Research and analysis

Youth enrichment: Discovery phase (executive summary)

Published 5 November 2024

Applies to England

1. Defining enrichment

‘Enrichment’ is a term that is primarily associated with the education sector but does have use and resonance with the youth sector.

However, ‘enrichment’ has no single definition in policy and funded initiatives. It is often described in terms of its constituent activities (e.g., ‘music’, ‘art’, ‘sport’, ‘outdoor learning’) and its anticipated benefits for young people.

‘Extracurricular activities’ and ‘non-formal learning’ are terms sometimes used in place of ‘enrichment’, or to describe similar or related activities.

From our documentary review and primary research, we suggest that there is broadly common agreement that enrichment:

• Builds on (but is not part of) schools’ formal academic curricula
• Is both organised and intentional (meaning it is planned and deliberate)
• Is led or facilitated by a trusted or qualified adult and/or accredited provider.

2. Current enrichment initiatives and stakeholders

Services for young people are a cross-governmental responsibility, for example with the Department for Culture, Media and Sport (DCMS) leading the government’s work in supporting the youth sector and the Department for Education (DfE) responsible for young people’s formal education.

There is a connection between DCMS and DfE in terms of enrichment, particularly where school-based enrichment draws on the youth sector. Other departments also play a role, depending on the policy area.

Although many funded initiatives in education and the youth sector support enrichment, relatively few of these use the term ‘enrichment’.

3. Young people’s access to enrichment

Through the entitlements set out under the United Nations Convention on the Rights of the Child (UNCRC) and the National Curriculum, young people should have access to a range of enriching opportunities, but in practice, access to enrichment opportunities varies hugely among young people.

Generally, young people from disadvantaged backgrounds have less access than their more affluent peers, a trend that Covid-19 has exacerbated.

Many young people access enrichment opportunities through school. Schools often work with youth and outdoor learning providers to broaden their offer to their pupils.

Furthermore, many young people access enrichment outside school through youth clubs or outdoor learning providers.

Young people’s ability to access enrichment is influenced by a range of factors. These include cost, geography, and family circumstances.

4. The value of enrichment

Adults and young people sometimes describe the benefits associated with enrichment in terms of their intrinsic value i.e., activities are worth doing in and of themselves.

Sometimes, the benefits of enrichment are viewed in more instrumental terms, wherein it supports young people to develop in a range of ways such as in terms of their skills, confidence or identity.

5. Providers of enrichment and funding

A wide range of enrichment providers offer different sorts of enrichment. These include national award schemes, youth social action, outdoor learning providers, uniformed provision, arts and cultural organisations, and parent-led sports activities.

Interviewees said that enrichment is generally underfunded and, therefore, under-resourced. However, it is difficult to quantify this, because of both the wide variety of activity providers and types involved, and the myriad sources of funding.

In general, we heard from interviewees that funding is short term and competitive, which stymies organisations’ abilities to support enrichment.

6. Factors that support and impede enrichment

A variety of factors can support or impede the implementation of – and young people’s access to – enrichment activities:

• Senior leadership buy-in, staffing, adequate resourcing, partnerships and accessibility (including physical access and meeting wellbeing needs) were all cited by interviewees and young people as factors that can support enrichment. Conversely the absence of these factors impedes enrichment provision.
• Participation data varies by quality and availability. While some organisations collect data about young people’s participation, this is often not systematic or comparable between providers. Furthermore, because enrichment activities take such a diverse range of forms, data on outcomes varies considerably (in terms of outcomes specified, mode and quality of data collection).

Partnerships are an important feature of the enrichment landscape. They can unlock opportunities for enrichment, meaning partner organisations can deliver more together than separately. Schools tend to be the locus for enrichment activities, and interviewees and young people described benefits and downsides associated with this.