Beyond qualifications, how can young people prepare for working life?

A growing number of young people in the UK are disconnected from education, employment, or training, a category known as Neet. The UK government has launched an independent review to understand the reasons behind this trend, led by former health secretary Alan Milburn. The interim report, published in August 2026, emphasizes that the problem extends beyond the economic burden of unemployed young people.

It highlights how many young people are spending most of their time at home, relying on personal devices to search for jobs online, and lacking opportunities for face-to-face interaction, relationship-building, and confidence-building.

The review suggests that UK government proposals for new technical and vocational routes into work in England could provide practical qualifications. However, education should also play a broader role in developing essential skills beyond academic knowledge. These include building confidence, interpersonal skills, and the ability to work with others, which are crucial for participating in working and community life.

The Covid-19 pandemic disrupted face-to-face education and social interaction for many young people, making in-person experiences even more crucial. Schools, colleges, and universities offer more than just academic subjects. Group projects teach young people to contribute to a shared task and consider others' ideas. Presentations and public speaking provide practice in communicating with an audience.

Team sports and clubs offer opportunities to meet new people, form friendships, and become part of a community. These experiences teach valuable skills like navigating disagreements, sharing responsibility, and contributing to a group, which are hard to measure through traditional academic assessments.

While schools cannot solve every issue of social isolation or youth unemployment, they should not assume that all young people will naturally develop these capabilities. If education increasingly focuses on academic content and formal qualifications, educators must consider how to incorporate interpersonal skills development alongside them.

The Welsh government's introduction of a broader curriculum in schools since 2022 is one example of this approach. Its four purposes, including becoming capable learners, creative contributors, informed citizens, and confident individuals, recognize the importance of developing qualities beyond academic knowledge.

To help young people who feel disconnected from education, work, or their local communities, educators could create deliberate opportunities for them to practice communication, collaboration, and participation. Recognizing their progress in these areas can make these capabilities an explicit part of what education is designed to achieve.

While academic and technical knowledge remain essential, education should also acknowledge the value of learning to work with others, navigate different perspectives, and contribute to shared activities.

For a 14-year-old contemplating their future, advice should extend beyond selecting the right subjects or the quickest route into a job. Young people also need opportunities to learn how to work with others, communicate their ideas, and participate in the world around them.