A realist synthesis of interventions for youth not in education, employment or training (NEET): building programme theories for effective support,

Article

Marques, M. J., Alves, R. F., Dias, S., Torri, E., Paza, A., Dantas, C. and Bertotti, M. 2025. A realist synthesis of interventions for youth not in education, employment or training (NEET): building programme theories for effective support,. International Journal of Adolescence and Youth . 30 (1), p. Art. 2472022. https://doi.org/10.1080/02673843.2025.2472022
AuthorsMarques, M. J., Alves, R. F., Dias, S., Torri, E., Paza, A., Dantas, C. and Bertotti, M.
Abstract

The persistent trend of young people aged 15 to 29 years neither in employment nor in education or training (NEET) in Europe remains high despite some regional improvements. This study employs a critical realist approach to synthesize 13 reviews, covering 811 studies, on interventions for youth in NEET situations worldwide. This review aims to inform future interventions. The realist synthesis identifies key contextual factors and mechanisms influencing the effectiveness of these interventions and reveals gaps in policy and practice. The findings highlight a lack of focus on non-cognitive skills and the agency of young people. Effective interventions should be tailored to individual needs, with some requiring intensive, long-term support, while multicomponent strategies prove most effective for addressing the complex needs of this population. The study emphasizes the importance of social innovation and psychosocial support to foster youth transitions into education and employment. Long-term, multi-stakeholder collaboration, including mental health support, is crucial to ensure sustainable outcomes for youth in NEET situations.

KeywordsRealist review; NEET youth; Education; employment; psychosocial; social innovation
JournalInternational Journal of Adolescence and Youth
Journal citation30 (1), p. Art. 2472022
ISSN0267-3843
2164-4527
Year2025
PublisherTaylor & Francis
Publisher's version
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/02673843.2025.2472022
Publication dates
Online04 Mar 2025
Publication process dates
Accepted20 Feb 2025
Deposited07 Mar 2025
FunderEuropean Commission
Copyright holder© 2025 The Authors
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