Data Insight: Moving on: Who receives careers advice and guidance following compulsory education?

This Data Insight explores the factors that are associated with the receipt of careers advice and guidance among young adults in Wales.

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We explore the interactions that Careers Wales has with a cohort of Key Stage 4 (KS4) pupils during the two years following their completion of compulsory education. We find that determinants of Careers Wales interactions during Post Compulsory Education and Training (PCET) include attainment at GCSE and socio-economic background. Prior engagement with Careers Wales at KS4 is also demonstrated to increase the likelihood of receiving careers advice and guidance. This effect cannot be attributed to other characteristics of these young adults, highlighting the importance of establishing an early relationship with Careers Wales. 

What we found

We examined which personal, household and educational characteristics are associated with the likelihood of receiving support from Careers Wales among those aged 16–18. Multivariate techniques (logistic regression models) were used to identify the separate and additional effects of these characteristics on the likelihood that an individual within our KS4 cohort would receive an interaction with Careers Wales during the two academic years following the completion of Year 11. The results of our analysis are presented in Figure 1. Points to the right of the vertical line signify that the characteristic is associated with an increased likelihood of receiving a Careers Wales interaction after compulsory education, whilst those to the left signify a negative effect.

The analysis reveals that the following groups of pupils are more likely to receive the support of Careers Wales during the two years following their completion of compulsory education:

• those who were eligible for Free School Meals during KS4
• those who had received support from Careers Wales (advice or guidance) during KS4
• those with higher levels of Special Educational Needs during KS4, reflecting the statutory role that Careers Wales performs in supporting the transitions of these pupils
• those participating in post-compulsory education and training
• those who had higher levels of absenteeism during KS4
• those from lower socio-economic backgrounds, particularly those whose parents were recorded as having never worked in the 2011 Census
• those with lower levels of attainment at GCSE

Those with high Career Check Survey ‘scores’ at KS4 were also less likely to receive the support of Careers Wales between the ages of 16 and 18 than those in the bottom quartile and those who did not complete the survey. These effects are, however, small compared to factors such as socio-economic background, attainment or absenteeism at KS4.

There was no difference in the likelihood of receiving careers advice or guidance when comparing those in sixth form with those attending FE settings, after taking account of the characteristics of the students attending these settings. Careers Wales therefore appears to be equally adept at engaging with students in both types of settings. Those not in education or training were, however, least likely to receive support. Those who were observed to have attended both a sixth form and an FE college were most likely to have received the support of Careers Wales. This could reflect learners who swap settings having sought the advice of Careers Wales before doing so.

Why it matters

Engaging with students in KS4 is important for Careers Wales, as it establishes a foundational relationship with pupils that carries on beyond compulsory education. Interactions at KS4 allow career advisors to identify students’ interests, strengths, and potential barriers, enabling tailored support that fosters informed decision-making and goal setting (Gibbons et al., 2021). By initiating this engagement during KS4, Careers Wales can build trust and rapport, making students more likely to seek and value continued support in PCET. This continuity ensures that career planning evolves with students’ development, leading to more coherent and long-term career strategies (Watts, 2001). Moreover, sustained engagement from KS4 through PCET promotes a culture of proactive career planning, ultimately contributing to smoother transitions into higher education or the workforce, and better long-term career satisfaction and stability (Hughes et al., 2002). Therefore, early and continuous engagement with career guidance supports long-term professional development and adaptability in a dynamic labour market.