More is more: exploring the relationship between young people’s experiences of school-based career education, information, advice and guidance at age 14–16 and wider adult outcomes at age 21–22 in England
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More is more : exploring the relationship between young people’s experiences of school-based career education, information, advice and guidance at age 14–16 and wider adult outcomes at age 21–22 in England. / Moote, Julie; Archer, Louise; Henderson, Morag; Watson, Emma; DeWitt, Jennifer; Francis, Becky; Holmegaard, Henriette.
In: Research Papers in Education, 2024.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - More is more
T2 - exploring the relationship between young people’s experiences of school-based career education, information, advice and guidance at age 14–16 and wider adult outcomes at age 21–22 in England
AU - Moote, Julie
AU - Archer, Louise
AU - Henderson, Morag
AU - Watson, Emma
AU - DeWitt, Jennifer
AU - Francis, Becky
AU - Holmegaard, Henriette
N1 - Publisher Copyright: © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - Does school-based careers education, advice, information and guidance (CEAIG) have any influence on later life outcomes? This paper reports regression analyses using 7,635 survey responses from young people in England aged 21–22. Significant positive relationships were found between self-reported CEAIG activities experienced at age 14–16 and a range of adult outcomes reported at age 21–22. Both the quantity and quality of these CEAIG activities were important predictors: the more CEAIG activities experienced at age 14–16 and the more helpful these activities were perceived as being, the more likely the young people were to report life satisfaction, positive future outlooks and feel better prepared for the future. These relationships are held after controlling for gender, ethnicity, social deprivation and school type. Young people who reported experiencing more and better quality CEAIG activities at school were also more likely to be in education, training or work at age 21–22. Findings are discussed in the light of recent legislation relating to careers support in England, highlighting the importance of ensuring that the needs of these young people transitioning into the workforce and adulthood are met.
AB - Does school-based careers education, advice, information and guidance (CEAIG) have any influence on later life outcomes? This paper reports regression analyses using 7,635 survey responses from young people in England aged 21–22. Significant positive relationships were found between self-reported CEAIG activities experienced at age 14–16 and a range of adult outcomes reported at age 21–22. Both the quantity and quality of these CEAIG activities were important predictors: the more CEAIG activities experienced at age 14–16 and the more helpful these activities were perceived as being, the more likely the young people were to report life satisfaction, positive future outlooks and feel better prepared for the future. These relationships are held after controlling for gender, ethnicity, social deprivation and school type. Young people who reported experiencing more and better quality CEAIG activities at school were also more likely to be in education, training or work at age 21–22. Findings are discussed in the light of recent legislation relating to careers support in England, highlighting the importance of ensuring that the needs of these young people transitioning into the workforce and adulthood are met.
KW - Careers education
KW - outcomes
KW - survey
KW - young people
U2 - 10.1080/02671522.2024.2330971
DO - 10.1080/02671522.2024.2330971
M3 - Journal article
AN - SCOPUS:85189166607
JO - Research Papers in Education
JF - Research Papers in Education
SN - 0267-1522
ER -
ID: 389401823