Fleur Sexton, Deputy Lieutenant West Midlands and CEO of PET-Xi – one of the most hard-hitting and dynamic training providers in the UK with a reputation for success with the hardest to reach – discusses how providing extracurricular opportunities for young people can help build success and narrow the disadvantage gap…

Results from a nationwide poll undertaken earlier this year by The Sutton Trust¹ showed that overall the British public view society as unequal and unfair:

A substantial majority said children from richer families enjoy better opportunities in schools (62%), universities (62%), pre-school education (59%) and jobs (54%) rising further in jobs like accountancy, law or medicine (61%).

50% of 18-24 year olds said it is harder to move from working class to middle class today and 57% of young people also said it is harder for young people to succeed today than it was for older generations.Sutton Trust, More in Common, (2024)

With over 1 in 10 young people (11.9%) not in education, employment or training (NEET) ²  our schoolsystem as it stands needs help to fulfil its purpose. Those 16-24 year olds face a stark future. Not only do we miss out on their potential, but society will have to deal with the impact on these individuals, their communities and the economy. NEETs face increased poverty risk, social exclusion, labour market scarring and adverse mental and physical health. Even being NEET for a short time, impacts future earnings and employability in later life. There is also a greater chance that these young people will be drawn to drugs, gangs and criminality.

For many, the pandemic cemented their future. Spending pre-GCSE or final school years, learning remotely, increased the disparity between them and their wealthier peers. But aside from exams and the post-Covid catchup’s sole focus on academics, there’s perhaps a greater gap in their school experience. These are the lessons learned and skills developed outside the classroom, by participating in extra-curricular activities.

Life outside the classroom can be as important as time spent in it. Having the opportunity to participate in team sports, music and the arts builds soft-skills – confidence, collaboration, problem solving and creative thinking. Having this provision in school is especially important to students from lower income households, where the cost of living crisis is still biting hard, and families are less likely to have surplus to pay for opportunities outside school.

Research commissioned by The Social Mobility Commission, and published just before the pandemic by the Department for Education (DfE) and the Institute for Policy Research at Bath University (2019)³highlighted the benefits of extra-curricular activities for student aspirations, achievement and wellbeing; and the connection between soft skills, employability and social mobility.

The report recommended: the introduction of a national extra-curricular bursary scheme providing financial support to children from low income households; opportunities for students to ‘trial’ activities outside schoolwith subsidised fees; and appointing extra-curricular co-ordinators in all state schools to help drive up school-based provision.

The report by the Education Policy Institute (February 2024)⁴ ‘Access to extra-curricular provision and the association with outcomes’, acknowledges the benefits outlined above, but also found disadvantaged pupils from lower income households or those with additional needs, were less likely to join clubs and activities.

The report suggests access be improved with additional funding for an extended school day offering opportunities for quality sports, hobbies, music and art activities alongside academics. A more active, creative, well-rounded school day may even tempt absentee students back and contribute towards improving attendance levels.

The United Nations defines social equity as, ‘fair access to livelihood, education, and resources; full participation in the political and cultural life of the community; and self-determination in meeting fundamental needs.’

The question we need to ask is, are we giving disadvantaged young people ‘fair access’ to the chances they deserve? Can we ensure our disadvantaged children and young people have access to the opportunities and experiences required to raise their aspirations, and build the skills and abilities necessary to reach their life goals. Do we measure up?