From classroom to career: why maths education matters long before young people become NEET
Alan Milburn’s interim review on young people and work has sparked an important national conversation about the rising number of young people who are not in education, employment or training (NEET). The review warns that, without action, the number could rise to 1.25 million within five years.
One of the most important messages in the report is that these challenges do not suddenly emerge at age 18; the roots of disengagement stretch back through the education system to early childhood.
That matters because it shifts the conversation from reacting to problems when they emerge, to recognising the importance of building stronger foundations early in life. At the Observatory for Mathematical Education, we believe that high-quality maths education has a vital role to play in reducing the number of young people who become NEET, by supporting confidence, participation and future opportunity from an early stage.
Mathematical education and the future workforce
The Observatory’s work consistently highlights the relationship between mathematical attitudes and skills developed through childhood and schooling, and later opportunities in education, work and life. Evidence shows that poor numeracy is a stronger predictor of unemployability than is poor literacy, so an effective system of maths education is key to addressing the problems raised by the Milburn review.
Maths education needs to focus less on examination performance – after all, a GCSE Mathematics grade 4 says very little about anyone’s actual maths skills. A good maths education must provide strong foundations and build mathematical literacy for future engagement with work, technology, finances and everyday decision-making.
At the same time, there is a growing demand in the UK for advanced mathematical and data skills. From AI and engineering to healthcare, finance and green industries, mathematical excellence underpins economic growth and innovation. If the country is serious about productivity and competitiveness, encouraging more young people into advanced and undergraduate mathematical pathways – including those from less privileged backgrounds - must remain a priority.
We must strike a balance and ensure that maths education works for everyone — those aspiring to become the mathematicians, engineers and data scientists of the future, those pursuing vocational and technical pathways where mathematical confidence is critical, and all future citizens, employees and parents. That challenge is not simple, but addressing it is central to the Observatory’s mission: supporting a maths education that creates appropriate opportunity, participation and progression for learners of all ages.
The warning signs appear early
One of the clearest themes running through the Milburn review is that risks linked to becoming NEET can often be identified years earlier.
For maths learning, this is particularly important in the early years, as well as at Key Stage 3, where many schools see widening gaps in confidence and attainment as students transition into secondary education. For many young people, the transition into secondary school is the point where confidence in mathematics begins to fracture. The Observatory’s evidence from surveys of 25,000 11-year-olds points to a) high attaining girls being far less confident about tackling hard maths than high attaining boys, and b) students with the lowest prior attainment – those more likely to become NEET – reporting that they do not understand what they are learning.
There is strong evidence that difficulties with mathematical understanding at this stage can have long-term consequences for participation and progression. [Placeholder for statistic on KS3 understanding before moving on data]
This reflects wider concerns around the “” - young people and adults whose mathematical skills have not improved significantly despite decades of reform. Despite notable improvement in the overall numeracy levels of young adults in the OECD , there are still too many leaving formal education without the mathematical and data skills they need for work and life.
Young people who lose confidence in maths through their schooling can begin to disengage not only from the subject itself, but from wider education and future career pathways. By contrast, strong mathematical foundations can open doors to further study, technical education, apprenticeships and high-skilled employment.
Broadening opportunity through mathematical education
The Milburn review is ultimately a call to think differently about how education prepares young people for the future. That includes recognising maths education not simply as an academic benchmark, but as a driver of participation, confidence and opportunity.
For policymakers, educators and employers alike, the challenge is twofold: continuing to support mathematical excellence, while also ensuring maths education works for all young people, keeping them engaged during the critical years of secondary education and providing them with the mathematical literacy they need for life and work.
That is why the work of the Observatory matters. Understanding how maths education connects to employment, social mobility and long-term life chances is essential if we are serious about reducing inequalities and broadening opportunity. A high-quality maths education cannot solve these challenges alone, but it can play a significant role in improving confidence, participation and future opportunity.
The earlier we act, and the stronger the evidence base that informs our actions, the greater the chances are that we can support more young people to move successfully from education to meaningful employment and fulfilled adult lives.
Mathematics Pipline Report (PDF)
Observatory for Mathematical Education team