School belonging shapes young people’s outcomes, yet marginalized groups often feel less connected. This research introduces Connected Belonging and a validated survey tool to help educators understand diverse experiences, including those at risk of becoming NEET. Grounded in youth voice, it supports more inclusive, responsive approaches to wellbeing, engagement, and education systems.

For decades, UK policy has focused on raising aspirations to improve social mobility, rooted in neoliberal meritocracy. This paper challenges that view, proposing ‘hopeful optimism’ as a more realistic, relational alternative. Grounded in Connected Belonging research, it reframes success beyond economic terms, supporting young people to thrive, imagine possibilities, and resist fear of failure.

This report outlines how Somerset Council’s Imagine the Possibilities Team embedded Connected Belonging and Tackling NEET Toolkit approaches within the support model for this supported employment programme. This programme supported 50 young people whose post-16 progression options were severely limited due to settings rejecting them on the basis of being unable to meet need. Each learner had an EHCP and faced complex barriers to engagement. Using survey and interview data, the evaluation presents the impacts on young people’s progression through a lens of Connected Belonging. Case studies bring to life the experiences of four young people.

This report draws on six-years’ research into early school leaving, school wellbeing and NEET outcomes. It outlines recommendations developed through two subsequent policy roundtables; one bringing together 50 local authority and third sector leaders in NEET prevention from 11 Southwest unitary authorities; another to hear from 43 young people from five Southwest authorities who were NEET or had lived experience of barriers to engagement.

Peer-reviewed academic article introducing the conceptual framework for understanding risks NEET/Early School leaving developed during a three year research study to understand and intervene on Early School leaving across five EU nations.

Peer-reviewed academic article comparing young people’s and educator’s views on the factors that lead to NEET outcomes. Drawing on data from South West England, this paper offers insights into young people’s priorities and experiences.

Peer-reviewed academic article introducing five mechanisms for tackling the risks to NEET/Early School Leaving and introducing a Pathway to Change to guide educators’ support strategies. Drawn from findings of a three year research study to understand and intervene on Early School leaving across five EU nations.

Comparing structural and institutional risk factors to early leaving in England and Portugal.

Peer-reviewed research article comparing early leaving across Spain and England, drawing from 77 interviews and focus groups with 309 educational stakeholders across 21 settings.

This article from the November 2025 edition of the magazine outlines what makes interventions effective. It also highlights the research-informed tools available to put this into practice at www.connectedbelonging.co.uk