ABSTRACT
Using sensitising concepts drawn from ‘careership’ and ‘learning ecologies’ approaches and a set of qualitative interviews, this chapter explores the experiences of a diverse group of young migrants in England, the challenges they have encountered in their post-16 transitions and how these might be addressed. Our analysis points to the need for high-quality independent careers advice, specialist English as an Additional Language provision and social and emotional support for young migrants as the most significant policy priorities for promoting more equitable post-school transitions for this diverse and growing segment of the UK population.
