The NEET crisis: why colleges must innovate to include

Learners not in employment, education or training (NEET) are in the spotlight.

Data shows across the UK, nearly 946,000 young people aged 16–24 are currently NEET, representing around 12.7% of that age group. At the same time, demand for alternative provision and SEND support continues to rise, with over 480,000 pupils in England now holding an education, health and care plan (EHCP), a figure that has more than doubled since 2016 from the office of national stats. Behind these numbers is a clear message: the traditional classroom model does not work for every learner.

For colleges in the further education (FE) sector, this is not a marginal issue. Many young people arrive in FE having experienced disrupted schooling, unmet SEND needs, exclusion, mental health challenges, or social disadvantage. We also know that students from ethnic backgrounds are less likely to be identified for EHCP support, despite facing systemic barriers. That means colleges are often supporting hidden need; learners who require tailored approaches but may not have formal plans in place.

To truly engage NEET learners and those at risk of disengagement, we must fundamentally understand their needs. That means working beyond institutional walls.

Collaboration with community leaders, industry experts, and alternative sector partners can elevate outcomes in ways a standard classroom simply cannot. Education should not be confined to four walls, and one-size-fits-all assessment methods. For some learners, especially those who have struggled in mainstream settings, alternative environments unlock confidence, identity, and aspiration. Thinking outside the box is not a luxury; it is a necessity.

Two consultations on NEET learners have closed recently (one by the cross-party Work and Pensions Committee, and one by Alan Milburn for the Department for Work and Pensions) closed in the past month, and while policy makers explore how these learners should be supported, I thought it was worth sharing an example of a successful scheme.

A few weeks ago, I worked with a group of students progressing into the built environment sector. It’s an industry that remains significantly underrepresented by women and ethnic minorities. Rather than teaching theory in isolation, we partnered directly with industry professionals to provide authentic, workplace-rooted experiences.

The students were immersed in real conversations about sector culture, opportunity, and progression pathways. They explored representation in construction and design, and as part of their project, created a powerful Windrush-inspired mood board, connecting heritage, architecture, and community identity, we call these elements soft skills, but are part of the tools in our kit that Is just as important as theory. This wasn’t just a creative exercise. It built in, research skills, and cultural awareness, which are all highly transferable employability skills.

Communication development was equally important. Many learners who have experienced disengagement lack confidence in formal communication settings. Through this project, students developed presentation skills, teamwork, and professional dialogue, in the media hub.

The turning point came when they were given the opportunity to be interviewed by the BBC about their work. For many, it was their first experience of being listened to as experts in their own ideas. The impact on their confidence was immediate and visible.

By the end of the programme, their first ever direct industry experience, two students were offered high-paid apprenticeship opportunities within the sector. That is what progress looks like.

There are several key principles in play here that colleges can adopt:

• co-design curriculum with employers to ensure learning aligns with real workforce needs

• provide live industry projects, not simulations

• embed communication and confidence-building into every activity

• work closely with community organisations to build trust and cultural relevance, working with charities, communities, and cultural settings as first point of contact, and not the last

• offer flexible and work with alternative learning environments for those who struggle in traditional settings

When learners see the relevance of education to their future, engagement improves dramatically. When they feel represented and understood, aspiration rises. And when industry collaborates meaningfully, progression pathways become tangible rather than abstract.

Further education colleges are uniquely positioned to bridge the gap between alternative provision and industry. As the number of young people requiring flexible pathways grows, FE must continue to innovate.

The evidence is clear: normal classroom settings are not for everybody. But with strong partnerships, creative curriculum design, and a commitment to equity, colleges can create environments where every learner, regardless of background, has the opportunity to thrive. And sometimes, all it takes is one project, one industry connection, and one moment of belief to change to support people to thrive.

Ellisha Soanes is an educational consultant and CEO of Holistic Wellness Centre