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

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8. Leisure Activities and Social Life Most young people taking part in the survey appear to have active social lives and plenty of leisure activities. Far from being solitary in these pursuits, most young people report that they spend time engaged in these activities with many and varied groups of friends. This chapter looks at the activities that young people are engaged in and identifies the role of others in these activities. The chapter also looks briefly at young people’s current living arrangements and the likelihood of future independence. 8.1 Leisure activities Table 8.1 below shows that the majority of young people in the survey regularly watch TV, go shopping, play video and computer games and do some sort of sports activity or exercise. Just six per cent of young people said that they went out to pubs and clubs to socialise. Table 8.1: Leisure activities N = % Watch TV 1,577 84 Go shopping 1,201 65 Play video, or computer games 1,096 58 Play sport/do exercise 1,070 58 Go to cinema/theatre 927 49 Read magazines or books 878 48 Use the internet 784 43 Go out socialising (pubs/clubs) 111 6 Listen to music/attend gigs/concerts 72 3 Other 288 15 N =1,874 respondents Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Post-16 Transitions of Young People with SEN: Wave 2 119
8.2 Friends and other relationships Almost all young people in the survey said that they had at least two good friends with just four per cent of the sample reporting that they had no good friends at all (Figure 8:1). Over half of all young people said that they had six or more good friends. The incidence of statementing, the type of school attended or the type of special educational need does not appear to have any bearing on the friendships of young people as all recorded similar numbers of friends. Two-thirds of young people participating in the survey stated that they had had a boyfriend, girlfriend or partner at some point since completing Year 11. However, young people who had been statemented at school and/or who had attended a special school were much less likely to say that they had had a partner over the same time period when compared to their counterparts without statements or those who had attended a mainstream school. Most young people also reported that none or only a few of their friends had any disabilities or difficulties (83 per cent). However, just over one in ten of all young people stated that most of their friends had disabilities or difficulties of some sort. This was particularly the case for young people who had statements of SEN at school (23 per cent of whom reported that most of their friends had disabilities or difficulties compared to just two per cent of young people without statements). Similarly, young people from special schools were very much more likely to report that most of their friends had disabilities or difficulties (42 per cent versus just two per Figure 8:1: Number of good friends More than 10 22% Don't know 1% (None) 4% 1 7% N = 1,874 6-10 23% 2-5 43% Source: IES/MORI 2003 120 Post-16 Transitions of Young People with SEN: Wave 2
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RESEARCH Post-16 Transitions: a Lon
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Acknowledgements The authors would
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Contents Executive Summary viii 1.
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Executive Summary Introduction This
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help or information from the young
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profound difficulties and those whi
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1. Introduction This report present
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Main-stage fieldwork The aim in the
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Table 1.2: Estimates of the number
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• Chapter ten draws together the
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when educational options have a str
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of work-related training schemes. I
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without very considerable effort on
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introduction of a Children’s Bill
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3. Characteristics of Young People
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difficulties. The less common forms
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Table 3.6: Statement of special edu
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Table 3.10: Change in SEN status N
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severe learning difficulties/profou
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4. School and Outcomes A primary ai
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Table 4.2: Young person’s recall
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Table 4.5: Reasons why transition p
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Table 4.7: People involved in the t
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Table 4.9: Coverage of transition p
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Table 4.10: Coverage of transition
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Figure 4:3: Reasons why Year 11 dis
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Table 4.13: Provider of help to pre
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Table 4.15: Most helpful person whe
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Table 4.18: Extent to which school
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In cases such as these, transition
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were choices but young person and f
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Figure 4:6: Young People’s views
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“In school he had quite a lot of
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Figure 4.7: Whether gained qualific
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Figure 4.11: Level of qualification
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• Over three-quarters of all youn
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Table 5.1: Current main activity Al
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Table 5.4: Current main activity, b
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Table 5.6: Current main activity, b
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college for people with LDD, and we
Page 82 and 83: transition plan to have sought advi
Page 84 and 85: 5.2.3 Ease of transition The majori
Page 86 and 87: Table 5.14: Occupation/training typ
Page 88 and 89: 5.3.3 Method of jobsearch and advic
Page 90 and 91: • help to progress into work/trai
Page 92 and 93: Table 5.21: Reasons for current ina
Page 94 and 95: Table 5.24: Advice received when lo
Page 96 and 97: However, he was finding this new co
Page 98 and 99: years, often in quite productive ac
Page 100 and 101: Table 5.25: Parent/carer view on ex
Page 102 and 103: employment or a training placement
Page 104 and 105: Figure 6:2: Benefit receipt, by SEN
Page 106 and 107: had not had any subsequent contact
Page 108 and 109: Table 6.3: Type of support lost sin
Page 110 and 111: Table 6.5: Additional support recei
Page 112 and 113: met by his special school sixth for
Page 114 and 115: education since their child left Ye
Page 116 and 117: • colleges (33 per cent of parent
Page 118 and 119: published information against just
Page 120 and 121: who had a statement of SEN and/or h
Page 122 and 123: Table 6.12: Parent/carer knowledge
Page 124 and 125: Figure 7:1: Qualifications gained (
Page 126 and 127: Parents were also asked to reflect
Page 128 and 129: “(He is) a bit more independent;
Page 130 and 131: immaturity and the fact that she is
Page 134 and 135: Figure 8:2: Weekday evenings spent
Page 136 and 137: For some young people, the involvem
Page 138 and 139: For Li, who has found his own way o
Page 140 and 141: Figure 9:2: Parental views on young
Page 142 and 143: Table 9.1: Views on the future, all
Page 144 and 145: Table 9.5: View (4) on the future,
Page 146 and 147: 9.3 Next activity Almost three-quar
Page 148 and 149: plans for their futures but for var
Page 150 and 151: 10. Conclusions 10.1 Introduction T
Page 152 and 153: Transition planning is purposely fo
Page 154 and 155: needs in both the academic and the
Page 156 and 157: and most reported that they had mor
Page 158 and 159: the most severe and complex difficu
Page 160 and 161: Appendix One: Wave 2 survey Summary
Page 162 and 163: Table A.1: Profile of participating
Page 164 and 165: 10.5.2 Weighting Table A.3 reports
Page 166 and 167: • Economic factors • Structural
Page 168 and 169: gave their consent and who lived in
Page 170 and 171: Gareth is a young man with learning
Page 172 and 173: she does not succeed, her Connexion
Page 174 and 175: examples here are Maria who wants t
Page 176 and 177: time to themselves. The problem for
Page 178 and 179: here. He is one of the nicest peopl
Page 180 and 181: Appendix Four: References Bignall T
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