Educational Pathways and Work Outcomes of Disabled Young People in England Qualitative Longitudinal Study, 2021-2022

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36-month research project that aims to provide novel evidence surrounding educational transitions and labour market outcomes of disabled young people in England, and to investigate the whole range of mechanisms through which adolescent disability is translated into social disadvantage. The ‘Educational Pathways and Work Outcomes of Disabled Young People in England Qualitative Longitudinal Study' is a part of this broader project, which began during March 2021 and involved the collection of qualitative interview-based data from disabled young people and their parents/guardians. The project focused specifically on the experiences of dyslexic, autistic and/or physically disabled young people. Data were collected in waves in order to capture the experiences of young people through their post-16 education transitions into work and further education. Wave 1 interviews were conducted with the young people at age 15-16 (prior/during GCSE examinations) and wave 2 interviews a year later when the young people had entered further education and were aged 16-17 years old.

There is evidence that individuals who experience childhood or adult disability lag behind in educational and work outcomes. However, we still know very little surrounding the social processes and mechanisms behind these inequalities. This project aims to rectify this omission by focussing on educational and occupational pathways of disabled youth in contemporary England. By employing nationally representative longitudinal data and a longitudinal qualitative study of disabled young people, we seek to produce a novel conceptual framework for the sociological understanding of disability differentials in educational and occupational attainment, challenging perspectives that consider disadvantaged as a natural consequence of disability.