of EBSA.

In additional, the National Centre for Social Research's 'Risk Factors for being NEET among young people' (2023), state the following are among the top six risk factors strongly associated with a young person being NEET:

  • Having a mental health condition.
  • Being identified as having SEN (Special Educational Needs).
  • Not having an academic qualification above Level 1.

The Long-Term Impact of Being NEET

Becoming NEET can have significant long-term negative effects on young people.

  • Health and Well-being: Being NEET is detrimental to a young person's health, well-being, and life satisfaction, and increases the likelihood of 'unhealthy behaviours' like drug taking and crime (Youth Employment UK, 2023).
  • Long-Term Career Scarring:  The impact of youth unemployment can endure for years, damaging life chances and work prospects (Youth Employment UK, 2023).  Nearly half of those who become NEET remain so a year later (L & W Institute, 2025).

Proactive Strategies and Collaboration

This evidence indicates a correlation between EBSA risk factors and young people who are (or at risk of) NEET.  It also highlights the increase of young people in Year 11 who are persistently absent, a concerning trend which could continue into post-16 if not managed early on with appropriate interventions.  It is therefore crucial that schools and post-16 settings adopt a proactive and flexible approach, and together with other key agencies, work collaboratively to identify young people with EBSA or at risk of, minimise the risk of young people becoming NEET and maximise opportunities to promote success into Post 16 and adulthood.

EBSA Support in Post-16 Education: An Action Plan for settings

An effective approach to supporting young people experiencing Emotionally Based School Avoidance (EBSA) can include developing an action plan tailored to the needs of your setting.

The provided  action plan [84.9 KB] [docx], based on the 'Assess, Plan, Do, Review' cycle, offers a framework for settings to proactively address EBSA.

This plan incorporates recommendations derived from research and feedback from various stakeholders, including schools, post-16 settings, parents/carers, and relevant agencies.

The plan's goal is to facilitate a seamless transition for young people from Year 11 into Year 12 and adulthood, promoting engagement and maximising opportunities for success. It includes a variety of recommended actions designed to provide early and tailored support, such as:

  • Assessing needs by prioritising the young person's voice and where possible, making reasonable adjustments.
  • Planning for successful transitions by implementing person-centred strategies and where possible offering tailored support.
  • Doing by providing direct support where possible, staff training, and fostering strong partnerships with external agencies.
  • Reviewing and adapting policies and procedures to ensure they are flexible and responsive.

By embedding relevant recommendations into wider improvement plans, settings can continue to create a supportive environment that can improve individual outcomes and that helps to reduce the risk of NEET.

Further information can be found in the EBSA and Transition section of the summary EBSA Toolkit.

The Vulnerable Learners Protocol - Early preparation and planning for Post-16

For schools and Further Education (FE) providers, one key recommendation to support the planning and transition of vulnerable young people is the effective use of the Vulnerable Learners Protocol (VLP).

Developed in partnership with schools, FE providers, East Sussex County Council Children’s Services, and the Youth Employability Service, the VLP aims to ensure early identification of need and coordinated planning from Year 9 onwards.

The VLP includes a spreadsheet detailing termly actions from Year 9 and assigned responsibilities, along with a supporting Word document outlining key considerations for transition planning. It is a practical, adaptable tool that can be used for individual learners or cohorts and tailored to suit different settings.

A whole-school or setting-wide approach is essential. Different staff members will contribute to various aspects of the protocol, and clarity around roles helps ensure a smooth transition process.

Information Sharing

Sharing relevant information with the receiving education setting is essential for a successful transition. It enables FE providers to plan appropriate support and safeguard the young person effectively. Information sharing is a key component of the VLP, and schools and FE providers should follow the Information Sharing for Vulnerable Learners guidance.

Useful Resources

Useful reading

Bibliography