This blog is written by Tori Nasim, Social Impact Fellow at Learning Connected, on placement with the Commercial Education Trust (CET).
Communication, confidence, teamwork, and understanding professional environments are essential for navigating the workplace. However, the opportunities to develop these skills are not equally available to everyone.
During my Social Impact Fellowship with the Commercial Education Trust (CET), I explored the barriers that underrepresented young people face in accessing opportunities to build these skills before entering employment. This gave me the opportunity to investigate how employability programmes can better support young people by addressing structural inequalities in access.
One of the key concepts that emerged in my research was the idea of the “invisible curriculum.” This refers to the unspoken knowledge and expectations that help people navigate professional environments, such as how to network, communicate with employers, or understand workplace culture. While these skills are often assumed to develop naturally, they are frequently learned through exposure to professional settings, mentorship, or social networks.
The challenge is that not all young people have equal access to these forms of learning. Some may not have professional role models within their networks, may be unaware of available programmes, or may lack opportunities to interact with employers and professionals who can provide guidance. As a result, the ability to develop soft skills can be shaped not just by individual motivation, but also by access to information, networks, and supportive environments.
This is where organisations such as CET play a vital role. By connecting schools, employers, and young people, CET helps create opportunities for skills development and exposure to professional environments that might otherwise be difficult to access.
Through my fellowship research, I examined how programmes designed to support employability can become more inclusive and accessible. One key insight was that programme design matters significantly. Even well-intentioned initiatives may unintentionally exclude participants if they rely on complex application processes, assume prior knowledge, or do not effectively reach the communities they aim to support.
Based on these findings, I developed several recommendations aimed at strengthening programme accessibility. These included increasing targeted outreach to underrepresented groups, embedding soft-skills development earlier within education pathways, expanding mentoring opportunities, and simplifying access to programmes so that participation barriers are reduced.
Beyond the research itself, the fellowship also helped me develop a deeper understanding of social impact work. Addressing inequalities in employability requires collaboration between educators, employers, and organisations working directly with young people. Meaningful change happens when different sectors work together to design opportunities that are inclusive and responsive to real community needs.
Reflecting on the experience, the fellowship reinforced the importance of looking beyond individual outcomes and focusing on the systems that shape opportunity. Creating more equitable pathways into employment is not simply about preparing young people for the labour market—it is also about ensuring that opportunities to develop the skills, knowledge, and networks required for success are accessible to everyone.
