The Effects of the Economic Crisis on Greek Society and the Youth Unemployment: Self-Perception and Expectations of the Young Neets

Abstract

The economic crisis of the previous decade left its mark on Greek society through its multidimensional economic and social effects. However, the most basic issue in Greek society was the rapid increase in unemployment and in particular youth unemployment, culminating in the emergence of the Neets phenomenon, the population of young people who are out of employment, education or training. Young people were affected the most during the economic crisis, shaping their expectations and self-perception against the risk of unemployment, poverty and social exclusion. In this context we explore expectations and self-perception of unemployed young people in debt-ridden Greece based on nationwide quantitative research conducted through questionnaires. The sample was 360 young persons of 15 – 25 years old who are out of employment, education or training (Neets). According to the results, the majority of young people maintain their optimism for their future, continuing to make plans, having high job motivations and desiring full employment, as well as the continuation of their training in programs which, however, are linked to the labor market. The reduction of their expectations and their participation in brain drain is done mainly for livelihood reasons and in the absence of other alternatives. The decrease in their optimism is mainly based on the fear of long-term unemployment, the low level of income, but also on the inability to utilize their high qualifications, while despite their optimism, young people show increased levels of anxiety and depression, due to the difficulties that they face. The capture of these expectations and self-perceptions is critical in the effort to develop appropriate and effective social barriers for reintegrating young people into work and social life and avoiding social exclusion. This is an issue of social vulnerability as reflected in modern sociological theory but also in the active practices of applied social and educational policy. This research can be framed also by the principles of critical pedagogy as young people could reach for critical consciousness before they radically change the material conditions of their society.