Official URL: https://doi.org/10.1080/03323315.2026.2675305

Work experience is regarded as a vital component of Transition Year (TY) by students, parents, and teachers. Despite this centrality, the manner in which placements are organised has evolved in an ad hoc manner, and limited attention has been paid to the perspectives of hosting organisations. This study explores the experiences and views of 11 providers of TY placements. Situating TY work experience within its historical and policy context and drawing on research on work-based learning and career development, the paper examines providers’ motivations, expectations, and challenges. While organisations expressed strong commitment to supporting young people’s early engagement with the world of work, the findings reveal significant ambiguities concerning the educational purpose of placements and the nature of school-employer relationships. The study argues that stronger structures, clearer shared understandings, and more systematic engagement between schools and providers are needed for the full potential of TY work experience to be realised.