Nearly 1 million 16 to 24-year-olds in the United Kingdom sit outside of education, employment, or training. This figure is rising. It represents a massive waste of human potential for the individuals and for the nation. Former Member of Parliament Alan Milburn recently authored an interim report on this exact topic. His findings suggest that while these young people want stable work or schooling, the actual pathways to get there remain blocked. These obstacles point toward deep failures in social, economic, and moral structures.
The Problem with Labeling
Milburn identified several intersecting factors that keep young people trapped. He observed that health, social, and legal systems often make existing disadvantages worse. Interactions with these agencies feel cold and transactional. They prioritize checking boxes over helping a person. Even the common acronym for this group, NEET, signals that society views these people as problems to solve rather than individuals with specific ambitions.
Defining a teenager as not in employment, education, or training implies something is broken inside them. Such language limits how society views these young people. It also limits how they view themselves. Research suggests that moving away from this deficit-focused model toward a strengths-based approach creates better outcomes. Some young people find support in their existing networks. Others require formal structures to connect them with capable mentors.
Mentoring as a Tool for Change
Mentors are trained adults who provide emotional and practical support. They help young people identify their own goals and strengths. Instead of imposing a pre-set solution, a mentor listens. This process gives a person the space to explore new ideas or address hidden worries. My own doctoral research involved seven young people, seven mentors, and two coordinators in a local authority program. The results showed that these trusting relationships created real value.
One mentor helped a student explore their interest in manga and photography rather than forcing them into a rigid school curriculum. This validated the student's sense of self. It also allowed them to see what they might actually achieve. For many participants, the mentor acted as the primary trusted adult during family crises like mental health struggles or homelessness. One participant noted that a mentor provides someone you can share everything with, calling it one of the best things to have. By identifying resources and personal skills, these young people grew more confident. They began to see their own resilience.
Building a Better System
Milburn called for systemic change rather than small, unscalable patches. A loose network of mentoring organizations already exists across the United Kingdom. But this network remains fragmented and struggles with inconsistent funding. It lacks a standard way to share good practices learned from research. A central agency could solve these issues by ensuring quality across the board. This would also prevent the need to wait until a student reaches a breaking point.
Schools already use mentorship to guide new teachers. We could easily extend this culture to support students. Incorporating relationship-building skills into the training of social workers and educators would yield significant benefits. Helping young people help themselves through these bonds is far more effective than forcing them through pre-determined, one-size-fits-all steps. Strengths-based mentoring must become a standard part of the support system available to every young person who requires a different path. The current crisis demands that we stop treating the youth as a burden and start treating them as people with unique, untapped potential.