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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.

The National Centre for Social Research also identified in its ‘Risk Factors for being NEET among young people’ that having a mental health condition, being identified as SEN (special educational needs) and not having an academic qualification above Level 1 are within the top six risk factors strongly associated with NEET (National Centre for Social Research, 2023).

The Long-Term Impact of Being NEET

The impact of a young person becoming NEET can be far reaching. A recent report stated “Being NEET is also detrimental to a young person’s health, wellbeing and life satisfaction and increases the likelihood of ‘unhealthy behaviours’ such as drug taking and crime. Being NEET for six months before the age of 21 increases the risk of unemployment or low pay in later life. The impact of youth unemployment can endure for years, damaging individuals’ life chances and work prospects (Youth Employment UK, 2023).” Accordingly to the Learning and Work (L & W, 2025) Institute nearly half of those who become NEET remain so a year later, and 58% have never had a paid job, leading to potential long term scarring on their career prospects.

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 (how this is measured is unique to each young person).

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

Planning transition from the earliest stage is important to support the transition into post-16 education for vulnerable learners.

Early preparation and support for young people with EBSA or at risk of EBSA, particularly from Year 9 onwards is therefore key to securing an effective and successful transition and to prevent them leaving education early.

The main EBSA Toolkit outlines key challenges and recommendations for transition (EBSA and Transition).  However, for schools and Further Education providers, there is one key recommendation to support the planning and transition for vulnerable young people which is the effective implementation of The Vulnerable Learners Protocol (VLP).  The VLP was developed in partnership with schools, FE providers, East Sussex County Council Children Services and the Youth Employability Service to ensure that schools and further education providers are working together to identify vulnerabilities and ensure that additional planning for young people is in place from year 9 onwards. 

The key objectives of this resource are to support all professionals that have a responsibility in supporting vulnerable learners transition into Post-16 education successfully.

The VLP highlights actions that need to be completed at each term throughout the academic year from Year 9 onwards and by who.

It is important that there is a whole school/setting approach when using the VLP, many of the actions will be supported by different staff members in the setting. By having a whole school/setting approach all staff will know who is responsible and how their role fits into the transition journey for young people.

A young person may be working with multiple professionals; however, it is imperative work is collaborative, with a lead professional coordinating the support. This will ensure information is shared appropriately with all professionals involved with clarity of who is responsible and how the young person will access the action. Working together will get the best result for the young person and will ensure that all aspects of transition are being supported.

Information Sharing

Sharing information to the relevant education setting that the young person is transitioning into is imperative to support the successful transition for them. It can help the Further Education setting plan and prepare the right support to safeguard the young person and support their needs effectively.

Schools and Further Education providers should follow the information sharing for vulnerable learners’ guidance. Transition for pupils with SEN | Czone

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 post-16 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.

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