Why Students Lose Access to Creative Careers

A new study from the University of Cambridge is asking important questions about who has the chance to follow creative careers and who is quietly guided away from them.

The Creative Chances & Choices study brings together researchers to explore how young people move from early creative interests into further and higher education and, later, careers in creative fields. Using data from the National Pupil Database and long-term career study, Next Steps, the research looks at how factors such as family income, gender, and the education system affect these journeys over time.

What is the research, and who is behind it?

Sonia Ilie, Pamela Burnard and Konstantina Maragkou at the Faculty of Education, University of Cambridge, undertook this research to understand the extent to which opportunities are equitable across the UK’s education system and job market, especially in the creative industries, which are often seen as less secure or more competitive.

Along with the full report, the University has shared a summary of key findings. This summary shows how early interest in creative subjects sometimes leads to long-term careers but often does not.

What did the research find?

Many young people are interested in creative subjects; in fact, a large number of students show enthusiasm for these subjects in early secondary school, with 42% of respondents reporting a preference for a creative subject.

However, the research shows a clear and consistent pattern with this interest steadily declining at each stage of education before increasing again at key educational transition points. When asked at 16 if they intended to pursue a creative subject at higher education level, 11.9% of respondents stated an interest, yet this rose to 11.2% at 17 years old and 15.4% at 18 years old.

The study identifies a strong preference for creative subjects at the age 14, yet within the space of a year, this preference reduces. Fewer still pursue them post-16, and only a small number go on to study creative subjects at university or enter creative careers. However, it is at the age of 18/19 that students’ interest in creative subjects returns, just before they are due to make an informed decision about whether to pursue the subject at higher education. The study suggests that many of those who do continue creative subjects post-16 see them as enrichment, offering opportunities for a ‘relief’ amidst ‘academic’ subjects.

Students from lower-income backgrounds are particularly affected, and measures of those eligible for free school meals (FSM) highlight the disparity. While they show creative subject preferences at a similar level to non-FSM students , early on, they are less likely to continue with them as they progress through the education system. Financial pressures, limited access to resources, and fewer industry connections all impact their decision.

Gender also affects these results. Girls often show strong interest in creative subjects early on, but this declined significantly in those who, at 16, had intended to continue to higher education, slightly increasing by the age of 18. On the other hand, boys were less likely to favour creative subjects at 14 and 15, yet their interest was more in tandem with the girls after this. For girls from lower-income families, these challenges add up, creating a further disadvantage.

The research also highlights problems with certain biases and preferences within the education system. Qualitative evidence showed that creative subjects were being discouraged over those seen as ‘academic’,

and respondents reported having been encouraged to choose subjects that are perceived as not limiting career choices or future career paths. Advice from schools and families can make students think creative careers are risky or not secure financially, and the narrative around ‘academic’ and ‘non-academic’ subjects impacts the perception of the value of creative degrees.

At key decision points, particularly around age 16, students are frequently torn between what they enjoy and what they believe is expected of them.

Why does this matter?

The findings show that creative subjects and industries depend not just on talent or passion, but also on access, how people see these subjects, and support from the system. Interest in creative subjects appears to peak when young people are considering their trajectory, and informed support at this time can have a strong impact on their decision.

When interested young people move away from creative subjects, the sector can lose diversity, new ideas, and potential. Over time, this can make inequalities in the industry worse, making it less open and less representative.

What can members take away from this?

For many readers, the report may seem more focused on describing problems than offering solutions. It points out big challenges that individuals cannot solve by themselves.

However, there are still important reflections to take from it:

• Recognising that these patterns exist is the first step to challenging them.
• How we talk about creative careers with students, colleagues, families and communities can either support or challenge the idea that these careers are risky or less valuable.

It is important to support the visibility and value of creative pathways, especially for groups that are often left out.

As part of our ongoing work at Music Mark, we keep advocating for fair access to high-quality music and creative education for all young people. We invite members to learn more and get involved through our Advocacy Timeline and News page.