Cohen and Ainley's recent critique of mainstream British youth research programmes with the emphasis on 'transition' prompts a reappraisal. Viewed comparatively, and within the holistic framework offered by life-course theory, youth transitions research offers the means of addressing key theoretical and policy questions about the changing situation of young people. Some methodological cautions needed in the interpretation of comparative youth transition data are given, and the distinctive features of British transitions in the areas of economic and domestic life are discussed, taking account of the historical and cultural base on which they are founded. Finally, recent initiatives to tackle 'youth problems' are considered, especially in relation to engaging young people 'not in education, employment or training', in the mainstream transition process; the first steps towards continental models of comprehensive youth policy and services to support young people are also examined. It is concluded that the changing situation of youth demands more rather than less research on youth transitions within a comparative, holistic and longitudinal research framework.
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John Bynner (2001) studied this question.