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

profound difficulties and those which presented particular
challenges to the transition process.
• In almost all of the case studies, there was at least one
provider, agency or individual making great efforts to ensure
that the young person progressed.
• There was some evidence from the case studies that agencies
worked well together (though not always) to address the wide
range of young people’s needs regarding their academic
progression, or social and personal needs. However, there was
rarely one professional, or champion, who had an overview of
the young person’s case (particularly post-16) and who was
actively involved in shaping provision to meet their individual
needs.
• Examples of relatively smooth transitions seem to be the
exception rather than the rule.
• Planned transitions seem to work best where there is least at
stake. For those young people with no real option other than
to stay in education, the transition is effectively deferred for
two to three years whilst the young person continues along a
pre-ordained track.
• Other young people experienced a range of disruptive factors
when making the transition, not least a lack of real choice, or a
lack of formal support and advice mechanisms/services to
assist the decision-making process.
• Parents and carers were found, not surprisingly, to be a
particularly important resource in the transition process, and
one which is not always fully harnessed and utilised.
• In many of the case studies, there was evidence of progression
for the young person in at least one domain ie in their current
activity, acquisition of skills or qualifications, or their personal
and social life.
Conclusions
From the survey and the case studies, two groups of young people
stand out:
• The first group relates to young people with largely
uncontested impairments (eg sensory and/or physical
disabilities) that have been identified at school. These young
people generally have a statement, have attended a special
school (or special provision in a mainstream school) and have
had multi-agency intervention related to their impairment.
Essentially, these young people constitute a fairly well-known
population for whom there are clear transition pathways,
although many are experiencing deferred transitions in post-
16 education. The issues for them are whether the pathways
they are on are appropriate, whether they promote genuine
progression and whether the high level of service co-
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