Young people do not become NEET overnight: recognising the role of childhood ill health

Long Covid Kids

1 hour ago

5 min read

As the independent review into Young People and Work, led by Alan Milburn, prepares to report, Long Covid Kids & Friends is calling for greater recognition of how childhood ill health, unmet educational needs and inaccessible systems can shape young people's futures, and for that recognition to lead to meaningful action.

Preventing exclusion from education, training and employment must begin in childhood, with coordinated support that recognises health-related barriers and protects young people’s opportunities without compromising their health.

Almost one million young people aged 16–24 in the UK were not in education, employment or training (NEET) between April and June 2026. Behind this figure are young people with different experiences, circumstances, abilities and aspirations.

The term NEET describes a young person's circumstances at a particular point in time. It does not define who they are, their motivation, capabilities or aspirations. Nor does it explain the barriers they may face, including ill health, inaccessible opportunities and unmet support needs.

This is a societal issue that requires a collective response. The focus should not simply be on reducing NEET figures, but on understanding young people's circumstances, removing avoidable barriers and ensuring they can access appropriate support.

For children living with prolonged, fluctuating and energy-limiting health conditions, barriers to education can accumulate over time, affecting not only attendance but also opportunities for learning, development and future participation.

Exclusion can begin long before adulthood

Research published by Bright Futures UK in 2026 estimates that 279,000 children and young people aged 5–24 across the UK are out of education because of illness.

Research from Impetus also found that young people identified with special educational needs and disabilities (SEND) are around 80% more likely to be NEET than the average.

While these findings relate to different groups and do not establish a direct link between health-related absence and later NEET status, they highlight the importance of recognising barriers early, responding to unmet needs and ensuring children and young people can access appropriate educational support.

For children and young people living with Long Covid, Myalgic Encephalomyelitis (ME) and other prolonged, fluctuating and energy-limiting illnesses, disrupted education can mean much more than missed lessons.

It can affect friendships, development, confidence and opportunities to participate in everyday life. For many, the consequences may continue into adulthood, affecting access to further education, training, employment, independence and financial security. Being able to attend school should not come at the expense of a child's opportunities to enjoy other parts of childhood.

I was at high risk of becoming NEET - something all local councils are meant to prevent under Section 68 of the Education and Skills Act 2008 - and yet, I still had to fight to be assessed. By the time they assessed and determined I did - in fact - need an EHCP, I was nearly halfway through Year 12, yet the advice was still the same as when I was younger:

“Just take anything to get through, and sign onto benefits when you get out of school.”

I had done everything right - got good grades, proved myself, applied through the correct channels, self-taught, took the responsibility on my own head to push this through...and yet, that was the only advice anyone could offer?

Lucinda, Young person with Long Covid

When schools and services prioritise attendance over a child's health and individual needs, education can become harder to access rather than easier. Children need flexible support that adapts to their health and fluctuating capacity, enabling them to learn without making their health worse. For some children, the impact of attending school or taking part in activities may not become apparent until hours or days later.

Being absent from school does not mean a child is disengaged from education. Equally, being present does not necessarily mean their health or educational needs are being met.

A young person may be willing and motivated to learn or work, yet find that the opportunities available to them are not accessible or manageable within the limits of their health.

Preventing avoidable exclusion, not blaming young people

Preventing avoidable exclusion does not mean expecting every young person to participate in education, training or employment regardless of their health.

Young people's capacity to participate can vary considerably and fluctuate over time. Some could access education, training or employment with appropriate adjustments, while others may currently be too unwell to participate, even with support.

Every young person deserves recognition, understanding and appropriate support, regardless of their current capacity to participate in education, training or employment. Their worth, aspirations and entitlement to support should never be judged by their ability to attend school, study or work.

A young person’s capacity to participate is not a measure of their motivation, and participation should never come at the expense of their health.

What needs to change?

Healthcare, education, social care and employment services need to work together. Recognising health-related needs early must lead to practical support that continues as young people grow up and move into adulthood.

Long Covid Kids & Friends is calling for joined-up systems and services that:

Recognise prolonged, fluctuating and energy-limiting illnesses and their impact on education and everyday life, and respond with appropriate, individualised support.

Listen to children, young people and families, take their experiences and needs seriously, and involve them meaningfully in decisions about their care, education and future opportunities.

Provide flexible, accessible educational support that adapts to children's health and fluctuating capacity, reduces unnecessary demands and enables meaningful participation without compromising their wellbeing.

Maintain access to meaningful opportunities for learning, connection and personal development, including when school attendance is not possible, with flexibility that respects each child's health, capacity and changing needs.

Provide coordinated, flexible support through transitions into adulthood, including further education, training, employment and adult services, ensuring continuity of care and support without creating additional barriers or compromising health.
Recognise that some young people are currently too unwell to participate in education, training or employment, and ensure they can access appropriate care, support and financial security without pressure to undertake activities that could compromise their health.

Looking ahead

We welcome the attention the Milburn review's interim findings have given to factors that can shape young people's opportunities long before they reach working age.

We want the final report to recognise the impact of childhood ill health, including prolonged, fluctuating and energy-limiting conditions, and call for coordinated action across healthcare, education and employment.