With the raising of the suggested ‘learning leaving age’ to eighteen some years ago (the official age is still sixteen) it is now expected that almost all students in what is Years 12 and 13 should be in some form of certified education or training, including apprenticeships.
However, this may pose challenges for young people who have special needs, in particular those who rely on free transport or, indeed, any means of getting to their educational setting – especially as some local authorities have warned they might have to withdraw such services for financial reasons.
What does the data on post-16 participation tell us?
Each year, the DfE asks local authorities for data about the percentage of 16- and 17-year-olds in their area that are participating in education or training. The last figures can be found this document, Participation in education, training and NEET age 16 to 17 by local authority, Academic year 2024/25 – Explore education statistics – GOV.UK
Looking through the data for all local authorities that were on the same boundaries in both 2019 (pre-pandemic) and 2025 what struck me was there was a definite London effect. Twenty-eight London boroughs had higher participation rates in 2025 than in 2019. For the rest of England there were only 37 other local authorities with higher participation rates in 2025 than in 2019.
One explanation is the inclusion of ‘no data’ in the NEETs percentage. As the DfE noted;
‘NEET/not known rates at the end of 2024/start of 2025 ranged from 0.0% City of London to 21.5% in Dudley. Dudley’s rate includes 2.4% NEET and 19.1% activity not known.’
So, either London boroughs are better at collecting the data or is there something else going on.
And are those with special needs being especially disadvantaged?
Transport and SEND students
Because the upper legal age is still at sixteen for free transport, we know that some cash strapped local authorities are starting to charge for school transport for pupils with special needs in Years 12 and 13, where it was previously offered for free.
This may especially be an issue for students living in rural areas where cuts to bus services over the years have left many areas with either no bus services or only ones that run at inconvenient times for shoppers not students.
Although there may be a school bus, such a service may be of little use to many if it does not also take students to the local further education college.
This is an area where there is room for more shared thinking between the further education sector and local authorities, not just for students with special needs, but also to cater for the needs of the wide student population.
Then there are those with no option but to drive to an education setting. For this group the imposition of a tax on motor insurance can increase the cost of learning. Interestingly, the Motability scheme includes insurance as part of the cost and is specifically mentioned by HMRC in the notes about the tax.
There is no reason why there should be any gap in the provision of supported transport for this group after they reach the age of sixteen.
Our current fractured education system in England makes planning for the whole education journey for those with special needs challenging
Local authorities might also look to see if they can do more to provide independent travel training for older pupils with special needs. Earlier this year, I was privileged to travel with a young person attending a special school as she completed the programme. Previously, she had reached her special school by taxi. Now, after a period on the bus with an accompanying trained member of staff using the bus became a realistic option.
We do well to understand that if you have never used a bus before, just interacting with the driver over your fare or pass presentation, and worrying about sitting next to someone you don’t know can be a challenge, even without the worry of missing your stop.
Removing barriers to work opportunities
Helping with mobility not only encourages continued learning, but it should also help job seeking when education finally comes to an end.
I worry that, with the increase in students with EHCPs, there might not be enough specialist employment advisers to help young people with the task of finding a job or even setting up their own business.
Special needs should not be a barrier to entrepreneurship for any young person that wants to try that route after acquiring the necessary skills.
However, my key concern is that our current fractured education system in England makes planning for the whole education journey for those with special needs challenging, even when there are sufficient resources available. As an American President once said ‘no child should be left behind’.
