Developing the Young Workforce (DYW) School Coordinators: equality impact assessment

Equality impact assessment (EQIA) for the implementation of Developing the Young Workforce School Coordinators.

Key Findings – Analysis


DYW School Coordinators had a positive impact on advancing equality of opportunity and promoting good relations among and between different age groups. Key ways this is evidenced:

  • The implementation of the DYW School Coordinators will not cause any discrimination, harassment or victimisation as the Coordinators will be available to all mainstream secondary school pupils.
  • As shown by the evidence above, the unemployment rate of young people – some of whom are of secondary school age – is higher than those who are older. In addition, employees aged under 25 were about two and a half times more likely to work in a sector that is now shut down as other employees. The DYW School Coordinators will contribute to tackling this challenge by engaging young people with employers.
  • Covid-19 will have a scarring effect on young people. As such, the Coordinators are targeted to mainstream secondary school pupils and will help young people engage with employment and provide opportunities for them to reach employment, despite these challenging times.
  • The Coordinators will be available to all mainstream secondary pupils, providing them with a link to Employers. As per the Young Persons Guarantee, this is helping young people understand the world of work and employers understand the important contribution young people can make to their workforce.


This EQIA did at first recognise the potential negative impact that could be caused by the implementation of DYW School Coordinators, however the actions below have mitigated this and have instead ensured a positive impact for disabled young people:

The Coordinators will be able to provide support in some Additional Support Need (ASN) schools in order to help those who have a disability and not exclude them. However, the Coordinators will not be available to ASN schools whose majority destination is not in the labour market. However, as the evidence indicates those with a disability do want access the right support and at the right time, and in order to ensure equality and equal opportunities for disabled young people, we are engaging with Enable to provide a more suitable service for these young people.

Enable are providing a programme that will tailor support to young disabled people and provides them with focused and tailored career advice and work experience opportunities to help them to develop and realise their potential. The Stepping Up Project will contribute to the Young Person’s Guarantee by connecting disabled young people to fair work, education and productive activities designed to ensure a successful transition into adult life and work. Stepping Up comprises of a 3-stage model and will engage 1152 young people on the programme aged 14-19.

In addition, we are currently working with policy leads in Race Employment, Disability Employment and Gender Employment policy to develop a suite of training to support DYW School Coordinators which will address challenges for young disabled people.

The Scottish Government’s disability employment team and Disability Action Plan will also look to tackle challenges referenced in the evidence above.


This EQIA has identified the DYW School Coordinator’s positive impact on eliminating unlawful discrimination and advancing equality of opportunity:

  • As referenced in the evidence, employed women are more likely than employed men to work in sectors more likely to be shut down during the Covid-19 pandemic. The Coordinators will be able to engage with employers and work with SDS careers advisers to recognise the opportunities that are available to both males and females, and the ways in which to support women into sectors.
  • For KPI 4 , the Scottish Government have suggested that DYW Regional Groups and DYW School Coordinators consider addressing gender imbalance in certain work sectors.
  • As part of the Equality training for Coordinators, we will also look to have an gender equality training added.
  • The Coordinators will have access to information on occupational segregation across sectors and apprenticeship frameworks. They will work with teachers and with CIAG staff to challenge perceptions.
  • The Coordinators will provide support to both male and female students, working with a number of partners who are aware of, have a duty and work to promote equality.
  • The Scottish Government’s STEM strategy will also continue to tackle gender inequality.

Pregnancy and Maternity

DYW School Coordinators will have a positive impact on advancing equality of opportunity:

  • The Coordinators will not discriminate against those who are pregnant and under KPI 4 will look to support those who need it most.
  • There is evidence which shows that mothers/pregnant women face barriers and challenges in work. Supporting individuals from this group link with employers and understand options can help boost their resilience to re-enter the labour market could therefore help to reduce this inequality face

Race and Ethnicity

DYW School Coordinators will have a positive impact on eliminating unlawful discrimination:

  • The DYW Coordinators will be able to work with a number of partners such as SDS careers advisers and CLD networks to promote employer opportunities to young people – including those young people from minority ethnic and racial backgrounds.
  • Intercultural Youth Scotland will also be working with DYW Groups to develop work to compliment this approach, and to support young Black people and young people of colour to access available opportunities.
  • We will work with IYS to develop an evidence base for a pilot to recruit additional Coordinators who can relate to young people from minority ethnic and racial backgrounds people.
  • Partners and employers also have a duty to equality and are expected to adhere to this.

In regards to the protected characteristics; Gender reassignment, Sexual orientation, and religion/belief, the DYW School Coordinators will not discriminate against any of these characteristics and under KPI 4 will look to support those who need it most.



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