By Claire Green, ASCL Post-16 and Skills Specialist

Post-16 education is finally gaining traction in national conversations, a welcome shift after years of being treated as a policy afterthought. 

The Education Select Committee’s recent report, Solving the SEND Crisis, rightly highlights the need for tailored support for young people with SEND beyond age 16. Its detailed inclusion of post-16 in the inquiry marks a significant step forward, recognising the complexity of transition and the importance of continuity in care.

The Department for Education is also increasing its focus on post-16, with a White Paper expected this term and the final Curriculum and Assessment Review (CAR) due soon. The CAR explores how qualifications and learning experiences can better align with young adulthood. We hope it reflects the contributions of the #ProtectStudentChoice campaign and safeguards Applied General Qualifications (AGQs), which are vital to avoid a qualifications gap while uptake of T levels and Alternative Academic Qualifications (AAQs) remains low. The interim CAR also hinted at reforming the GCSE English and maths resits policy - potentially transformational for unlocking new pathways.

Ofsted’s updated inspection framework, now being digested by the sector, places greater emphasis on inclusion. It’s appropriate that inclusive practices in post-16 education are scrutinised as rigorously as in other phases. While debate continues around Ofsted’s methods, it’s encouraging to see vulnerable post-16 learners being monitored with the same rigour as their younger peers. 

There’s also growing recognition of the need for more research into this phase. Key reports have been published by the Education Policy Institute, Nuffield Foundation and University of Oxford, The Sutton Trust and the Department for Education. The Education Endowment Foundation (EEF) is launching new research projects focused on 16-19 education, promising evidence-based insights into a phase that has long lacked robust data.

These developments show post-16 education is beginning to be seen not just as a stepping stone, but as a critical phase in its own right.

The support vacuum
Despite growing policy attention, many young people still face a troubling gap in support during this pivotal stage. As explored in my blog Lost in Transition: the 16-18 Support Vacuum, 16-18-year-olds often fall into a grey area: no longer children, not yet adults. Many protections they had at school disappear, while adult services remain inaccessible or inappropriate.

Transport costs are a major barrier, especially for rural or low-income learners. Unlike younger students, post-16 learners often pay full fares with limited bursary support. Housing insecurity is also rising, particularly for care-experienced, estranged, or precariously housed young people. Mental health support is inconsistent and underfunded, despite the new pressures of adulthood. Safeguarding is complex, and while providers do their best, they often lack the training and resources to respond effectively.

Without broader structural mechanisms, Ofsted’s monitoring of inclusion risks remaining surface-level. Schools and colleges are constrained in their capacity to deliver meaningful interventions and sustained support.

The hidden risk: attendance and exploitation
A major gap in the post-16 landscape is the lack of consistent attendance tracking. Unlike schools, post-16 settings often use flexible systems, and there’s no national requirement to report attendance data to the Department for Education. Although young people are expected to remain in education, employment, or training until 18, there’s no mechanism to track actual attendance after age 16.

This lack of oversight creates vulnerabilities. Young people aged 16-19 are at increased risk of criminal exploitation, including county lines, trafficking, domestic abuse, and coercion. Without robust attendance monitoring, warning signs can be missed and interventions delayed. Education providers are often the first line of defence but need the tools and support to act effectively. Strengthening attendance tracking and follow-up protocols could significantly improve safeguarding.

A call for holistic reform
Recent policy and research developments are encouraging, but must be matched by investment in infrastructure, services, and support. We need a system that recognises the full spectrum of young people’s needs, not just academic potential.

This means:

• increased funding for 16–19 education
• expanded transport subsidies and bursaries
• accessible, responsive housing support
• embedded mental health provision in post-16 settings
• strengthened safeguarding frameworks tailored to this age group
• clearer pathways between education and other services
• robust attendance tracking systems to identify and support at-risk learners

Post-16 education is not just about qualifications; it’s about preparing young people for life. If we want them to succeed, we must support them holistically: academically, emotionally, and practically.

The momentum is building. Let’s use it to create a system that truly works for all young people.