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Unlocking the potential of young people furthest from the labour market

This report gives 4 key policy principles to help young people furthest from the labour market into good-quality, sustained employment.

Family Resources Survey (FRS) analysis shows that three-quarters (76%) of 16–24-year-olds receiving Personal Independence Payment (PIP) or Disability Living Allowance (DLA) were not in education, employment or training. Looking again at the period since 2005, the number of 16–24-year-olds in England and Wales receiving PIP or DLA has more than tripled to 411,000 by August 2024, with the majority claiming PIP or DLA for ‘psychiatric’ conditions (see Figure 3).

PIP categorisation of ‘psychiatric’ conditions includes:

  • autism spectrum disorders, which make up a third (32%) of all PIP claims for 16–24-year-olds
  • hyperkinetic disorders – such as ADHD, ADD and so on; 11%
  • global learning disabilities – Down’s syndrome, Fragile X and so on; 10%
  • mixed anxiety and depressive disorders (9% of all PIP claims for 16–24-year-olds), anxiety disorders (3%), mood disorders (2%) and personality disorders (1%) together also make up a substantial share of PIP recipients. In contrast, older age groups receive PIP for more musculoskeletal conditions, such as specific back pain, neck, wrist and hand disorders, and injuries/fractures/dislocations.

Note: 6 focus groups were conducted with 30 young people not in employment, education, or training in Bradford, Hull and Slough. Participants discussed the barriers they face, and what solutions they think would work for them (see Methods section for further detail).

If labour market policy is to support all young people into employment and educational opportunities, policy-makers must recognise the significance and varying dimensions of these health conditions for those young people who are not participating in (or looking for) work or education. Mental health exists on a complex continuum, which is experienced differently, with varying degrees of difficulty and distress. For example, one young person in our qualitative research explained that whilst they had no diagnosis, their mental health condition acted as a barrier to employment:

Speaking about ‘internal’ barriers to work, a young person in Bradford aged 16-24 told us:

“I’ve got anxiety, it’s not diagnosed, I struggle a lot – especially with interviews, and I stutter a lot … I try to push past it, I don’t get any help for it – I haven’t told anyone.”

For another young person in the same group, their mental and physical health problems were more severe:

“I’ve got health and mental health problems, sometimes when it flares up I can’t get myself out of bed – and my anxiety gets really, really bad.”

Whilst recognising the significance of these health issues for the individual, policy-makers need to acknowledge that mental health issues seldom occur in a vacuum. A young person, aged 16-24 from Slough, in one of our focus groups articulated this whilst explaining that their mental ill health had been triggered by an adverse life experience that continues to impact their ability to work or learn:

 “I didn’t even leave my house for – must have been about 4 months [following an adverse life event] – I literally stayed in my room in the dark for 4 months. My mental health was bad – it still is, I still struggle, daily. Depression and mental health does play a massive part of working life.”

Mental health can be shaped by the interaction of individual characteristics (psychological and biological) with the social, physical and structural conditions in which people live across their life course. Social inequalities, in particular, are associated with an increased risk of many common health conditions. These vary across the life course, influencing people at different ages, genders and stages of life (WHO and CGF, 2014).

The following section will discuss in more depth how mental ill health is often the tip of a complex iceberg, hiding an interplay of individual, social and structural factors that influence health, educational and employment outcomes.

Many of the experiences shown in Figure 4 were common and overlapping for young people in our qualitative research. Across our focus groups, we heard from young people who had mental health conditions (some diagnosed and some not), were not currently in work or education, were receiving state benefits, were living in supported and insecure housing, had no or very few qualifications, lacked family and social support, and had faced discrimination in school or from employers because of their sexuality or health condition.

Poor mental health was often the tip of a complex iceberg and was affected by the wider conditions and circumstances in which young people were living. However, it was clear that poverty, housing insecurity and poor education were prominent themes for those young people who were not in employment, education or training, and citing health issues. These factors often triggered or exacerbated mental health issues and hindered moves into education and employment opportunities.

Poverty

Poverty increases the risk of mental illnesses, including schizophrenia, depression, anxiety, and drug and alcohol dependency. It can act as both a causal factor, for example, stress resulting from poverty triggering depression, and a consequence of mental illness, for instance, schizophrenic symptoms leading to decreased socio-economic status and prospects (Fell and Hewstone, 2015). Figure 5 shows that young people not in employment, education or training are over 2-and-a-half times more likely to be in poverty than those who are in work or education. The figures are even starker for young people who are not in employment, education or training and who do not live with parents or caregivers. This group is more than 3 times more likely to be in poverty than 16–24-year-olds in work, education or training (60% compared to 18%).

The very low incomes on which young people not in education, employment or training live mean that 40% are classed as experiencing material deprivation, around twice the rate for all working-age adults. Many cite being unable to heat their homes, afford adequate food or replace broken furniture or electrical items. Not having enough to cover the essentials weighed heavy on young people’s minds in our qualitative research, especially those receiving Universal Credit (UC). One young person, aged 16–24 from Bradford, explained how the inadequacy and conditionality of benefit support caused them significant anxiety:

“I get [£x amount] per week, it may sound like a lot, but it’s not – it’s damn near impossible to live off. I don’t know if it’s the same with other benefits – but they threaten your money at every given opportunity. You put one foot wrong, they’ll threaten to cut your benefits. If they don’t think you’re looking hard enough for a job – they’ll cut your payment.”

Studies on the introduction of UC have suggested that austerity, welfare reforms and a greater conditionality have adverse effects on benefit claimants’ mental health (Barr et al., 2015; Wickham et al., 2020). As a result, young benefit claimants have been exposed to lower rates of UC and increasing conditionality. This will be explored in more detail later in the briefing on the strengths and weaknesses of labour market policies. However, we also heard that UC was a vital lifeline, especially for some young people with complex personal circumstances. For one young person, aged 16–24 from Hull, receiving support from the social security system was the difference between having a roof over their head and being homeless:

“I don’t think that people realise that if we didn’t have that Universal Credit we would literally not be here – we would all be on the streets, literally … I think people need to know that young people do actually matter, that we do have problems, we do have these things that are going to impact our lives.”

Housing insecurity

There is strong evidence that experiencing housing insecurity worsens mental and physical health (Mason et al., 2024). According to Crisis (n.d.), 45% of people experiencing homelessness have been diagnosed with a mental health issue. This rises to 8 out of 10 people who are street homeless. We heard from young people from across our focus groups who were living in a variety of precarious situations, such as street homelessness, being at risk of immediate eviction, being unable to move on from supported housing due to high housing costs in the private rented sector, and lengthy waiting lists for social housing. Insecure housing prevents young people from putting down roots, committing to longer-term education or training courses, or moving into work. One young person, aged 16-24 from Bradford, explained that because they were at risk of eviction and struggling to find social housing, seeking a job was not their immediate priority:

“I can’t find any jobs because I don’t know where I’m gonna live, I’m about to be homeless. I’ve been bidding for [city] social housing for over a year now – and they said they’d get back to me in 10 weeks, but I don’t have 10 weeks – I have less than a month.”

For other young people, having no fixed address was a barrier to holding down a job, alongside broader issues like being unable to shower, have clean clothes and show up to work presentably. One young person, aged 16-24 from Hull, told us that they were currently street homeless, and despite having work experience and qualifications, having no address was their primary concern:

“I’m trained in [cooking, baking and butchery] and my mates are like why can’t you get a job with all that qualification – well you need an address.”

Several young people who participated in the qualitative research live in supported housing. Supported housing is accommodation provided by councils, housing associations and charities alongside support, supervision or care to help people live as independently as possible in the community (MHCLG, 2020). Young people were living in supported housing for various reasons and support needs. These included care leavers, young people with learning disabilities and those with mental health conditions.

A key problem for this group of young people is the substantial loss of support upon moving into work. Young people living in supported housing receive Housing Benefit (HB) to pay their rent. This is different to those living in the private rented sector, who receive the housing element of UC. HB and UC have 2 taper systems, which means young people living in supported housing who want to move into work face having their benefit income subjected to 2 taper rates.

This means that if a young person takes on more than minimal hours of work, this can reduce their overall income and put them at risk of rent arrears, debt and eviction due to the high rent levels in supported housing. Moreover, this is a disincentive to moving into work and moving on from supported housing. This problem is highlighted in a conversation among 2 young people, aged 16-24, who participated in our focus group in Hull:

“I want to work. But if I was to work – I’m in a shared house so if I was working, I would be paying way more rent than I do now. I’d be paying £450 when I’m only paying £100 at the minute … I’ve been in and out of hostels and shared houses since I was 16 – there is just no end of that. I’d be too scared. You end up in the trap. There’s a risk of everything just falling.”

 “[Another participant] Sorry, are you essentially saying that you really want to work, but you literally can’t afford to work?”

Removing the cliff edge in HB rules that prevent young people living in supported housing from moving into full-time employment could be done by amending HB rules as proposed by Centrepoint (2023) or adjusting UC, for example, by reviewing the monthly assessment structure to accommodate short stays (Howarth et al., 2018).

Not being able to afford the high rent costs of supported housing could lead to eviction, adding to the anxiety of losing a relatively stable home and support (Shelter Cymru, 2019). We heard how young people in supported housing are subjected to a range of different tenancy and licence agreements, such as exclusion orders, Section 21 ‘no-fault’ evictions or 28-day notices to quit. This means that in some types of supported housing, tenants can be evicted more easily, and a landlord might not need to go to court (Shelter England, 2024). The chance of losing their home in a short period does not create a stable foundation from which young people can move into work and move on from supported housing, and it adds to the feeling of being ‘trapped’.

Educational attainment

Low levels of educational attainment may lead to lower wages, insecure employment and a greater risk of unemployment (Allen and Donkin, 2015). Figure 6 illustrates that young people with low or no qualifications are disproportionately likely to have never worked or been out of work for longer. Of the 22–24-year-olds with no qualifications, 40% have never worked, compared to 5% of those with a degree or above.

Achieving no qualifications or low grades at school adds to poor self-esteem that can profoundly impact an individual taking up education or employment opportunities. One young person, aged 16-24 from Bradford, felt that their behaviour at school had led to their current unemployment and felt pessimistic about their future:

“When I was in school – I sabotaged my future … I didn’t pass my grades, didn’t get my GCSEs, and it’s affecting me trying to get a job now. I weren’t mature enough, I didn’t think about what job I wanted to do.”

Low levels of education can also indicate wider adversity experienced by the individual. Children eligible for free school meals are more likely to perform poorly in education. For example, in England, only 25% of 16-year-olds eligible for free school meals achieved GCSE Grade 5 or above in English and maths, compared to 52% among those not known to be on free school meals (JRF, 2025). Several young people in our research described how not getting the support they needed at school for their mental health condition had a negative impact on their education. One young person, aged 16-24 from Hull, explained that their behaviour at school affected their ability to learn and was misunderstood, leading to them not getting the support they needed:

“I struggled a lot at school – they just called me as a disturber to the class, as the class clown – but they didn’t know I had like severe autism, so I struggled quite hard to maintain all the qualifications. It would have been different [if I had got the right support], if teachers acknowledged all the different disabilities that are out there in the world.”

Over the last decade, there has been a substantial increase in diagnoses of autism, and the share of young people not in work or learning with autism (17%) or severe and specific learning difficulties (9%) is much higher than for those in work or learning (5% and 2%, respectively) (LFS, 2024). Evidence shows that young people with autism are twice as likely to be excluded from school than their peers, with 1 in 4 children living with autism waiting more than 3 years to receive the support they need at school (Ambitious about Autism, 2021).

Moreover, research by the LSE found that children with special educational needs (SEND) living in deprived areas were less likely to receive an Education, Health and Care Plan (EHCP) – a higher-level SEND provision funded by local authorities – than those in affluent areas: 17.5% and 22%, respectively (Campbell, 2023). This highlights the need for more inclusive and adaptable education systems and workplaces to support these young people effectively, especially those from deprived areas. A young person aged 16-24 from Slough said:

“I was looked at as a naughty kid in school because I couldn’t sit still in lesson, I couldn’t focus on what the teacher was saying – because my mind was racing, I struggle to keep my mind calm … I got kicked out in year 10. And didn’t get any more support than that. Went through apprentice stages, a few other jobs – nothing seemed to be working out. So I went on UC – and yeah, it’s just been downhill from there.”

We cannot view a young person’s non-participation in employment solely through a health lens. Labour market policy to support young people into education and good-quality, sustainable employment must be guided by principles that acknowledge the complex interplay of personal, social and structural factors young people experience. This means understanding the connection between social conditions and individual experiences and their effect on someone’s internal, emotional and thought processes. Addressing these structural factors will be crucial to decreasing the population’s risk of experiencing health issues. However, the following section will focus on the strengths and weaknesses of labour market policies for young people with complex and intersecting issues of disadvantage.

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