LSYPE was initiated 2003 to provide vital data to support government policy on young people's transitions from education, training, and the labour market. LSYPE1 built on the Youth Cohort Study (YCS) series, which began in the early 1980s, and combined data from Cohort 13 with LSYPE data from age 16 onwards. The primary objectives of LSYPE1 were to gather evidence on young people's transitions, monitor and evaluate policy effects, and contextualise new policies. LSYPE data is needed within DfE to inform policies, including research on young people not in education, employment, or training (NEET), raising the participation age, and understanding the characteristics of teenage parents. LSYPE data also supports policy development in other government departments and academic research on factors like gender, ethnicity, and household income.
Verian has led the LSYPE longitudinal research series for DfE and latterly CLS since 2004. LSYPE2 ("Our Future”) started in 2013, tracking young people who were then 13/14 years old, through their final years of compulsory education and into further education, training, or employment. The study covers a wide range of topics, including education, health, risky behaviours, relationships, and future plans, offering a comprehensive view of young people's lives. The study offers a unique long-running longitudinal dataset, providing rich insights into the experiences and perceptions of young people throughout their formative years.
Data from both young people and their parents link parental background with the young people's experiences. The first three waves used face-to-face and telephone interviews, while later waves included web surveys. By 2022, nine waves of data were collected, including insights on COVID-19's impact.
The LSYPE series has uncovered many critical insights into the disadvantages faced by young people and families. Notable findings include evidence of Special Educational Needs (SEN) resulting in significant attainment gaps at Key Stage 4. Other disadvantages identified by the LSYPE series include eligibility for free school meals, low levels of maternal education, lower parental involvement in education, limited access to internet, and attending less effective schools. These factors are collectively linked to lower educational outcomes and highlight the complex nature of disadvantage. The LSYPE studies also show how multiple disadvantages interact and compound. For example, young people experiencing several disadvantages simultaneously are more likely to have significantly lower attainment. The research emphasises the need for policies to address interconnected issues, supporting disadvantaged young people and improving educational outcomes.