“It’s Still Not That Simple”: Conversations from the FE Frontline

Sarah Dirrane 15 Apr 2025

In recent years, further education has found itself in the spotlight – tasked with doing more, and reaching ever more students. But behind the headlines and new strategies, I wanted to pause and really listen. So, I spoke with colleagues working in the FE space, practitioners, outreach leads, and programme managers, to get their take on what is happening on the ground.

These conversations offered a real window into the day-to-day challenges of supporting FE students, challenges that still feel incredibly relevant amidst continued pressure on budgets, shifting policy, and the ongoing need to re-engage learners in a post-pandemic landscape.

Here is what came through most clearly for me, and what I think it might mean for how we design support going forward.

1. “Variable. Patchy. Inconsistent.”

When asked to describe educational support for FE students in a word, the responses weren’t too hopeful. “Variable.” “Patchy.” “Inconsistent.” The words came quickly without a moment’s thought, and were echoed across institutions.

Many pointed to a lack of cohesion, where the support a student receives can depend on which college they are in, who they happen to speak to, or whether there is capacity available that day. In other words, the experience isn’t always planned or predictable – it is often down to chance. Some colleges are also still navigating the impact of mergers, restructures, and funding cuts, which means support isn’t just under strain, it is very often in flux.

And then there is the actual student experience. Staff told me:

“They are [need extra guidance] because they’ve lost that sense of independence and confidence.”

“We really struggled to build their knowledge up, especially after the Covid years.”

It is clear that some of the foundational skills and knowledge students might have picked up earlier in their education just aren’t there in the same way now. This is further exacerbated in a system that relies on certain assumed starting points.

2. From Disconnection to Engagement

Another common theme? Disconnection.

Disconnection between schools, colleges, and universities. Disconnection between what is offered and what is understood. Most crucially, disconnection between students and the processes they are being asked to navigate.

One comment that stuck with me:

“A lot of Year 12s don’t know how to apply for higher education. They don’t know what the next step might be.”

We also heard that attention spans are short, confidence is low, and in many cases, students are reluctant to speak, contribute or participate, because they don’t feel they have been given many opportunities to practise. The haunting echoes of covid also play a part here.

In addition to this, when support is seen as “extra work” by staff, or where students can simply opt out, it is hard to build consistent, meaningful engagement.

3. The Practicalities are Complex

Designing initiatives for FE students means grappling with complexity. The Further Education landscape is incredibly diverse, and the practicalities of delivering support often mean adapting, compromising, and getting creative.

As one person put it:

“We’ve got five different, very distinct teams that you have to try and work with… not treading on five different toes is really, really tricky.”

There is also the ongoing challenge of access. Whether it’s needing buy-in from college staff, competing with packed timetables, or struggling with poor attendance, getting to students at the right time and in the right way takes a lot of persistence.

Still, across these conversations, there was no shortage of passion. People spoke about building resilience, amplifying student voice, and developing targeted interventions that fit students’ lives, not just the programme.

So where does this leave us?

It leaves us with a system that’s trying, and professionals who care deeply, but still face barriers that limit reach, reduce impact, or eve sometimes leave students behind.

It leaves us needing better insight.

Not just more data, but meaningful data, on what students know, what they need, what they are navigating, and what actually makes a difference.

This is where our national research with over 35,000 FE students comes in. It moves us beyond assumption and highlights the different motivations, needs, and behaviours that shape how students engage with post-16 pathways. By understanding these differences, we can start to design more targeted, meaningful support that meets students where they are, and makes the most of the resources we have.

If this resonates with you, I would love to invite you to a free online session we are running:

Beyond Guesswork: How to Target Students with the Right Support In this practical, insight-led session, I will break down the four key FE student segments from our national study and show how real colleges are using this data to improve targeting, engagement, and outcomes.

📍 Sign up here: https://cosmosltd.ac-page.com/beyond-guesswork-how-to-target-students-with-the-right-support-workshop-sign-up

Whether you are designing new outreach initiatives or trying to get more out of existing interventions, this is about using evidence to make every decision count.

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