Supporting FE Students: What Actually Works?

Sarah Dirrane 21 Jul 2025

Introduction

Further Education (FE) is a pivotal bridge for learners moving from secondary education into higher education or the workforce. It serves a diverse mix of young people and adults, often including those from disadvantaged backgrounds or non-traditional pathways. For senior educators and decision-makers, a pressing question is: what types of support truly help FE students thrive? Now more than ever, we must draw on evidence to answer this. As one sector leader notes, we need to “demonstrate and communicate what we know to be effective in supporting post-16 learners,” not only for their individual success but for broader social and economic benefits (aoc.co.uk).

This article will explore three critical areas of support for FE students, progression to higher education, career development, and pastoral care; highlighting research evidence on what works and weaving in reflective insights from practice.

Supporting Progression to Higher Education

For many FE students, the ultimate goal is to progress to university or other higher education (HE). This is especially true for those in access programmes or vocational courses aiming to widen participation. Research underlines that FE colleges play a crucial role in expanding HE access. For example, vocational Level 3 qualifications (like BTECs) have become a major pipeline into university. In 2023, around 50% of Level 3 BTEC graduates went on to higher education in the UK, a significant increase from 26% in 2016, underlining the growing role vocational qualifications play in widening HE access (Pearson, 2024). In other words, FE pathways have opened the HE door for many who might not have considered university otherwise.

Why have vocational FE routes been so effective? Beyond providing equivalent qualifications, strong pedagogy and guidance in FE help build students’ confidence and “university-ready” identities. A qualitative study of BTEC students found that supportive teaching practices and pastoral guidance helped learners develop valuable social and cultural capital, essentially, the skills and self-belief to see themselves as future university students(Gartland et al., 2018). Even students who hadn’t initially planned on university were encouraged to formulate “possible selves” as HE students through their FE experience (Gartland et al., 2018). This highlights a key lesson: when FE staff foster aspiration and a sense of belonging, progression to HE becomes a real option for more students.

Another evidence-backed strategy is to give FE learners early exposure to the university environment. Initiatives like sustained mentoring by university volunteers, campus taster days, and especially summer schools have shown impressive results. One analysis of the Aimhigher summer school programme (which brought disadvantaged college students to live and learn on a university campus) found that participants had measurably higher attainment and confidence. Crucially, attending a summer school doubled the likelihood of disadvantaged students being accepted into HE compared to similar peers who did not participate (Robinson et al., 2020). These intensive experiences help demystify university life: students leave feeling more “at home” in an HE setting and motivated to pursue that goal (Robinson et al., 2020). At Cosmos, we have seen first hand how powerful it can be when a learner returns from a university summer programme with their eyes opened – suddenly, they’re the one telling classmates, “Yes, you can handle university, and here’s why.”

Quality information, advice and guidance (IAG) throughout the college journey is another pillar of successful HE progression. This means staff guiding students on everything from choosing the right courses and applying through UCAS, to navigating financial aid and preparing for academic demands. While it’s hard to quantify the direct impact of guidance alone, students consistently report that one-on-one advising and practical support with applications ease the transition anxiety.

Yet despite these efforts, higher education remains an unfamiliar and abstract concept for many. Our national FE segmentation study found that 60% of students report knowing little or nothing about HE, a striking figure that challenges the assumption that information alone is enough. The research highlights the importance of understanding student mindsets: whether learners feel confident, hopeful, undecided or sceptical about HE. These differences influence how guidance is received, what messages resonate, and what kind of support is likely to lead to action. Without this level of insight, even well-designed interventions risk missing the mark.

Research reinforces this kind of approach: the more “wraparound” support an FE student receives in plotting their HE path, the more likely they are to follow through and succeed. In sum, to boost progression to HE, FE institutions should combine robust academic pathways with aspiration-building experiences and personalised guidance. The evidence shows that such support not only gets more students through the door of higher education, but also better prepares them to thrive once there.

Effective Career Guidance and Preparation

Not all FE learners will go on to university, and even those who do still need a vision for their future careers. Thus, effective career development support is essential in FE, whether students aim for higher education, apprenticeships, or direct entry into the job market. In recent years, the UK has sharpened its focus on what good career guidance looks like, culminating in the widely adopted Gatsby Benchmarks of excellent careers provision. This evidence-based framework (eight benchmarks ranging from having a stable careers programme to personal guidance interviews) has virtually transformed careers support in schools and colleges (aoc.co.uk). The dedication of FE colleges to implement these standards has been seemingly impressive, over 90% of institutions claim to now use the Gatsby framework to plan their careers programmes, up from a small fraction a decade ago (aoc.co.uk). The results infer a positive impact on student outcomes: colleges that meet a higher number of the Gatsby Benchmarks see significantly better outcomes for students. In fact, young people in institutions that hit most benchmarks are far less likely to become NEET (Not in Education, Employment or Training) at ages 16 or 18 (aoc.co.uk). In other words, when colleges provide comprehensive, high-quality career support, their students are more likely to stay in education or find work, rather than falling through the cracks.

Despite this progress at the institutional level, the student experience can still tell a different story. Our national research found that less than half of FE students report receiving structured support from their sixth form or college to help them explore future careers or gain exposure to relevant workplaces. This suggests that while the framework has raised expectations across the sector, implementation on the ground remains uneven. For students without social capital or informal networks, this lack of personalised and experiential support can leave them feeling unprepared and disconnected from their future options.

So, what does effective career support entail in practice? First, it’s about making careers education a whole-college priority, not an afterthought. The updated Gatsby guidance emphasises that leadership and all staff should be involved, from embedding career relevance into the curriculum to giving students time for career exploration (aoc.co.uk). For example, a science lecturer might invite industry speakers or discuss how lesson topics apply in real jobs (addressing Benchmark 4: linking curriculum learning to careers). This holistic approach ensures students continually see the connection between their studies and the working world.

Second, personalisation is key. Every student has unique aspirations and needs, so effective support addresses each individual. Colleges are using data on students’ intended destinations and backgrounds to tailor interventions (as Gatsby notes, tracking intended and actual destinations helps target support where it’s needed [aoc.co.uk]). Practically, this could mean extra coaching for a student aiming at a competitive university, or additional work placement opportunities for one pursuing a specific trade. One size does not fit all: a learner with special educational needs will need different guidance and employer encounters than a 19-year-old adult returner looking to retrain. The best FE career programmes are inclusive and flexible, ensuring every student, regardless of ability or background, gets the guidance, work experiences, and encouragement to pursue their goals (aoc.co.uk).

Third, strong employer and workplace connections make a huge difference. Research and experience both show that students benefit immensely from “real world” exposure: things like employer talks, job shadowing, internships or apprenticeships, and meaningful work experience placements. These activities not only build skills and CVs, but also give students a clearer sense of what different careers are actually like. Many FE colleges partner with local employers or alumni to provide such encounters (satisfying Benchmarks 5 and 6). The impact can be profound, at Cosmos we have seen students come back from a week on a work placement energized because they discovered a role model or a field that excited them. A structured work placement can also cement a student’s resolve to either continue into higher training or to jump into that career after college. Ultimately, effective career support broadens horizons while grounding students in the practical steps needed for their next chapter.

Finally, high-quality personal guidance remains a cornerstone (Benchmark 8). This typically means access to a qualified careers adviser or coach who can have one-on-one sessions with each student. The evidence indicates that such personalized advice, when combined with the other elements above, helps students make more informed and confident choices. From a leadership perspective, investing in professional careers staff and programmes is not a luxury, it’s a strategic necessity. Good career guidance not only fulfils our duty to students’ futures but also contributes to wider social mobility and economic goals (aoc.co.uk). As the Gatsby Foundation asserts, it “drives social mobility and contributes to social justice” by inspiring young people and enabling them to make informed decisions (aoc.co.uk). In sum, by embedding a comprehensive, evidence-based careers programme into FE, we equip students with direction and purpose, whether their journey leads straight into a job or up the ladder of qualifications.

Still, having the right frameworks in place is only the beginning. Despite the widespread adoption of the Gatsby Benchmarks and clear intent across the sector, many FE students are still missing out on these vital experiences. Our national research found that only 47% of students had received personal support from their college to help them plan for their future careers. Just 45% had spent time with people working in careers they were interested in, and only 38% had been in a workplace they might want to join. These figures are a sobering reminder that implementation does not always equal impact. If we want careers guidance to deliver on its promise, broadening horizons, building confidence, and supporting progression, we must continue to prioritise access to personalised, real-world encounters for every student, not just those who actively seek them out.

Pastoral Support and Student Wellbeing

The third pillar of effective support, and arguably the foundation upon which all others rest, is pastoral care. This encompasses the emotional, psychological, and practical support that students need to stay engaged and succeed. FE students often juggle challenges outside college: some struggle with mental health, difficult home lives, or financial and caregiving responsibilities. If these issues aren’t addressed, academic and career support alone may not be enough. As educators, we know that a student who doesn’t feel safe, supported, and confident is unlikely to reach their potential. Research strongly backs this up, showing that wellbeing and academic/career outcomes are deeply intertwined.

The scale of need for pastoral support in FE is sobering. Pre-pandemic, a National Union of Students survey, 40% of FE students experienced mental health difficulties during their first year of college (Worsley et al., 2020). Furthermore, 85% of colleges have reported sharp increases in student mental health problems in recent years, with virtually all colleges seeing cases of depression and severe anxiety among learners (Worsley et al., 2020). Post-pandemic data is still emerging, but there is little doubt that the pressures on young people have intensified. More recent snapshots from sector bodies and charities suggest that waiting lists for support have grown, and frontline staff are managing increasingly complex needs with limited resource.

These issues correlate with poorer academic performance and higher dropout rates (Worsley et al., 2020). In plain terms, students in crisis don’t complete courses, which harms their future prospects and the college’s outcomes. Senior leaders, therefore, have a vested interest in strengthening pastoral systems not only out of compassion but because it directly impacts retention and achievement.

What does effective pastoral support look like in FE? It often starts with a strong personal tutoring or mentoring system. In many colleges, each student is assigned a tutor or advisor who checks in on their academic progress and wellbeing. Done well, this provides an early warning system for any issues: attendance drops or changes in behaviour trigger intervention before a student falls too far behind. The UK’s longstanding tradition of personal tutors and pastoral support is actually seen as exemplary, our system of one-to-one tutoring and care is regarded abroad as a model to emulate for boosting student retention. Students themselves highly value this kind of support.

Recent evidence suggests learners “value support and care more so than campus facilities,” preferring an environment where staff are approachable and their needs are understood over fancy buildings or equipment (Hubbard et al., 2024). This should resonate with anyone who has worked in education: a young person who feels genuinely cared for by at least one adult in their college is far more likely to stay motivated and engaged. However, access to personal tutoring is not guaranteed across all settings. Variability in delivery models and capacity mean that some students receive regular support, while others may only be seen in cases of crisis.

Accessible mental health and counselling services are another crucial component. Colleges that provide on-site counsellors, therapy sessions, or easy referral pathways to external services offer a lifeline for students facing mental health challenges. Emerging research in higher education indicates that certain interventions can make a positive difference, for example, programmes teaching mindfulness or cognitive-behavioural skills have been shown to reduce common anxiety and depression symptoms in student populations (Worsley et al., 2020). While FE-specific studies are limited, it stands to reason that similar wellbeing workshops or stress-management programmes could help FE learners build resilience. Some colleges have begun running initiatives like mindfulness meditation groups, stress relief activities during exam season, or training staff in Mental Health First Aid. Even simple measures, designating a quiet “wellbeing room” on campus, or hosting peer support meetups, contribute to a culture where it’s okay to ask for help. Reflecting on my experience, one of the most impactful pastoral interventions I have evaluated was a peer mentoring scheme: second-year students volunteered to mentor first-years, offering friendly guidance and an open ear. The first-years reported feeling less isolated, and mentors often grew in confidence too. Such low-cost, community-based approaches can complement professional services and reinforce the message that no one is alone in the college community.

Additionally, practical support often falls under pastoral care, and can be just as critical. Many FE students need advice on financial issues (for instance, navigating bursaries, or balancing part-time work with study) and help with “life” skills like time management, housing or childcare arrangements. Colleges that invest in student services teams to assist with these practicalities enable learners to focus more on their education. For example, something as basic as subsidised meals or travel passes for low-income students can relieve stress and improve attendance. One could argue these measures are more administrative than pastoral, but in effect they communicate to students that the institution cares about their wellbeing beyond grades alone.

From a leadership perspective, supporting wellbeing is not an “optional extra”, it’s the bedrock of student success. Cared-for students are successful students. Conversely, if we neglect pastoral support, we inevitably see the fallout in disengagement and attrition. Senior educators can champion a whole-college approach: train all staff (teaching and non-teaching) to be aware of pastoral issues, promote a supportive campus ethos, and allocate resources to student support services. While budgets are tight, the returns can pay dividends. An upfront investment in pastoral care can pay off in improved retention, achievement, and student satisfaction down the line (not to mention the human value of happier, healthier learners). As we often remind ourselves, Maslow before Bloom, students’ basic and psychological needs must be met before any Bloom’s taxonomy educational goals can be achieved. In practical terms, that means making sure every FE student has somewhere to turn when they face difficulties, and fostering an environment where support is woven into the fabric of college life. When students see that their college truly “has their back,” they are empowered to reach heights they might not have thought possible.

Conclusion: Toward a Holistic Support System

Supporting FE students effectively is a multidimensional effort. Progression, careers, and pastoral care are all interconnected strands of a holistic support system. The research evidence gives us guiding stars: targeted academic pathways and HE experiences can dramatically improve university progression rates; strong career programmes anchored in frameworks like Gatsby lead to better employment outcomes and fewer NEET young people; and robust pastoral care underpins everything by keeping students healthy, engaged, and resilient. Equally important is the insight gained from day-to-day practice: the encouraging smile from a tutor, the eye-opening workplace visit, or the counselling session that helps a student regain their balance, these human touches translate evidence into life-changing impact.

For senior leaders in FE and HE, the challenge is to embed what works into strategy and culture. This means investing in initiatives proven to help (even when resources are stretched) and cultivating a college ethos that values each student’s journey. It might involve forging partnerships, FE and HE working hand-in-hand so that transition support is seamless, or colleges collaborating with employers to expand work-based learning opportunities. It certainly involves listening to student voices about what support they find most useful, and being willing to adapt. As one recent commentary noted, what works in FE must be scaled up and shared, but that requires commitment and funding at the highest levels (Eardley, 2025).

Ultimately, when FE students are well-supported, everyone wins. The students themselves achieve stronger outcomes, more go on to rewarding studies and careers, fewer drift out unqualified, and they gain confidence that can last a lifetime. Colleges benefit through better retention and reputation. Society gains a more skilled, prepared and included cohort of young people moving onward. Seeing an FE learner progress against the odds, be it reaching university as the first in their family, landing a good apprenticeship, or simply growing in self-esteem and purpose – is the reward that drives those in education like us. By focusing on the support that works, and backing it up with both evidence and empathy, we can ensure many more such success stories for the future.

P.S. If this resonates I am running a short workshop on this. Join me if you are working on strategy or programme delivery in FE. Click image to open sign up link.

Sources:

Eardley, A. (2025). These are exciting times for FE research – but the government needs a long-term plan. Association of Colleges
Robinson, D. et al (2020). The impact of interventions for widening access to higher education. TASO
Gartland, C. et al (2018). Widening Participation: Supporting Progression to HE. Education + Training, 62(3)
Harrison, N. et al. (2010). Evaluation of Aimhigher Summer Schools. HEFCE Report
Gatsby Foundation (2025). Good Career Guidance: The Next Ten Years
Hubbard, S. et al. (2024). How do ‘care’ or ‘pastoral support’ activities contribute to core strategic outcomes in higher education?. Advance HE
Hillman, N. (2019). Augar Review Analysis. Higher Education Policy Institute.
Worsley, J. et al. (2020) What interventions improve college and university students’ mental health and wellbeing? A review of review-level evidence. What Works Centre for Wellbeing. Student Mental Health Review