This paper builds on the learning theory perspective developed in the first paper by drawing on spatial theories in order to re-conceptualize transitions. Boundaries, in their structural and cognitive forms, are put forward as variously impacting on the pathways young people take post-16. For example, the boundary that separates a young school pupil from work may be the qualifications required for entry into that place of work but could also be a form of disidentification with the locality where the workplace is based. Research into the geographies of children and young people suggest that spaces have meanings associated with them which enable young people to emplace themselves or, alternatively, consider certain spaces to be ‘not my place’ (e.g. as engineering not for women). The implications of this perspective are that: a) supporting transitions means enabling boundary crossing and transgressions and b) the spaces and places within the local and regional contexts should be configured so as to promote identification. To foster identification with places of learning and working means creating spaces and places that are seen as meaningful and engaging by young people. The implications of this conceptualization for strategies aimed at improving educational attainment and employment rates are presented.