Post-16 Transitions: a Longitudinal Study of Young People with ...

Table 6.4: Effect of loss of support on young person
N = %
No effect 77 27
Lowered motivation 65 22
Fewer educational opportunities 49 16
Loss of confidence/self esteem 24 8
Affected educational capabilities/under-achieving 19 6
Fewer social or leisure opportunities 17 6
Increased independence 16 5
Harder to get around/arrange transport 10 3
Decline of physical/emotional well-being 9 3
Speech improvement/capabilities affected 8 2
Lack of comprehensive support/help 8 2
Affected communication skills 5 1
Behavioural/attitude problems 5 1
Lethargic/lazier/loss of motivation 5 1
Made life more difficult for family/increased reliance on family 4 2
Become more confident/determined 4 2
Has no-one to speak to/confide in 3 1
Other 22 6
Don't know 12 4
N = 303
Note: All percentages are weighted percentages, unless otherwise stated
Source: IES/MORI 2003
• one-to-one tutoring, and
• support from Connexions.
Thus, whilst the support from Connexions appears to be a
different type of support to that which has been lost, the gains
in support have been of a fairly similar nature, although
perhaps offered in a different setting eg a college or sixth form.
Parents and carers reported that the most significant impact of
this new and additional support were (Table 6.6):
• increased motivation
• increased independence
• increased confidence and self-esteem, and
• more educational opportunities.
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Post-16 Transitions of Young People with SEN: Wave 2