Transitions: supporting young people to understand adult services
Last updated: 16 Sep 2026
Written by Dr Flossie Caerwynt, edited by Dr Kat Deerfield and Dr Grace Krause
Summary
In this evidence summary, we highlight relevant and up-to-date research on how young people transitioning to adulthood understand what services are available to support them.
The research covered in this summary focuses on care leavers and on young people moving from child to adult services in social care.
We break down the process of seeking help to show where young people experience barriers to understanding.
We also discuss research on young people who have not engaged with services available to them, to show how this links to barriers to understanding and information sharing.
Introduction
In our priority setting exercise on transitions to adult care, we asked care-experienced young people and people working in social care what they thought there should be more research about. One thing we heard is that young people sometimes face problems understanding what services are available during and after the transition to adulthood. These problems included:
- a lack of clear information about what support is or is not available from adult services
- difficulty knowing how to access support
- poor information sharing between child and adult services.
To address these problems, people told us that they need:
- better information about what support is available
- clear information on how to access this support.
This evidence summary sets out research that explains more about these problems and how they can be addressed.
Research shows that simply providing information on adult services is not enough to make sure that young people access the support they need. Young people need to be both able and willing to look for, access, understand, and act on this information. The research summarised here explains the barriers that can prevent access and understanding. These include:
Fear of rejection
Research shows that many young people have experienced services being withheld after they were judged not competent enough, or too competent to benefit. This can make young people reluctant to seek out information about support.
Not knowing what’s out there
People need to know what to look for in the first place, before they're able to seek information about what support they might be able to access. If they do not have any idea what possible solutions might look like, that can mean they are not able to look for information.
Information being inaccessible or unreliable
If information is presented in inaccessible or unreliable formats, this can damage young people’s trust in professionals.
Information that takes too much time or energy to understand
Lots of things can make information difficult to find or understand, and people need to have the time and energy to do this. If people do not have enough time or energy, it can make it impossible for them to find and access the right support.
Understanding and addressing these barriers can help services to make sure they produce information which is fully accessible and understandable for young people.
Legislation
People’s right to understand the services they can access is protected in several different ways. All young people transitioning to adulthood have the right to accessible information about the services they can access. They also have the right to the support they need to understand this information.
The Code of Practice of the Social Services and Well-being (Wales) Act (2014) says that local authorities must take account of the national well-being outcomes in their work. Two of these outcomes are:
‘I know and understand what care, support and opportunities are available and use these to help me achieve my well-being’.
‘I can access the right information, when I need it, in the way I want it, and use this to manage and improve my well-being’.
These outcomes show how important understanding is to social care legislation in Wales.
The Code of Practice gives details about how accessible information about services should be. It says that local authority services must:
‘…be advertised in such a way that those across the diverse communities will know what the service can offer and can understand how they can access it.’
Local authorities must make sure information is available in ways that are tailored for children and adults. They must also provide one-to-one support workers when needed.
People’s mental capacity also affects how they understand what services they can access. The Mental Capacity Act (2005) states that ‘all practicable steps’ must be taken to support people to make decisions about their care. This includes a requirement to provide people with information in the accessible format which best suits their needs. Similarly, the United Nations Convention on the Rights of Persons with Disabilities (2006) includes a requirement to:
‘…provide access by persons with disabilities to the support they may require in exercising their legal capacity’.
The help-seeking process
Accessing support usually involves finding out what options for care and support are available, deciding which is the best fit, and figuring out how to access it. In academic research, this process is called help-seeking.
As part of their research into youth housing instability in the US, Samuels et al. (2018) describe the process of help-seeking for young people. They show that for help-seeking to be successful, the person seeking help must be willing and able to:
- recognise that they would benefit from support
- accept support
- share information about their situation as needed to access support
- identify what type of support might benefit them
- access and understand information about suitable support options.
The following sections go into detail about these requirements. We discuss how young people understand what services are available to them, and what barriers can interfere with their understanding.
Who is responsible for young people’s access to care?
The current system in Wales expects young people to take most of the responsibility for organising their own care. This can create a major barrier to accessing care. In our evidence summary on advocacy and young people transitioning to adult care we discuss how parents often take on the task of organising support.
This means that there is a risk that young people whose parents cannot or will not step in can miss out on the care and support they need. At the same time, it’s important that young people who have actively involved parents are still supported to understand and take control of their own care.
Young people’s willingness to engage in each aspect of help-seeking is just as important as their ability to do so. Research shows that a great deal of responsibility is placed on young people to manage their transition.
To access the support they need for a good transition, young people need to be motivated, persistent, determined, and patient (Armstrong-Heimsoth et al., 2020). This aligns with wider research on accessing health and social care in the UK, which shows that people need to be motivated and resourceful (Hodge et al., 2015).
Not all young people are willing or able to access services or seek out support on their own. This means that they do not fulfil the requirements for finding and understanding the support available to them and may miss out on beneficial services. But there is not much research on why young people might not seek out help.
This is partly because it’s difficult for research to involve young people who haven’t accessed support, as the normal process of recruiting participants through services doesn’t work. Disengaged young people also tend to move frequently and have less consistent employment. This can make it difficult to contact them (Armstrong-Heimsoth et al., 2020).
Because of the limited research available, much of the information discussed in this evidence summary comes from research with young people who did eventually access services of some kind. More research is needed to understand the experiences of young people who have not accessed support at all.
Barriers to asking for information
There are many reasons why young people may be unwilling to accept support, or to share details about their situation with service providers. These pose just as much of a barrier to understanding as a lack of accessible information.
Gaining young people’s trust is just as important as ensuring they understand the services available.
For some young people, engaging with services can pose potential risks. Samuels et al.’s research into youth homelessness in the US, for example, shows how some young people weighed up the potential risks and benefits of accessing support (2018).
Young people reported that the assessments services used to decide what support they could access were sometimes intrusive. And some services accidentally harmed young people by failing to provide inclusive support.
For example, some LGBTQ+ young people said they encountered discrimination and violence when staying in shelters. Some young people also said services could inadvertently make things worse by separating them from friends or family support networks.
In these cases, young people sometimes decided that it was better not to access services. Other research has also shown that young people are unlikely to engage with professionals if they feel unsupported when sharing details about themselves or their situation (Prendergast et al., 2024).
To ensure young people are comfortable accessing services, gaining their trust is just as important as making sure they understand the services available.
Young people may feel that it’s not worth asking for help if they expect they will be turned away.
Young people may also be reluctant to seek help because they are worried about being rejected or judged, either by their friends and family or by the professionals they are seeking help from. Curry and Abrams (2015) showed that a fear of rejection led young people leaving foster care to avoid asking other people for help when they needed it. The young people in that study felt it wasn’t worth the stress of asking for help if they were only going to be turned away.
If young people feel that professionals might reject them, it can seriously impact on their willingness to seek help. This is especially so if they’ve been rejected when seeking help in the past. In Glynn’s (2021) research, care leavers in Ireland reported that their level of competency was judged by service providers. Their access to services was then restricted according to their assessed level of responsibility.
Young people who were judged lacking in responsibility were denied access to services. Those with histories of substance use, for example, were prevented from accessing support with housing. Those young people also reported that their lack of a stable residence then made it even more difficult for professionals to view them as responsible. From the young people’s perspective, this meant professionals acted as gatekeepers rather than helping them to access the support they needed (Glynn, 2021). Hiles et al.’s (2014) research into young people’s experiences of leaving care in the UK reported similar findings.
Stigma around care contributes to young people’s fear of rejection or judgement. Amaral’s (2011) research shows that Scottish care leavers sometimes viewed asking for support as a weakness, making them reluctant to access services.
Also, the stigma associated with having spent time in care meant that these young people were reluctant to access services they associated with being in care, such as those provided by local authorities. Similarly, Koya et al.’s (2022) research showed that young carers sometimes hide their caring responsibilities for fear of being bullied.
This means that they are unable to search for information on the support available to them in ways which might reveal their situation to others, such as by searching the internet on a shared device or in public buildings. Care leavers who are reluctant to reveal their identities may face similar problems.
Young people may find it hard to imagine what support might be useful.
Barriers to understanding
To seek help from social care services, young people need to be able to identify what service or support would benefit them. This means that they need to be able to imagine a potential solution based on either their own knowledge, or on information accessible to them. If young people cannot imagine that any kind of potential solution exists, then they’re unlikely to bother looking for one. But imagining what support might be useful is difficult, especially for young people.
A participant in Butterworth et al.’s research into young people transitioning to adult mental health services (2017) explained that it was very hard for them to ask for information on services when they did not know what to ask for or what might help them.
For young people to imagine what might help them, they need some information about the services that are available. Young people may need more support than other adults to navigate new systems and services (Beverley et al., 2007; Christianson-Barker et al., 2025).
But young people moving to adult care report that they do not always understand what’s happening, and lack the information needed to feel confident making decisions (Broad et al., 2017; O’Loughlin, 2012). Armstrong-Heimsoth et al.’s (2020) research shows that foster care leavers in the US repeatedly stressed the need for more information on services that could help them adjust to adult life.
They wanted information on employment, education, food, housing, transport, and healthcare. For young people to make informed decisions during the move to adult care, it’s important that they have information about all available services, and the pros and cons of each (Baxter et al., 2008; Mitchell, 2014).
For more on what young people need to make informed decisions about their transition to adult care and support, see our evidence summary on perspectives of young people and their families on the transition process.
At present, many young people do not know what support they can access, or how to find out about services. Prendergast et al. (2024) found consistent reports that care leavers do not know what support they can access.
Their research also found that care leavers are not provided with enough information to feel comfortable making decisions about their transition to adulthood. UK Government research into the experiences of English care leavers showed that when care leavers appeared to be doing well, they were less likely to be told about available support, as it was assumed they didn’t need it (2022).
But preventative care is important to stop minor problems from escalating. As well as reducing their control over their transition, failing to offer support to care leavers was shown to damage their overall wellbeing (UK Government, 2022; Sims-Schouten and Hayden, 2017). This example shows how the gatekeeping reported by young people goes both ways, affecting people for having too much competence as well as not enough.
Even when they are aware of a service which would benefit them and willing to access it, young people still need to know how to access it before they can act on their understanding. Young people transitioning to adulthood often struggle to access the support they need. Even when they know support is supposed to exist, they often say that it’s unavailable or impossible to find (Prendergast et al., 2024).
This is part of a wider problem across social care. Many people report finding health and care systems confusing and overwhelming. This can mean that they do not access services they are entitled to (Hodge et al., 2015). To stop this from happening, young people need to be provided with fully accessible information about the services available to them. This includes information about how to access services, and what support they offer.
Accessible information
People’s needs, experiences, and lifestyles all affect the kind of information they will find most accessible (Baxter et al., 2008). Some people might prefer verbal information, while others might prefer printed documents or videos. Multiple formats might be combined into one resource, such as a webpage (Terras et al., 2021; Waight and Oldreive, 2020).
Some people, including people with learning disabilities, might be given easy read versions of resources. But this is not always the most accessible format, as we discuss later in this summary.
Lakhani et al. (2018) show that people with learning disabilities may prefer experiential information. This means information that comes from first-hand experience. For example, to learn about a facility where they can access support, they might prefer to visit it themselves. For some people with severe or profound disabilities, this might be the only form of information they can engage with.
Because accessible information looks different for different people, social care services need to target the people who use their services when they need support. When information is generic, people need to use their own knowledge to understand how it applies to them. This means that generic information is less accessible. When information is targeted at the people who use it, they do not need as much background knowledge to understand it (Baxter et al., 2008).
But even though there are lots of ways to make information accessible, there are still some core shared principles. Townsley et al. (2003) argue that to be fully accessible, information needs to be:
- tested directly with the target audience
- based on the most up-to-date information on accessibility
- informed by the most recent information available on the target audience’s needs.
It’s especially important that all different forms of information convey the same facts. This may seem obvious, but research shows it’s not always the case. For example, easy read versions of documents are a common form of accessible information in social care.
They are commonly provided to people with learning disabilities to explain what services are available and how they work. But they are not always accurate representations of the original content (Waight and Oldreive, 2020).
In their analysis of easy read information provided by NHS England, Buell et al., (2023) show that the easy read versions they looked at used more of what are called ‘expressions of obligation’. This means things are described more often in terms of requirements rather than options. In this study, the easy read information emphasised restrictions more than the standard information did. For example, the easy read version of a resource explaining personal health budgets stated that ‘you must use the money on…’. The standard version, on the other hand, said ‘you will be able to…’.
Easy read texts in the study also created a divide between the author (‘we/us’) and reader (‘you’) when no such division appeared in the standard version. Differences like these can inadvertently make things less inclusive. They can disempower the people who rely on easy read versions by giving them inaccurate or incomplete information. This doesn’t mean that easy read versions shouldn’t be used, but that services should make sure they convey information accurately.
How much young people trust professionals is affected by the quality of the information they get. Their trust in professionals also affects young people’s willingness to share details. Mitchell (2014) shows that a lack of trust is a major barrier to informed choice for disabled young people moving to adult care. Participants in Mitchell’s research said that their trust in professionals had been damaged because they had been given incorrect information in the past.
How well people understand information is impacted by how willing they are to engage with it. This is just as important as how able they are to engage with it. This means that just providing people with information is not enough. Offering support to help navigate and break down the information can make it more accessible. Terras et al.’s (2021) research shows that even if information is fully accessible, people might not feel confident navigating it on their own.
They found that people still preferred to have extra support available to help them make sure they had understood the information correctly, even when it was accessible and tailored to them. Similarly, Beverly et al. (2007) argue that information should be just one part of a spectrum of support ranging from advice to advocacy.
The costs of understanding
For young people to understand the services available to them, they need more than just information in an accessible format. They also need to have the time and energy to find and process the information itself. Accessing and engaging with information always comes at a cost.
These costs vary depending on individual circumstances. But the costs always include some amount of time and energy (Baxter et al., 2008). Different people prefer to access and understand information in different ways. Going outside their preferred method and context will have a higher cost. Things that can affect how a person prefers to access and absorb information include (Townsley et al., 2003):
- their cultural background
- the language(s) they speak and understand
- any physical or mental health conditions or disabilities
- their age
- their educational background and experiences.
When information about a service costs a lot to understand, it can make it harder for some people to access care from that service. This makes the service less equitable (Stevens et al., 2011).
For example, people who do not have easy access to the internet might need to travel to find a computer. This may add a financial cost as well as time and energy. Or they might have specific accessibility requirements that haven’t been provided for, such as needing a webpage that’s screen-reader friendly.
This means they’ll need to find someone who can communicate the information to them (Baxter et al., 2008). These examples show that while information might be considered easy to find, access, and understand, it may still not be accessible to people with limited time and energy.
As we discussed earlier, it’s easier for people to find information about services if they already have some idea of what exists. The less people already know about social care, the more time and energy they need to find information. This means that the cost of finding information is higher for people who have less background knowledge. In these cases, people often make choices based on habit, or on information and advice offered by friends or family (Baxter et al., 2008).
Research shows that people are more likely to rely on familiar sources of information, especially anecdotal ones, than they are to look for new information. This can be the case even if their familiar sources are not accurate or reliable (Beverley et al., 2007; Baxter et al., 2008).
The cost of information is one of the biggest barriers to understanding services during the transition to adulthood. Providing support with finding and understanding information may not fully address this problem. This support might reduce the cost of accessing information.
But it will still take more time and effort than it would to rely on habit (Baxter et al., 2008). It’s important to be aware of the costs that young people face to understand the services they can access.
Conclusion
Current research shows that to understand the services available to them, young people transitioning to adult care need to be both willing and able to engage with information. Services should provide accessible information tailored to the needs of specific groups of young people.
Providers also need to think about the other factors that make it possible for young people to engage with this information.
This information must be accurate and must clearly communicate what the service is and how to access it. And young people need to trust that services will support them non-judgementally, or they will be reluctant to seek information from them.
Additional reading
Here is a list of the five most relevant resources to supporting young people’s understanding of adult care that are either open access or freely available on the NHS Wales e-Library.
- Armstrong-Heimsoth, A., Hahn-Floyd, M., Williamson, H.J., Kurka, J.M., Yoo, W. and Rodriguez De Jesus, S.A. (2020) ‘Former Foster System Youth: Perspectives on Transitional Supports and Programs’, Journal of Behavioural Health Services and Research, 48, pp. 287-305, doi:10.1007/s11414-020-09693-6, available at https://doi.org/10.1007/s11414-020-09693-6.
- Baxter, K., Glendinning, C. and Clarke S. (2008) ‘Making informed choices in social care: the importance of accessible information’, Health and Social Care in the Community, 16, pp. 197-207, doi:10.1111/j.1365-2524.2007.00742.x, available at https://doi.org/10.1111/j.1365-2524.2007.00742.x.
- Buell, S., Pounds, G., Langdon, P. and Bunning, K. (2024) ‘Easy read health information for people with intellectual disabilities: A linguistic discourse analysis. What happens to language when it’s simplified’, Journal of Applied Research in Intellectual Disabilities, 37 (6), doi:10.1111/jar.13293, available at https://doi.org/10.1111/jar.13293.
- Mitchell, F. (2014) ‘Informed Choice for Disabled Young People in Transition: A Secondary Analysis of Qualitative Data’, Practice: Social Work in Action, 26 (4), pp. 259-270, doi:10.1080/09503153.2014.934800, available at https://doi.org/10.1080/09503153.2014.934800.
- Prendergast, L., Davies, C., Seddon, D., Hartfiel, N. and Edwards, R.T. (2024) ‘Barriers and enablers to care-leavers engagement with multi-agency support: A scoping review’, Children and Youth Services Review, 159, doi:10.1016/j.childyouth.2024.107501, available at https://doi.org/10.1016/j.childyouth.2024.107501.
References -
Amaral, M. (2011) ‘Care leavers’ engagement with services: Motivational factors which sustain a positive relationship’, Scottish Journal of Residential Child Care, 11 (1), available at https://www.celcis.org/application/files/1316/2316/8131/2011_Vol_11_1_Amaral_Care_leavers_engagement.pdf (accessed: 5 June 2026).
Armstrong-Heimsoth, A., Hahn-Floyd, M., Williamson, H.J., Kurka, J.M., Yoo, W. and Rodriguez De Jesus, S.A. (2020) ‘Former Foster System Youth: Perspectives on Transitional Supports and Programs’, Journal of Behavioural Health Services and Research, 48, pp. 287-305, doi:10.1007/s11414-020-09693-6.
Baxter, K., Glendinning, C. and Clarke S. (2008) ‘Making informed choices in social care: the importance of accessible information’, Health and Social Care in the Community, 16, pp. 197-207, doi:10.1111/j.1365-2524.2007.00742.x.
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O’Loughlin, S. (2012) ‘The transition from child and adolescent to adult services in eating disorders: a qualitative study of service user and carer perspectives’, PhD Thesis, University of Glasgow.
Prendergast, L., Davies, C., Seddon, D., Hartfiel, N. and Edwards, R.T. (2024) ‘Barriers and enablers to care-leavers engagement with multi-agency support: A scoping review’, Children and Youth Services Review, 159, doi:10.1016/j.childyouth.2024.107501.
Samuels, G.M., Cerven, C., Curry, S.R., Robinson, S.R. (2018) ‘"Nothing is for free…": Youth Logics of Engaging Resources While Unstably Housed’, Cityscape: A Journal of Policy Development and Research, 20 (3), pp. 35-68, available at https://docs.huduser.gov/archives/portal/periodicals/cityscpe/vol20num3/ch2.pdf (accessed: 5 June 2026).
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