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

Table 6.6: Effect on young person of having additional support
N = %
Increased motivation 100 34
Increased independence 62 17
Increased confidence 45 15
More educational opportunities 43 15
No effect 35 11
More social or leisure opportunities 24 7
Improved learning capabilities/attitude to education 16 5
Easier to get around / arrange transport 6 2
Become more reassured/focused for the future 6 2
Increased job opportunities 5 2
Made him/her happier 5 1
Lowered motivation 4 2
Become more mature/gained more mature outlook 4 2
More relaxed, calmer 4 1
Gained more understanding about him/herself 4 1
Developed real life/organisational skills 3 2
Improved speech abilities 3 1
Given encouragement 3 1
Increased ability to interact socially 3 1
Other 29 9
Don’t know 3 1
Note: All percentages are weighted percentages, unless otherwise stated
Source: IES/MORI 2003
crucial source of support for young people through their
transition from school and in the activities that follow.
The survey data also suggest a lack of one professional, service
or organisation with an overview of the young person and the
options available for them throughout this period. Parents and
carers therefore often take on this role and provide critical
continuous support, as the following findings from the case
studies illustrate.
Case studies: parents and carers
A striking feature of the case studies is the extent to which parents
and carers continue to play a key role in supporting young people
through the transition process. This is certainly the case, for
instance, for obviously dependent young people such as Marcus
where his mother has had to battle to ensure that his needs are
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Post-16 Transitions of Young People with SEN: Wave 2