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This paper reports research that engaged in the evaluation of an intervention programme designed to enhance the employability of a group of unemployed graduates. The evaluation adopted a quasi-experimental intervention research method employing a general self-efficacy [GSE] scale, which had been validated in prior research. Results revealed that participants displayed higher levels of GSE after engagement in the programme. Results also revealed the effect of 'behavioural plasticity' on the intervention experiences of unemployed graduate participants. The findings of this study are discussed in relation to programme design, recruitment and evaluation.

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The research examined the effects on participants of an employment enhancement programme (EEP), which was delivered by a work-integration social enterprise in an area of high unemployment in the South-East of England. The EEP was designed to increase the employability of young people aged 16-24 years who are not in employment, education or training (NEET). In order to measure the effects of the EEP on the participants, 24 NEET young people completed questionnaires designed to measure their general self-efficacy (GSE) before and after (time 1 and time 2) their engagement in the EEP. Fifteen of the original 24 NEETs also took part in semi-structured interviews with a researcher at time 1 and time 2. Results of the analysis of the questionnaire data revealed a statistically significant increase in the levels of GSE for the 24 participants after engagement in the EEP. Results of the analysis of the interview data with 15 participants revealed eight overall themes, four at time 1 and four at time 2. The triangulation of the quantitative and qualitative results of this research revealed the psychological benefits to this NEET group of young people after engagement in the EEP.

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In the United Kingdom, the number of young people (16 to 24 years-old) not in education, employment or training (NEET) was estimated to be c.763,000 in October to December 2019. The purpose of this paper is to explore the experiences of NEET young people attending alternative education provisions that focus on physical and mental health in promoting positive outcomes. Semi-structured interviews with young people (n = 18), parents (n = 10), and staff (n = 8), analysed using Constant Comparative Method, were conducted in an alternative education provision in England and Wales. Analysis led to the identification of themes around motivation, empowerment, and confidence.

The findings illustrate that young people in alternative education provisions benefit from an approach that placed health, well-being and confidence building at their core. This paper outlines the implications for policy-makers and practitioners in designing alternative education provisions with physical activity as part of the core curriculum.

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Anonymous self-report health and wellbeing surveys were completed by alternative education (AE) students in the Auckland and Northland regions of New Zealand, and 11 semi-structured interviews were conducted with the key informants about their perceptions of health issues for AE students. Both groups reported concerning health-risk behaviours among AE students, including drug and alcohol abuse, depressive symptoms and dangerous driving. Health services have consistently failed to engage AE students in effective primary and preventative care that includes their whanau/family. Significant changes to the current New Zealand health system are required to provide appropriate and effective health care for students attending AE facilities.

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