{"id":1523,"date":"2026-10-09T17:01:00","date_gmt":"2026-10-09T17:01:00","guid":{"rendered":"https:\/\/blog.soton.ac.uk\/edpsych\/?p=1523"},"modified":"2026-10-09T17:02:21","modified_gmt":"2026-10-09T17:02:21","slug":"optimising-support-for-post-16-transition-young-peoples-perspectives-on-the-barriers-and-contributors-to-a-successful-transition-2026","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/edpsych\/2026\/10\/09\/optimising-support-for-post-16-transition-young-peoples-perspectives-on-the-barriers-and-contributors-to-a-successful-transition-2026\/","title":{"rendered":"Optimising support for post-16 transition: young peoples\u2019 perspectives on the barriers and contributors to a successful transition (2026)"},"content":{"rendered":"<p><strong>Author: <\/strong>Imogen Morgan-Gray, Dan Hawkins, Alice Morgan-Davies, Carla Tromans, Cora Sargeant and Sarah Wright<br \/>\n<strong>Published:<\/strong> 2026<br \/>\n<strong>Publication:<\/strong> Research in Post-Compulsory Education<\/p>\n<p style=\"background-color: #f2f2f2;padding: 10px\">In 2015, national policy in England raised the mandatory education participation age to 18, making the transition to post-16 education compulsory. Inadequate support at this transition milestone can lead to negative outcomes, including becoming NEET (Not in Education, Employment, or Training). Despite its significance, research has largely focused on primary-to-secondary transitions, leaving post-16 transitions underexplored. This gap shows limited understanding of factors influencing post-16 transition success. This study explored young people\u2019s experiences transitioning from secondary to post-16 education, identifying barriers and factors contributing to successful outcomes. Through opportunistic selection, 28\u2009 Year 12 students from two mainstream colleges in the south of England participated in an online survey with open-ended questions. Reflexive thematic analysis was used to analyse the data. Five core themes were identified, which can be summarised as: understanding college, planning their future, being viewed as an individual, support networks, and understanding transition as a process, not an event. The study enhances understanding of post-16 transitions by emphasising young people\u2019s perspectives. The analysis suggests successful transitions require a holistic approach, integrating social networks, personalised support, and clear information. The study calls for re-evaluating educational practices to ensure adaptable, person-centred support. Future research should explore diverse student experiences and the impact of institutional policies.<\/p>\n<p>Morgan-Gray, I., Hawkins, D., Morgan-Davies, A., Tromans, C., Sargeant, C. &amp; Wrights, S. (2026). Optimising support for post-16 transition: young peoples\u2019 perspectives on the barriers and contributors to a successful transition. <em>Research in Post-Compulsory Education<\/em>, 1\u201319. <a href=\"https:\/\/doi.org\/10.1080\/13596748.2026.2739105\">https:\/\/doi.org\/10.1080\/13596748.2026.2739105<\/a><\/p>\n<p><a href=\"https:\/\/doi.org\/10.1080\/13596748.2026.2739105\" target=\"_blank\" rel=\"noopener\">Download (open access article)<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Author: Imogen Morgan-Gray, Dan Hawkins, Alice Morgan-Davies, Carla Tromans, Cora Sargeant and Sarah Wright Published: 2026 Publication: Research in Post-Compulsory Education In 2015, national policy in England raised the mandatory education participation age to 18, making the transition to post-16 &hellip; <a href=\"https:\/\/blog.soton.ac.uk\/edpsych\/2026\/10\/09\/optimising-support-for-post-16-transition-young-peoples-perspectives-on-the-barriers-and-contributors-to-a-successful-transition-2026\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":58097,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[1003959],"tags":[1003886,158623],"class_list":["post-1523","post","type-post","status-publish","format-standard","hentry","category-post-16","tag-published-article","tag-research-project"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1523","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=1523"}],"version-history":[{"count":2,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1523\/revisions"}],"predecessor-version":[{"id":1526,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1523\/revisions\/1526"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=1523"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/categories?post=1523"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/tags?post=1523"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}