The Social Mobility Barometer (SMB) is an annual survey of around 5,000 people from across the nation.
At SEER we’ve been reflecting on the 2019-20 Social Mobility Barometer results and what these could mean for our members’ practice. We’ve provided a range of key points and some of our thoughts to inform the access (outreach) agenda.
“A deep pessimism”
Last year the SMB exposed deep pessimism among young people (18-24) about their futures and a feeling that it was becoming harder for those from working class backgrounds to get on in life.
Younger generations continue to feel more acutely that your background shapes where you end up. Only a third (30%) of 18-24 year olds feel that everyone in Britain today has a fair chance to go far, compared to almost half (48%) of those 65 and over.
SEER says…
“Hope”, “high expectations” and “resilience” are key indicators of progression (to HE). A “deep pessimism” in our market is therefore a huge concern for HE providers – and particularly those with access targets, as disadvantaged students are most affected. Think about how your outreach programmes help to build hope and high expectations (as opposed to aspirations). This includes capacity building that identifies the formative steps pupils can take to achieve their goals. It also includes facilitating and making clear a ‘line of sight’ to those goals and destinations. Destinations must feel achievable, along the education journey. Who are the role models you can draw on to demonstrate success by people “just like me”. Seek to measure these indicators as part of good evaluation practice in outreach, to assess your progress. Benchmark attitudes of pupils you engage with against the SMB.
“Opportunities for progression and social mobility depend on your background”
The Report suggests that the focus on improving educational opportunities may have started to pay off but much more attention is needed on training, jobs, and pay levels.
44 per cent say that where you end up in society is largely determined by your background, while twice as many people feel it is becoming harder rather than easier to move up in society.
The majority of people continue to feel there are less opportunities for people from disadvantaged backgrounds, this included going to a top university (77%), and leaving school with good qualifications (60%).
Overall, people think apprenticeships are the best opportunity for progression. Thirty-two percent felt that taking an apprenticeship offer young people the best chance to progress, followed by higher education (26%) and going into further education (14%).
However, younger people continued to feel that higher education offered the best opportunity to progress their life and career. 18-24 year olds feel that going into higher education offers the best opportunities (35%) compared to apprenticeships (18%).
SEER says…
The ‘deep pessimism’ reflected in perceptions of opportunities for people from disadvantaged backgrounds perhaps suggests a continuing lack of awareness of pathways and opportunities in HE amongst these target groups – particularly when considered in light of the national investment and effort in access and participation from the HE sector. Some individuals may feel like higher education is ‘not for people like them’ because of their background. A smaller, more intimate, person-centred setting might be more appealing to certain students. We therefore need to ensure that students have access to information on the range and diversity of different HE options available to them. This allows potential students to make informed decisions, which will lead to the best outcomes for them.
The perception that there are lower opportunities to achieve good qualifications at school is a concerning issue – and reflected in the OfS’s focus on raising attainment in schools. Schools in disadvantaged areas are more likely to receive poorer Ofsted ratings and may have more difficulties in attracting and retaining the best teaching and leadership talent. As part of a comprehensive, impactful outreach offer, providers may therefore wish to reflect on messaging and awareness-raising campaigns: What are the “signs and symbols” you can present in schools and communities that indicate opportunities and support for target learners? How are these embedded and ‘normalised’ in students’ daily lived experiences? Also think about how to support school improvement measures to help raise attainment. The Education Development Trust’s Effective School Improvement study (2016), identified 8 elements for effective school practice and improvement, which are also aligned to DfE guidance. A quick win is to participate in school governance as a member of the governing body, contributing to leadership and getting the HE access/ destinations agenda on the table, coupled with the concepts of “hope”, “cultural capital” and opportunities for all”. These are agendas schools will be very familiar with through the new Ofsted framework – which is a key driver.
Respondents aged 65+ selected apprenticeships around twice (43%) as much as the next highest category (higher education, 21%).
It is interesting that amongst older people (25 years old and above). Apprenticeships are considered the best progression opportunity; while 18-24-year-olds consider this to be university pathways. In terms of provider considerations, there are a few interesting thoughts here:
While there may be “opportunity pessimism”, there is nevertheless a clear awareness and belief amongst young people that HE routes offer the best life chances. This perhaps reflects aspiration and confirms that we need to work on the expectation / hope part of the equation. The belief needs to change from, “I know HE gives me the best possible opportunity but I can’t get there [because of my background]”; to, “I know HE gives me the best possible opportunity and I understand, from my current position, the routes available, which one is right for me, the steps I need to take to get there, and that I can get there”. Outreach programmes need to nurture the aspiration/ belief; and facilitate the pathways.
We need to work with schools, and organisations providing IAG to ensure that students receiving impartial information about the variety of HE options available; including what small and specialists providers can offer and how the experience may differ from other types of providers.
In relation to apprenticeships, this route may appeal more to mature learners, and those from low-income backgrounds, as research has shown that these groups of potential students can be more debt adverse. Mature learners are more likely to work during their studies, and so an option where you can earn while gaining your qualification is likely to appeal. When considering the needs of mature learners, whether in relation to apprenticeships or other HE routes, we need to consider how we can accommodate commitments outside of study such as childcare arrangements, and the need to work, and what this might mean for things like timetabling.
Knowing your Place
This year it reveals stark regional differences in attitudes to social mobility – as those in the North, the Midlands and the South West feel more left out.
There is a growing trend for people to feel there are large differences in opportunity across the country. The majority of people (76%) feel there are large differences in opportunity across the country in 2019, compared to 73% in 2018 and 71% in 2017.
There are stark and persistent regional differences in perceived opportunity, with the greatest difference between London and the North East. 78% of respondents in London felt there were good opportunities for people to progress in their region, compared to 31% in the North East, 37 per cent in Wales, and 47 per cent in the South West.
This reveals a worrying divide between opportunities in education and what follows – work, income and job security.
SEER says…
Areas where more pessimistic attitudes are identified correspond generally to areas with higher levels of POLAR4 Quintiles 1 and 2; and IMD Quintiles 1 & 2 and also with Opportunity Areas. The perception of the level of “opportunity to progress” is complex and involves inter-generational and systemic disadvantage. While these are “hard basket” issues, we consider that these are areas where there could absolutely be latent or “unstimulated” market. In our competitive environment, and in respect of APP targets, these are not areas to be overlooked in a recruitment / outreach plan. In these areas, it will be critically important to work with schools and organisations on the ground, for local networks, influence and context. It will also be important to ensure the link between HE and good career outcomes is made, including information and awareness raising about local labour market information as well as national or your institutional opportunities. Working with local employers, LEPs and Chambers to better understand the skills gaps/ shortages and whether these resonate with your objectives and offer, would be a good strategy.
The recent OfS Local Graduates challenge competition will be funding activity in this area. Members should explore the emerging good practice as it becomes available.