Early Support Could Help More Young People Build Brighter Futures
A government-commissioned review has proposed that primary schools in England should identify children who may be at greater risk of becoming unemployed or leaving education without a clear pathway into work later in life. The recommendation forms part of a wider effort to tackle the UK’s long-standing challenge of young people who are not in education, employment or training (NEET).
At first glance, the idea may seem surprising. Many people will question whether it is possible—or even appropriate—to identify future employment challenges while children are still in primary school. However, supporters of the proposal argue that this is not about predicting a child’s future. Instead, it is about recognising early signs that additional support may be needed so that barriers can be addressed long before they become long-term problems.
Research has consistently shown that educational attainment, school attendance, confidence, communication skills and early development all influence future outcomes. Children who receive support early are often better equipped to engage with education, develop resilience and build the skills that employers increasingly value throughout later life.
For organisations like I’M MORE, the conversation is an important reminder that opportunity should not begin when someone becomes unemployed. By the time many young people reach the age of 18, they may already have experienced years of setbacks, reduced confidence or limited access to positive opportunities. Creating pathways much earlier could help prevent some of those challenges from developing in the first place.
This does not mean placing labels on children or lowering expectations. Every child develops at their own pace, and circumstances can change dramatically throughout their education. Rather, the focus should be on ensuring that schools, families, local authorities and employers work together to provide encouragement, mentoring and practical support whenever additional help is needed.
Building confidence, improving attendance, strengthening communication skills and helping young people discover their interests can all contribute towards better long-term employment outcomes. Small interventions delivered consistently over many years are often more effective than trying to solve complex problems once someone has already become disengaged from education or the labour market.
Early intervention also benefits employers and the wider economy. Young people who leave education feeling prepared for work are more likely to secure employment, continue learning and contribute positively to their communities. Businesses gain access to a stronger future workforce, while fewer people face the uncertainty that often comes with prolonged unemployment.
The discussion also highlights the importance of viewing education and employment as part of one continuous journey. Careers advice, work experience, mentoring and employability skills should not begin only in the final years of secondary school. Introducing positive experiences throughout childhood can help young people understand the wide range of opportunities available to them before they make important decisions about their future.
As policymakers continue reviewing how best to reduce youth unemployment, the central objective should remain creating more opportunity rather than simply measuring future risk. Every young person deserves the chance to discover their strengths, build confidence and develop the skills needed to succeed. With the right support at the right time, many of today’s challenges can become tomorrow’s opportunities.
