Variations in Labour Market Outcomes for Young People Facing Marginalisation

The term 'marginalised youth' lacks a universally accepted definition. This report adopts an age-based definition of young people', focusing on individuals aged 16-24 (except where otherwise specified). Marginalisation is a complex, context-specific, and relative concept encompassing dimensions like inclusion, social justice and poverty. The literature discusses the marginalisation of young people through various lenses, for example structuralist or feminist theories. These theories, though not mutually exclusive, contribute to understanding the multifaceted nature of youth marginalisation. In particular, intersectionality theory recognises the simultaneous experience of multiple disadvantages.

The report views marginalisation as the result of a process in which some groups are (unintentionally or intentionally, and usually against their will) rendered unable to fully participate in social, economic, cultural, or political life. We define marginalised youth as people aged 16-24 who face barriers that prevent them from accessing opportunities that are readily available to their peers and from reaching their full potential in education and on the labour market. Youth Futures commissioned RAND Europe to conduct exploratory research aimed at identifying factors and explanations behind differences in education and employment outcomes for marginalised young people in the UK. The report considers education outcomes as one of key predictors of employment outcomes, and therefore focuses more on the latter.

This research addressed seven questions:

1. How do education and employment outcomes for young people vary in relation to different kinds of marginalisation risk (and how do they interact)?
2. How do these variations relate to contextual factors such as local labour market characteristics, economic shocks, policy and institutional frameworks, etc.?
3. How do variations in the outcomes, and the explanations offered for these, relate to the youth employment system, as defined in the Youth Employment Systems Map?
4. Which kinds of marginalisation and/or contextual factors appear to be most important in explaining differences between the outcomes?
5. How can we define 'marginalisation' or types of marginalisation, in relation to the youth employment landscape?
6. What are the mechanisms of marginalisation, in relation to different factors?
7. What are the main gaps in our knowledge of the relationship between youth education and employment outcomes and different kinds of marginalisation risk?

To addresses these questions, the research employs Rapid Evidence Assessments (REA) and thematic reviews, exploring factors explaining variations in outcomes, mechanisms of marginalisation, and gaps in knowledge. The primary focus is on the UK. However, when relevant, international evidence is included to contextualise UK-based findings.

The report incorporates diverse perspectives, including insights from practitioners, and young people with experiences associated with marginalisation which were solicited through workshops. However, the perspectives of parents, educators, employers, and policymakers, were not included in this study and remit further research.