Young people in some of England's most disadvantaged communities became more optimistic about their futures when local leaders were given greater freedom to shape education and opportunity programmes, according to new research.
Researchers from the Universities of Bath’s Institute for Policy Research, and the Universities of Bristol and Durham, have today published the policy brief Devolving Power in Education and Youth: Lessons from the Opportunity Areas Programme, the first experimental evaluation of the Government's £108 million Opportunity Areas programme. The programme sought to improve social mobility and education outcomes for young people when it operated in 12 areas of England between 2017 and 2022.
Drawing on large-scale data analysis, school visits, interviews and community engagement, the researchers examined whether locally led approaches reduced geographic inequalities in education and social mobility.
Key findings
- Young people in Opportunity Areas became more optimistic about future study and work prospects, while comparable areas that were not part of the scheme saw declines that reflected a wider national trend.
- Long-term local partnerships were among the programme's most important legacies, bringing together schools, colleges, employers, universities, community organisations and local leaders to tackle shared challenges. In several areas, these collaborations continued after government funding ended.
- Short-term funding limited long-term impact. Researchers found that deep-rooted inequalities often require sustained investment, leading them to recommend future place-based initiatives should be funded over 10-year periods rather than short funding cycles.
Author Ceri Brown, Professor of Childhood, Inclusion and Education Policy at the University of Bath said: “This work highlights a fundamental challenge for education and youth policy: decisions about local opportunities and services are often made too far from the communities they are intended to support. Short-term funding, top-down targets and narrow measures of success can limit the ability of local partners to respond to the particular needs of their area.
“The major political parties are largely in agreement that devolution is a good thing, but it is less clear how this can successfully be delivered. This evaluation and our wider research on place-based approaches to NEET prevention tell us research-informed approaches are most likely to succeed.”
The Opportunity Areas programme invested in 12 regions identified as ‘social mobility cold spots’, with funding directed through local partnership boards made up of representatives from education, business, community organisations and local government.
Researchers found examples where this local approach helped create lasting change. In Ipswich, activities focused on youth participation and long-term planning led to the creation of the Ipswich Social Mobility Alliance, which continues to operate with a 25-year vision for improving social mobility.
In Fenland and East Cambridgeshire, funding supported the expansion of sixth-form provision, helping improve access to post-16 education in rural communities where transport and geography can restrict opportunities.
The research also highlights the importance of tackling the wider factors that shape opportunity. Interviews with educators and community leaders suggested that issues such as transport, housing, health, belonging and social isolation often have as much influence on young people's futures as what happens in the classroom.
The report also argues that policymakers should measure success through broader indicators such as belonging, confidence, inclusion and successful transitions into education and employment.
The policy brief will be launched today at an event in Stoke-on-Trent that will bring together Opportunity Areas board members, representatives from central and local government, education institutions, businesses, charities, and faith groups.
The research forms part of the £1.4 million ESRC-funded project From the Centre to the Periphery: Reducing Spatial Divides through Area-Based Education Initiatives.