NEET in the Headlines: How Specialist Support Can Change the Narrative 

/ DLD, Research / By

The issue of young people becoming NEET (Not in Education, Employment or Training) has been making headlines again, with national figures showing persistent challenges in post‑16 transitions. 

But while the national picture can feel bleak, our own data offers a powerful reminder that the risk can be greatly reduced with the right support. 

Understanding the Wider Context of NEET

Across the UK, NEET rates remain a concern, with 13.5% of all young people aged 16-24 years old described as NEET.  

Among the factors associated with NEET status, having an Education Health Care Plan (EHCP) is the most strongly associated. Other important factors include: persistent absence in Key Stage 4, low GCSE attainment, low engagement in school, special educational needs (SEN) and lack of participation in leisure activities.  

But the national narrative doesn’t tell the whole story. 

What Happens When Support Works?

Data from Moor House School & College provide a striking contrast to the national picture. When surveyed in summer 2025, our leavers aged 16–24 years, reported only 4% NEET status, compared with a national average at the same time of 12.7%. Most recent national NEET statistics show a rise to 13.5%; we are currently collecting data from our former students to compare with this. 

Moor House is a non-maintained special school for children with language disorders (primarily Developmental Language Disorder or DLD, often known in education circles as Speech Language and Communication Needs or SLCN). All our students have EHCPs and SEN in the area of language and communication and our Pupil Premium rate (22%) is slightly higher than the average for our region (South East, 20%). These factors predict an increased risk of our students becoming NEET, yet our NEET rate of 4% is well below, rather than above, the national average.  

This demonstrates something vital: when young people with an EHCP for a (Developmental) Language Disorder / SLCN receive tailored, specialist support, their life chances improve dramatically. 

This isn’t luck. It’s the result of structured, evidence based provision that understands the complexity of DLD/SLCN and prepares students for adulthood with precision and care. 

Teacher uses sign with school student in the classroom.

Strategies That May Reduce the Risk of NEET

So, what makes the difference? We don’t know for sure, but we believe the actions below have an impact: 

  • We ensure detailed understanding of individual profiles. We consider in detail each student’s individual strengths and needs when planning and delivering interventions. All students receive speech and language therapy and many also receive occupational therapy and literacy support. A smaller number receive physiotherapy or psychotherapy. 
  • We provide evidence-based individual and integrated therapy that supports communication and independence.  We rigorously evaluate our intervention approaches to ensure that they are effective and we publish the results in peer reviewed journals. We have an explicit focus on generalising skills into the classroom, social and community settings. When therapy is part of the curriculum (and where relevant, residential care), students develop the skills they need for learning, communication, relationships, independence and work. 
  • We have consistently high expectations that recognise potential, not limitations. Believing in what students can achieve and maximising accessibility of both teaching and exams, helps students obtain the best academic results they can.   
  • We support confidence, wellbeing and resilience. Being part of an accepting community with positive peer relationships and a strong sense of belonging, can have a positive impact on self-esteem, engagement and attendance. In the last year, attendance at Moor House was above 93%; 7% higher than the national average for students with an EHCP of 86%. We also encourage and support students to take opportunities to participate in a range of social and leisure activities (especially those who attend our residential provision), and we provide club and activity leaders with information about how best to support students with DLD. Indeed, a survey of our former students found that over half participate in organised social groups. In addition, those who attend our residential provision build resilience away from home, increasing both their independence and their confidence.  
  • We develop long-term plans that prepare students for adulthood. The vast majority of our former students reported that they felt well-prepared for employment, relationships and independent living. This preparation starts early, giving students time to build skills and explore pathways. We track and gradually build language, academic and daily living skills throughout students’ time at Moor House. From Key Stage 4, we use The WHEEL OF INDEPENDENCEâ„¢ Framework to track and improve independent daily living skills. This focuses on skills for independence at home, work and in the community: time management, money skills, food shopping, meal preparation, laundry, housekeeping, self-care, leisure and independent travel.  

NEET Is Not Inevitable for Students with EHCPs

Although becoming NEET is much more likely for those with EHCPS, our data show this is far from inevitable. Moor House outcomes make clear that NEET is not a predetermined path for children with EHCPs — high‑quality, specialist provision can lead to an independent and fulfilled future. 

When education is personalised… When communication needs are understood… When transition is planned, supported, and scaffolded… Young people can progress into further education, training, and employment. Through carefully planned and delivered support, young people gain the skills, confidence and resilience needed to succeed.

Find out more about Moor House School & College here.

You cannot copy content of this page

Scroll to Top