I am a further and higher education (FE and HE) lecturer, having entered the teaching profession following a decade as a hands-on proprietor of nursery and playwork settings. Teaching and learning activities undertaken over the last nine years have left me with a strong interest in the impact of social phenomena and policy on learning experiences. My teaching experience has shown that each student has a unique set of motivators and potential barriers to success. For FE students (predominantly 16-18 years of age), the pressures of becoming independent learners, frequently coupled with an acute need to conform and the fragility which often lies beneath a confident exterior, contribute to a myriad of pathways through post-compulsory education. Understanding their motivators and possible barriers is integral to designing effective programmes of study. My work in this respect is informed by insights gained within my professional role into students’ individual contexts and perspectives, allowing me to support their effective engagement with educational provisions created by policy-makers, education leaders and teachers. My research experiences also have taught me that, even where a culture of continuous improvement permeates throughout the organisation, data gathering can be disruptive to learning when it is not well integrated with instructional activities, and thus must be meticulously planned to ensure valid and valuable outcomes.