Closer links between schools, colleges and employers could help more young people discover skilled trades, technical careers and long-term opportunities across the built environment.
Schools and construction employers are being urged to work together to give young people a broader and more realistic understanding of careers across construction and its allied industries.
The call follows updated statutory careers guidance for England, which says schools should begin reforming their work-experience programmes from September 2026. The Government’s ambition is for every pupil to receive two weeks’ worth of work experience across Key Stages 3 and 4, including employer-led activities during Years 7 to 9 and meaningful workplace placements during Years 10 and 11.
Catherine Storer, Director at Essential Site Skills, believes this provides an important opportunity to challenge outdated perceptions of construction.
She said:
“Young people cannot seriously consider careers they have never been shown.
“Construction is still too often presented as though it were one job or one type of workplace. In reality, it brings together an enormous range of skilled trades, technical specialists, designers, engineers, planners, supervisors and managers.
“If schools and employers can make that breadth visible through careers education and meaningful work experience, more young people will be able to see where their own interests and abilities could fit.”
Construction Extends Far Beyond the Building Site
A housebuilding project alone can involve bricklayers, carpenters, roofers, plasterers, painters, groundworkers and plant operators, alongside electricians, plumbers and heating and ventilation specialists. Behind those visible trades are quantity surveyors, estimators, architects, engineers, buyers, planners, health and safety specialists, environmental teams, digital construction professionals and project managers. The wider industry also connects with utilities, manufacturing, builders’ merchants, logistics, property maintenance, retrofit and renewable technologies.
Catherine continued:
“Electrical and plumbing careers are a good example. They may sometimes be discussed separately from construction, but they are fundamental to housebuilding, infrastructure, renovation and the move towards more energy-efficient buildings.
“A young person spending even a few days with an electrical or plumbing company can begin connecting what they learn at college with real customers, real buildings and real working practices. That experience can build confidence, confirm their interest and potentially lead to an apprenticeship or future employment.”
More Than One Route Into Construction
School leavers can enter the industry through apprenticeships, further education, T Levels, vocational qualifications, entry-level employment or university study. An individual might begin by helping a local contractor for a few days each week, progress into an apprenticeship, qualify in a trade and later move into supervision, management or business ownership. Others may find their route through engineering, sustainability, digital technology, design or commercial management.
“A skilled trade should never be described as a fallback option,” Catherine said. “It can provide a respected occupation, recognised competence and practical knowledge that stays with someone throughout their working life.
“For some, that could lead to self-employment or running a business. For others, it creates a foundation for moving into supervision, project management, estimating, teaching or assessment.
“We should be showing young people the first step, but also where that first step could eventually take them.”
Recognised qualifications remain important throughout that journey. Apprenticeships and college programmes can provide an initial route into the industry, while construction NVQs allow experienced workers to demonstrate their occupational competence as they progress.
Employers Can Help Bring These Careers to Life
Construction businesses do not necessarily need to offer a full week on an active building site to make a difference. Workplace visits, practical demonstrations, talks from apprentices, work shadowing, mentoring and structured placements can all help young people understand what different roles involve. Smaller employers could also work with schools, colleges, principal contractors or other companies in their supply chain to provide shared experiences covering several occupations.
Catherine concluded:
“Our previous message was that technical education reform must lead to genuine career progression. The next part of that conversation is ensuring young people can see these careers in the first place.
“Construction needs to step forward and help schools tell its story properly. A meaningful first experience could be what turns an unfamiliar occupation into a long-term career.”
