Celebrating Young People and their Voice
November 4, 2025
  š Hello Everyone! Iāve got some exciting news to start withā¦Ā Iāve found someone to help me with this newsletter! Letās be honest ā I havenāt exactly been the mostĀ consistentĀ with sending these out or keeping track of everything Iāve been up to. But having someone alongside me brings accountability (and a little friendly pressure š), so hereās to doing better and sharing more! šĀ Your Voice Matters One of the biggest reasons I started this was to build aĀ network of people with lived experience of exclusionĀ ā a space where real stories can be heard and amplified. Iād love toĀ invite your contributions: Personal stories or reflections Concerns and ideas Opinions, creative pieces, or anything else that matters to you You can share openly or anonymously. This is your space too, and your voice truly matters here. š„Ā A Unique Documentary Opportunity Iām currently working onĀ two storytelling projectsĀ ā one film-based and one photographic. Iām looking for individuals withĀ lived experience of exclusion, prison, and/or neurodiversityĀ who are open to sharing their stories. These will not be produced by me,Ā but real producers and photographersĀ in collaboration with the charityĀ Nip in the Bud, which advocates for early intervention. Please check out their website as they have great resources for parents/carers of children with additional needs. If this speaks to you, please get in touch. This is about telling stories with dignity, depth, and impact. āØĀ A Night in Bedford The photo used for this newsletter was taken during a magical evening in Bedford where I gave a keynote speech alongsideĀ Harry PotterĀ actressĀ Jacqueline BoatswainĀ (who was absolutely lovely, by the way). The event celebratedĀ young peopleās achievements, and the energy in that hall was electric. During the Primary celebration, I found myself running around with a mic like Jerry Springer as children shouted out their dream jobs āĀ artists, dentists, dance teachersā¦ and even a unicorn!Ā Bedford certainly has a bright future ahead of it! It was amazing to see young people celebrated like this, it should happen more often. Bedfordās future is bright. š šø Read more about the evening here š§Ā Post-16 Consultations: London One of the most powerful moments recently has been aĀ consultation in LondonĀ focused on how young people inĀ alternative provisionĀ are supported (or not) when moving into post-16 education. Hearing their raw, honest experiences was both inspiring and eye-opening. Thereās so much work to be done ā and so much potential to build from. Here is a snippet: šĀ Student Voice on Post-16: Lived Experiences, Real Barriers, and Paths Forward Young people in alternative provision (AP) and pupil referral units (PRUs) face a post-16 transition that is less a bridge and more a cliff edge. While 93.2% of their mainstream peers sustain post-16 education or employment, only 66.5% of AP students do the same. Behind these numbers are complex stories of exclusion, lost learning, and quiet resilience. This consultation engaged over 30 young people across multiple sites, inviting them to reflect on their journeys, fears, and aspirations. Their words reveal not just barriers ā but powerful insights for change. š±Ā 1. Impact of Exclusion: Dreams Rewritten The clearest finding was howĀ exclusion reshapes aspirations and damages learning. Many students described lowering their goals after being moved out of mainstream education. āOnce I hit centre (AP), there wasnāt much pressure anymoreā¦ just get your GCSE, thatās it.ā āĀ Student, Year 11 āLike, mainstream schoolsā¦ Iād wake up in the morning and cry, and just dread going in. This school, I could wake up and smile.ā āĀ School leaver Students often defaulted to accessible vocational paths ā hairdressing, beauty, or mechanics ā not out of passion, but becauseĀ it was the only option available. Yet, when asked about their real dreams, their answers shifted dramatically: lawyer, forensic psychologist, RE teacher, entrepreneur. These āhidden aspirationsā suggest a powerful gap betweenĀ potentialĀ andĀ perceived opportunity. All of which were damaged by exclusion, loss of trust with education and time out of a school setting with only āword searchesā for work. Long periods of isolation had left young people with an unshakeable disillusionment. As is my mission, exclusionĀ NEEDSĀ to beĀ rethought,Ā redefinedĀ andĀ repurposed. š§āš¤āš§Ā 2. Low Parental Expectations Compound the Problem Another key theme was theĀ absence of high expectations from parents and caregivers. āSee, thatās what I mean. I donāt know. Thereās no expectation. Itās just whatever I be.ā āĀ Year 11 student, Saffron Valley The majority of young people said their families ājust want me to be happy.ā While well-intentioned, this lack of ambition often reflects the familyās own experiences of exclusion and inequality ā creating a feedback loop of limited horizons. š§Ā 3. Fear of Transition: The Unknown Feels Unsafe Even when students make post-16 choices, fear often dominates their expectations. They described anxiety about class sizes, a return to mainstream settings, and uncertainty about how much independence would be expected of them. āI am shy towards new people, and get anxious when Iām expected to do things independently. I say to myself, āI know I wonāt be able to do it, so why bother?āā āĀ Year 11 āCollege classes were bigger, and it felt like I didnāt belong. I struggled with the pressure.ā āĀ A student who had dropped out of their post-16 destination This fear is compounded by aĀ lack of clear informationĀ about what college or apprenticeships will actually be like. Many students hadnāt visited a college or had any kind of taster day. For some, post-16 was little more than an abstract idea. š¬Ā 4. Preparation and Opportunity Gaps Although many students praised their AP settings as more supportive than mainstream, they identifiedĀ critical gapsĀ in preparation for life after 16. Life skillsĀ like paying taxes, workplace communication, and punctuality were repeatedly mentioned. Access toĀ business, psychology, and other aspirational subjects was limited or unavailable. Career guidance was often inconsistent or late in the process. āHow to pay taxes, because I actually have no idea.ā āanĀ aspiring lawyer āIt was the only apprenticeship I saw.ā āĀ Year 11 leaver Even the most ambitious students oftenĀ made choices based on convenience, not aspiration. š§ Ā 5. The Power of Relationships One of the most striking positives was theĀ strength of relationships in AP settings. Students consistently said it was the trust and understanding of staff that kept them engaged. āBecause itās a small school, you have a relationship with every teacher individuallyā¦ it makes you want to learn better.ā āĀ Year 10 This relational approach was credited with helping students rebuild confidence after mainstream experiences that left them feeling unseen and labelled. āIf youāre mentally ill, youāre now naughty. Thatās in their head. But here, they actually help you.ā āĀ a year 11 comparing experiences between mainstream and alternative provision AP can be a positive foundation ā but it doesnāt automatically translate to readiness for post-16 transitions, where that support network disappears overnight. š Recommendations: Turning Voice Into Action Based on the insights shared, severalĀ clear prioritiesĀ emerge: Early and immersive transition preparation IntroduceĀ taster days,Ā foundation weeks, and visits to colleges and workplaces before Year 11. Provide opportunities toĀ practice independenceĀ in safe, supported ways. Rebuild aspirations after exclusion Use targeted mentoring and exposure to aspirational careers toĀ reignite dormant dreams. Offer pathways to study subjects like law, psychology, and business, not just āfallbackā vocational options. Engage parents and caregivers Run workshops to help parents understand their role inĀ shaping ambition, raising expectations, and supporting transitions. Integrate life skills into the curriculum Embed practical learning ā taxes, communication,Ā professionalism,Ā time management ā alongside academic or vocational subjects. Setting young people up for success. Strengthen and extend relational support CreateĀ transition mentorsĀ or ātrusted adultsā who stay with students into post-16 settings to prevent sudden disconnection. āØ Final Word These young people are not lacking ambition ā they areĀ navigating systems that have lowered their expectations. Their words are honest, hopeful, and often heartbreaking. āI used to cry going to school. Here, I wake up and smile.ā The goal is clear: make sure they can keep smiling ā and aiming high ā long after they leave AP. This was just a snippet of a large report which had hours of transcripts. It as an enriching experience and one that highlighted many different themes facing young people today. If anyone is interested in a chat about what young people are saying about post-16, please get in touch. I look forward to hearing from you soon! Tier |
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