Rural NEETs School to Work Transitions: A Conceptual Model Based on the Psychology of Working Theory

Abstract

Introduction: Rural young people Not in Employment, Education or Training (NEET) are one of the most vulnerable and invisible groups facing School to Work Transitions (STWT) in Europe. This paper aims to deliver a theoretical model for understanding the STWT of rural NEETs.

Methods: The proposed model stems from an overview of the relevant factors affecting rural STWT, a scoping review of the empirical findings of the Rural NEET Youth Network, an international research initiative dedicated to NEETs living in rural areas, and an integration of the results of this scoping review with previous evidence in the framework of the Psychology of Working Theory (PWT).

Results: The scoping review has added new insights for delivering a model of rural NEETs' STWT, namely by (a) showing that women constitute a marginalized group in rural labour markets; (b) stressing the role of high-quality education in preventing more uncertain transitions to the labour market; and (c) expanding the theoretical understanding of rural NEETs' transitions, by showing that place attachment, youth mobilities, or services' coordination and outreach should be considered in examining STWT processes and outcomes for this subset of NEETs.

Conclusions: Rural NEETs' STWT are driven by specific factors that must be accounted for to gain a full theoretical understanding of their labour market integration. The PWT provides an important framework to achieve that aim by considering the role of structural and individual predictors of (un)successful STWT, and STWT outcomes' measurement in terms of decent and meaningful jobs in line with emerging (inter)national policy agendas.

Keywords: NEET; psychology of working theory; rurality; school to work transitions.