Changing Schools Together measuring the impact of youth-led enquiry in education
When? Changing Schools Together
2.5 Years June 2014
January 2012
96 Teachers
Who?
358 Young People
Biggar High School
Funded By Paul Hamlyn Foundation in partnership with:
City of Edinburgh Council Edge Foundation Glasgow City Council Glasgow Life South Lanarkshire Council Violence Reduction Unit Whole Education
Cathkin High School Carluke High School Drummond Community High School Goole High School & Create Studio School Ipswich Academy Larkhall Academy Liberton High School Lochend Community High School St Mungo’s Academy Saint Roch’s Secondary School Strathaven Academy The Castle School The Royal High School Trinity High School Twickenham Academy
Where?
Uddingston Grammar Westmuir High School Whitehill Secondary School
Changing Schools Together Space Unlimited is a social enterprise and charity. Our work supports organisations to work in direct collaboration with young people in order to design and take action together. Our youth-led enquiry process is a powerful catalyst for new insights and more collaborative leadership. We are passionate about building resilience – among individuals, within groups and across wider communities. In January 2012, with the support of Paul Hamlyn Foundation, we embarked on a new programme: Changing Schools Together. The purpose of the programme was to engage young people as active partners in the development of their learning experience. We hoped that our methods could directly benefit participating young people, teachers,
schools and the wider education community, and at the same time help to build capacity for making ongoing change. This document reports on the actions, insights and impact from the programme so far. The work has generated strong findings about the role that young people can take in helping to lead change in their school communities and the positive impact this can have. Young people develop new skills and new confidence. Teachers tell us they gain new insights of value to their practice. It’s clear that the process improves relationships and generates a sense of common purpose that can make a positive difference to learning experiences and school community ethos.
01
Aims Changing Schools Together set out to deliver outcomes for young people, teachers, and schools and to build capacity for leading change beyond the lifetime of the programme, by developing:
Young people with improved speaking and listening skills, and greater confidence in their ability to influence and initiate change in their own learning experience, and in their wider school communities.
New school approaches to student-centred learning.
Regional Accents All of the funders signed up to the high level aims of the programme, but in each part of the country, the focus of the work was a little different:
Glasgow City Council’s programme was built around the role that young people might take in building safe and inclusive environments within schools.
South Lanarkshire Council’s programme focused primarily on building learner engagement and support, closely linked in some cases to the Rights Respecting Schools agenda.
School Agenda Schools volunteered to participate in the programme and set their own enquiry question linked to the higher level aims and regional focus outlined above, and tailored to their existing school improvement plan. A few examples are outlined here:
02
“What can we all do to support Lochend High School’s Raising Standards Agenda?”
Teachers feeling better equipped to build these capacities in young people.
City of Edinburgh Council tailored the programme to support an authority-wide review of curriculum design.
“What can we do to make learning more engaging and effective at Biggar High School?”
Visible improvements in teacher-student relationships and student engagement.
The English schools in the programme, jointly funded by Edge Foundation, focused on work inspiration and enabling young people to prepare effectively for the transition from school to work.
“How can we best develop the 4 capacities in the senior phase of the Curriculum?”
“What does really effective work inspiration look like?”
03
Enquiry Process In each school, the catalyst for change is an enquiry into learning and teaching, led by students in their own school context. Space Unlimited facilitates the enquiry process, and supports an open dialogue between students and teachers that breaks down traditional barriers and builds shared commitment and capacity
for change. The enquiry itself lasts 3 full school days. Following this initial enquiry we support teachers and students for a further 6 months as they implement some of their recommendations and build wider commitment and capacity for change across their school community.
first contact
youth-led enquiry
space to prepare space to create “I really wondered how we could answer something so big.”
“It just felt really respectful. I think that’s why I said things I wouldn’t normally say.”
Young Person
Young Person
“I was learning with the young people. I noticed them looking at me for answers but I had none to give.” 04
Teacher
“Creating the way forward together made the learning more engaging. Somehow it made us both more curious and more equal.” Teacher
“We needed time and space to get things wrong and then work through them together to make things right.” Young Person
“Slowly it made more sense. It really was like the squiggle line – full of ups and downs.” Young Person
space to reflect
space to act “When you experience it, you are different.” Teacher
collaborative plan “I had never thought about what I need to do to understand people more. To understand people, you need to imagine being in their heads.”
“I feel like I am part of the puzzle. I know I can help others by informing them and sharing what’s going on. I am here to help make change happen.” Young Person
Young Person
“I noticed a strong feeling of coming together in a genuine way.”
“I now think of young people as a trusted resource to support others to feel valued and included in the school’s challenges.”
Teacher
“We’d done it all ourselves. It was a great feeling.” Young Person
Teacher
“The journey will never be complete.” Teacher
05
Taking Account of Change We see measurement of change as an art not a science. We accept that we can’t measure everything or trace all the impacts of our work over time. We trust that, by measuring what we can influence and ensuring that we listen and learn, we can better understand what difference our work is making to individuals, organisations and communities.
In our enquiry process, participants identify the outcomes that matter most to them; data is gathered by participants throughout the project, not done to them at the end; we ask about surprises and we always check that people feel listened to, and that their opinions are valued. We think of change as a ripple effect -impacts building over time, reaching deeper into communities:
more capacity for change in wider school system taking action together stronger relationships enhanced skills & confidence student-led enquiry
06
Measuring the Impact of Changing Schools Together Over the duration of the programme, we have gathered statistical evidence about the achievement of specific outcomes for young people and teachers. This data provides useful pointers about the extent to which the programme is meeting its overall outcomes. The statistics also help to stimulate reflection and dialogue about learning within the enquiry process.
Given the relatively small numbers of those involved in individual school enquiries and our desire to understand the lived experience of the participants, we have also placed a strong emphasis on gathering stories of change - qualitative accounts from young people and teachers - and have facilitated the sharing of stories and coanalysis by young people and educators. In the following pages, we share the statistical evidence, a small selection of quotes from the set of personal and school stories of change, and our own conclusions about the findings.
07
Outcomes for Young People Young people participating in the programme consistently report positive outcomes, particularly improved confidence and skill
as communicators, deeper self-awareness, and new attitudes and behaviours around engagement and personal responsibility.
75%
76%
67%
say that they are more confident in their abilities.
say it will be useful for future work and learning.
say they developed new skills.
of students
of students
of students
Changed Attitudes & Behaviours... “I’ve started doing early maths – I’ve focussed my mind on doing well.”
...more engaged
“Normally at home if we argued, I wouldn’t say sorry. Now I think about it, and if I’m wrong I say I’m sorry.”
“I really feel included in things and I feel a big part of this school.”
Young Person
Young Person
...more responsible
Young Person
...more motivated
...more inclusive “I think I’m more aware now, more confident and better at listening to what is being said. I still sometimes go on a big rant, but I’m more aware and I cut it shorter.” Young Person
…more aware 08
“When we used to do group work in class, someone confident would say their idea and we would do it. Now we go round everyone and we all get a chance to say our ideas, then we pick the one we like best. It’s much better this way.” Young Person
New Confidence to...
...speak to adults “I can talk to the teachers without being scared now.”
...speak up in groups “I have boosted my confidence because I have been talking in front of a group and sharing my ideas with a group of people.” Young Person
...share opinions
Young Person
...work as a team with people they don’t know “I learned loads. I know I can cooperate and do team work…I thought I was anti-social.”
“I’ve realised I have an opinion and I can express it.”
Young Person
Young Person
...articulate their ideas
“The experience sparked off so many things for me that helped my confidence to become more active in doing things.” Young Person
...get out of their comfort zone
“I’ve let go of the idea that you only say what you think to please the teacher. How can people help you if you haven’t said out loud what you want to do or be?” Young Person
...manage their own learning “The hardest thing all week was keeping our focus. Sometimes we would speak over each other or rush ahead before thinking things through. Quite a few times we thought we had run out of ideas, but then one of us would suggest something and someone else would add to it, and suddenly the ideas came flooding out again.” Young Person
09
Outcomes for Teachers Teachers participating in the programme report that they gain new insights from the enquiry process that are changing their own practice in the classroom. It
also changes their attitudes to the role that pupils can play as leaders in their school communities, and in their learning experiences.
Better Equipped to... ...look for engagement
“It’s been hard for us to step back, but it’s been so important that we have.”
“I want to pass it on - we’ve worked like this with difficult kids, and they’ve changed.”
Teacher
...give young people ownership of learning
Teacher
“It made me realise that when we do group work in my classes they weren’t really working as a true group. Now we do team building before we start and it pays dividends.”
“All I need to do is loosen the reins. It really was an eye-opener.” Teacher
Teacher
...let young people lead
...facilitate group work
New Perspectives... ...more inclusive
...more engaged
“I now think of young people as a trusted resource to support others to feel valued and included in the school’s challenges.” Teacher
“This reconnected me back to the reason I became a teacher. It has brought back a new spark and has replenished my enthusiasm for teaching.” Teacher
...more aware “I realise that pupils know more and can be more creative than me”
10
Teacher
Outcomes for All The enquiry process creates space for all participants to listen to one another in an open and respectful way, and this in turn leads to a genuine sense of common
purpose. Perspectives shift on both sides, and stronger relationships for learning and for community-building are established as a result.
73% & 69% of students
of teachers
report that student-teacher relationships have improved as a result of the enquiry process.
Quality of Listening Improves... “The teachers are listening to us voice our opinions.”
“I will find it easier to speak up about what I think to pupils and teachers because I know they will value my opinion.”
Young Person
Young Person
...young person to young person
...between teachers & young people
Relationships Improve...
“I learned that I can be overpowering. It’s OK to lead, but not if you shut others out. I realised that when you contribute and ask others to share, you get more.” Young Person
“Its inspired me to think it’s do-able – student leadership – with all kids. Usually I work with the good kids, the top 10%. We need to be doing student leadership with everyone.”
...young people see teachers differently
Teacher
“I see teachers differently now. Although I see their role as the same, I now understand why it is the way it is. And this has helped me think more about my part to play in helping change.”
...teachers see young people differently
Young Person
Common Purpose Emerges... “The way we were working with the teachers, it was like we all felt the same. I learned that other people care too, and I didn’t know that they are as bothered as they are. We are all in the same boat.”
“The change in pupils confidence has been amazing and continues to grow, I see them keen to engage. I hear them talking to other young people and getting in new members of the group. And they no longer look to me for reassurance that their opinion is OK.” Teacher
“I thought that the teachers would just have forgotten what we did together. But they didn’t. They are using some of the things we did in classes now.” Young Person
Young Person
11
Outcomes for Schools As teachers and young people who have participated in the initial enquiry process reflect on the experience, often alongside members of the school leadership team, there is generally a strong sense of shared commitment
to helping to make change happen in the wider school community – and more confidence amongst teachers and young people in their ability to make that happen.
77% & 91%
of young people
of teachers
say they want to help bring their ideas to life in their schools.
69% & 80%
of young people
of teachers
say they feel more confident to bring about change.
67% & 61%
of young people
of teachers
at the end of the initial enquiry process suggested that positive change is already happening in the school
“Look where we are now – things are happening and we are making them happen. We have succeeded in convincing the teachers to help us make a change. Before this, I didn’t realise that pupils can change their school and I didn’t think we’d be able to have that much impact, but we can.” 12
Young Person
Change in Action The leadership teams in all of the schools have valued the contributions of the young people, and all have concrete action plans to pursue following the projects, developed as part of the ending of the enquiry process. Some of the tangible changes happening in schools in direct response to this work are summarised on the facing page:
“The experience of the Space Unlimited enquiry process was as challenging as it was unique. It made me realise that building a vision with colleagues and pupils doesn’t have to be complicated.” Teacher
School Ethos »» Young people designing and leading a consultation to develop a ‘school charter’. »» Young people designing a whole-school consultation about a policy to support ‘Relationships for Learning’. »» Teachers and young people working collaboratively to create new and more meaningful ways to celebrate individual success. »» Young people designing and piloting interactive workshops to help embed their school values. »» The creation of an outdoor classroom to promote more active learning.
Curriculum Design »» Space in the timetable devoted to ‘wider achievement’. »» More explicit links being made to the development of life skills within academic subjects. »» Changes to the timetable structure in the senior phase.
Pupil Leadership »» Young people undertaking facilitator training so that they can support relationship building activities between teachers and young people across the school community. »» Pupils designing and facilitating workshops across the school, and with primary school pupils, to educate young people about sectarianism. »» More formalised structures being developed to encourage peer-to-peer learning.
Work Inspiration »» Pupils trialling a new approach to option choices for their peer group, as part of a whole-school initiative that they are developing to build students’ readiness for work in a planned way, through each school year group. »» Pupils developing a number of ideas to change the current preparation for and approach to work experience.
School Self Evaluation »» Young people designing and facilitating the school’s first ‘open dialogue’ session for a group of teachers and pupils. »» Young people designing a whole-school feedback event.
13
Whole School Impact Over time, it’s clear that the work can make an impact across the whole school community. Short summaries of the widening ripple effect of the work in Drummond Community High School and Larkhall Community High School are outlined below.
Focus of Enquiry: Designing new ways for young people & teachers to evaluate learning experiences
Action to Date
»» The initial enquiry uncovered a shared desire for a change in school culture and more genuine opportunities for student voice to improve learning experiences. »» As a result, the pupil council system was disbanded and a group of S1 students representing each registration class was asked to design a new model for pupil voice at Larkhall.
»» These students then ran their own enquiry process and will be piloting a whole-school pupil voice event in October this year - to engage every young person in the school in an experience designed to encourage them to give their feedback and ideas on a range of topics. »» They hope this will lead to an annual pupil voice event and help create a climate where young people expect to, and are willing to, contribute to on-going school improvement.
“I’m getting excited now about what we can do- we could change the lives of other people, we could really help them. Imagine if pupils came to school really wanting to learn and enjoying it! I just want to do everything I can to help.”
14
Young Person
“I feel so privileged to have seen the young people in action. It can be done properly if you give it the proper space and time. The most important thing though is that young people realise how meaningful this has been.” Teacher
Focus of Enquiry: Curriculum design in the senior phase
Action to Date »» Recommendations on the curriculum have already led to changes at Drummond High – for example, changes to timetable structure and the process for choosing options. »» Insights from young people about values and behaviour across the school community have led to a second enquiry about school values and ethos.
»» Next session, there are plans for the youth-led facilitation group to lead a wider consultation with pupils, teachers, parents and other school partners to develop and embed a set of clearly understood values across the school. »» With help from Space Unlimited, the school is developing the facilitation skills of a core group of pupils, so they can support future enquiries across the school community.
Influencing Whole-School Culture Members of school leadership teams are also reflective about the influence that the work is beginning to have on whole school culture.
“This has been about bringing big picture stuff into a wee school. It has helped create a better mind-set of those who participated. I have hope that it can cascade from school, to home and into lives. My hope is over the next 5 years we have had a huge shift in terms of how we are treating each other and this work has been the catalyst.” Deputy Head Teacher
15
Inhibitors of Change There are strong messages coming through about the impact of the programme. Many of the schools we are working with are making encouraging progress, but for most, beyond the protected ‘container’ of the
enquiry process, progress is hard-won and momentum easily lost. Below, a teachers sums up her own personal experience in a story-sharing workshop with pupils, some months after the initial enquiry:
“I got here this morning and remembered all the good work and the ideas that the students had come up with in November. And I had come back to school and done nothing with them. I feel responsible for the halt in the project and sad. I hope they don’t feel let down by me. I even remember saying we MUST continue this – we even have an action plan – a simple action plan too! Now is the time for change. We need to slow down in our bubbles of chaos and continue with this work. I must set clear dates so that this excellent work never gets forgotten. Why does this matter to me? Because the students matter to me! Because I do this time and time again – even though I say I won’t, things get left, and they are usually the things that matter most.” Teacher
16
Challenges for Teachers & Young People... ...traditional perceptions of roles “When I wasn’t happy about things I found myself really only complaining about stuff to friends. I didn’t want to go the year Head and become that girl that always complains. I didn’t believe I could make any decisions that could help.” Young Person
“I was part of the pupil voice group, but it was a mess and it wasn’t really organised.” Young Person
...negative past experiences “My biggest hope for the project now is that it’ll actually happen. Other projects never go to planthey go downhill and then just stop.” Young Person
...staff turnover “Four teachers were involved in the enquiry process and within a year two had moved on, and so had the Deputy Head who was leading the work. It’s hard to maintain the momentum in those circumstances.”
...other priorities
Head Teacher ”People are up to their eyes right now with work. You’re not going to get anywhere with this. Most teachers will think it’s a waste of time anyway.” Teacher
...wider staff team is not committed or engaged “It has not all been plain sailing. Some teachers were unhappy about students getting time away from class work. It was difficult for those who hadn’t been involved to see it as a priority.” Teacher
...confidence of young people or teachers “They’ve made huge strides forward, but it’s clear that they are not entirely comfortable with taking complete control, so it’s going to be important that, as teachers, we find ways to support them to make the changes that will make us a true community.” Teacher
17
Young People as a New Source of Energy for Change It’s evident that with the appropriate support, young people can provide a new source of energy for change in the system that cuts through all of the wellworn inhibitors. And, far from detracting or distracting young people from their
learning, the experience of contributing like this can be a powerful way to help young people build their own capacities and confidence as learners and as citizens of their school community.
“I’m excited about the way this work could change people’s view of their role in education – both teachers and pupils. But you can’t just tell people about it – they have to experience it for themselves.” Teacher
“The insights from the pupils have really stayed with me. The young people reminded me how important the relationships are in all of this. They are social animals. The quality of their experience in school depends so much on the quality of the relationships they have with us as educators. With so much change going on in school, it would be easy to lose sight of that.” 18
Teacher
Young People helping to Change the Quality of Dialogue about Learning Again and again on the programme, adults have asked the enquiry groups to review the nuts and bolts of their school learning experience – learning and teaching strategies, curriculum design, pupil leadership, evaluation and feedback processes. And again and again, regardless of the starting point, young people have drawn the adults into conversations about attitudes, relationships and school ethos. Young people play a unique role in leading these conversations. Their openness and willingness to share their vulnerabilities changes the quality of listening across the enquiry groups. Barriers recede, and the dialogue between teachers and young people deepens. Teachers and young people see their roles differently and they see one another differently.
They also see the potential that this process offers to change the quality of the conversations about learning across their school community – in the firm belief that this will build stronger, more trusting relationships, more positive engagement (in young people and teachers) and ultimately more positive outcomes for young people.
“I hope pupils can help other teachers and pupils experience what they have. I do believe that if they can, then positive change will happen. I’d like to see a change in our collective understanding of the way we work with pupils – see them as part of a team, rather than as an audience”. Teacher
Young People as Designers & Facilitators of Innovative Learning Experiences
Work of this kind could be linked to: »» Enhanced personal support. »» Personal portfolios and target-setting. »» Pupil involvement in leading and participating in whole-school (and departmental) selfevaluation. With this in mind, we have been working with young people in a number of schools to build their skills and confidence as facilitators of highquality dialogue between teachers and pupils.
“It would be amazing to see our ideas happening in other schools. But then people would miss out. Because it’s creating the ideas for ourselves and making them happen that’s the most important thing. If it’s our ideas in other schools it won’t be the same. They need to have the chance to do what we’ve done – to create something from the beginning that is right for them – and to put them into action. Sharing the learning is about sharing this way of working, the way we’re hoping to with other year groups here.” Young Person
At The Castle School in Thornbury, Year 10 pupils involved in our Work Inspiration project have developed a prototype for a whole-school approach to preparing pupils for the world of work. This year they designed and facilitated a new introduction to options choices for Year 9, and their aspiration is to enable other year groups to design and take responsibility for delivering a series of age-appropriate learning experiences that enable young people to prepare more purposefully and more personally for the world of work. In the Scottish programme, there were consistent messages about the parts of the curriculum that young people would like to see designed and delivered differently, in particular: »» Interdisciplinary learning »» PSE and life skills »» Peer learning Through this programme, we believe that we have only just begun to scratch the surface of the possibilities and the potential for young people to redesign, and potentially lead the delivery of, key aspects of their learning experiences.
19
Continuing to Develop Our Approach “To navigate life today we need new maps. Our old ones confuse us unendingly. These new maps are waiting for us. They’ll appear as soon as we quiet down, and with other lost companions, relax into the unfamiliarity of this new place, senses open, curious rather than afraid... The maps we need are in us, but not only in one of us. If we read the currents and signs together we’ll find our way through.” Margaret Wheatley
The programme has demonstrated that Space Unlimited’s youth-led enquiry is an effective and practical way of engaging young people as active partners in their school learning experience. We have seen for ourselves the progress that can be made when teachers and young people make space to explore, tune in to ideas and assets, and build new relationships and connections. Over the two years of the programme, we have built a better understanding of the challenges associated with embedding and building these capacities within
20
school communities, and we are adapting our approach with these in mind - offering additional skills development to young people and teachers beyond the enquiry, and ensuring action plans are incorporated within future school improvement priorities. Some of the findings from Changing Schools Together that most energise us are those that are prompting us to consider how we might reach an even more diverse range of young people and adults in a wider range of contexts.
“It’s a bit of a teacher’s dream to hear everyone. We were really hearing from those who were usually disengaged and not just those who were usually picked to get involved with things. They all seemed engaged.”
Reaching all Young People In schools, young people seem to engage with the enquiry process, whatever their starting point. Teachers often comment on the emergence of some unexpected leaders within the group of young people. We have had the opportunity, as part of
Teacher
this programme, to work with a number of young people with particularly challenging lives. We believe there is more we can do to make our process even more inclusive and we’d like to build on the insights that were gathered with these young people to further adapt our process.
“It was a big success for me to stay calm this week, because I usually kick off. It was different because usually the people in a class together start arguing and I get drawn in and then it gets out of control. During this project, everyone has shown respect to each other, built trust and listened to everyone’s opinions. This has definitely helped me stay calm and focused. I really enjoyed the team challenges and felt like I had good ideas that the others listened to. I found out this week that I like to work in teams and help out.”
“My leadership skills are much better as I am not as bossy and don’t just push my opinion now. I have really valued being able to have a conversation that helps you to feel comfortable in what you are saying and thinking. This has shown me that if you don’t do this then there is no point in going much further. If we want to sort something out then we need to know what others think about that before we try to change it. If we don’t then the change won’t happen or the problem won’t get sorted.I want to get into politics when I leave school so all of this will be really helpful for me. Especially not just pushing my opinion but listening to others too.” Young Person
Young Person
21
Widening the Range of Adult Participants It is clear that one of the outcomes from work like this is the building of a genuine sense of partnership across the participant group. At The Royal High School, members of the parent council took part in the enquiry process, alongside teachers. And it is clear that a number of other schools are beginning to think along the same lines.
“Feeling valued, whether you are a pupil or a teacher is so important in learning and teaching. I saw and felt that on this project. Maybe with hindsight we should have had some parents involved too.� Teacher
Widening the Context Whilst this programme has been focused on young people and teachers changing schools together, we are increasingly interested in the opportunities to use our approach to make new connections in the wider community. We’d like to help young people have a more direct role in creating learning experiences and local support networks, that in turn help them to overcome challenging environments and build fulfilling work and lives. This year, in a range of settings across Scotland, our work has been supporting young people to develop ideas for change in their own communities, and prompting schools and communities to consider how best to capitalise on these wider learning experiences and local networks. Two examples of such projects are described on the facing page.
22
Changing Communities Together: Haddington Project Question How can young people contribute to the new vision for Haddington’s town centre?
Focus Developing new approaches to support youth enterprise in Haddington and create new opportunities for community-based learning.
“I’d say it was educational. But big world educational. Not school bla bla text book learning. With this we got to do stuff, get stuck in and learn from what we did. I learned that if you want to get your idea across, you’ll really have to work for it.”
Young People involved A leadership team made up of S5 and S6 students from Knox Academy, and community youth workers. A youth-led enquiry group of 22 young people from S2 and S3 at Knox Academy
Adults Involved Educators Local business people Local residents
Partners & Funders Education Scotland, Community Learning and Development
Outcomes 26 young people contributing to the new vision for the town centre. Ideas being developed by youth-led action groups for: »» 1950s Diner »» Community Cinema »» New Basketball court 84% of participating young people say they are more confident in their abilities 92% of participating young people say they have developed new skills for life and work. 76% of participating young people say they feel committed to making their ideas happen in Haddington.
Young Person
New Urban Voices: Forfar & Dundee Project Question How do we make the new community campus a resource for the whole community? What do we put in and around it to help? How can we develop the Derby Street area of Hilltown, Dundee to be somewhere people value and enjoy?
Young People involved 35 young people from 3 schools and a youth programme.
Adults Involved
Focus
Local residents Local youth workers Planners Architects Creative practitioners
A design-led approach to urban and economic regeneration in partnership with Creative Frontline
Partners & Funders
“I like all our ideas, but we’ve got to talk to other people about them. Like our parents, and business people, and people from the council because even though we think they’re great, they might be able to make them better, or to help make them happen. If we don’t talk to them, we’re doing exactly what other people did to us.” Young Person
Creative Scotland, Angus Council, City of Dundee Council, RSA, Architecture and Design Scotland, Kickstarter funders
Outcomes 35 young people and 15 adults working together to design and make change happen. 95% of young people say they are more confident in their abilities. 74% of participants say they are more confident to bring about change. Young people leading: Local engagement with residents, planners, youth workers, and other young people. Session with the Cross Party Group on Architecture and the Built Environment; and, in Forfar, the Design Team for new community campus. Preparation to run pop-up exhibitions on their ideas – separately and together.
23
Some Final Words of Thanks When participants in our projects are asked to share information about their experiences, they do so with courage, insight and often a lovely sense of humour. This report would not be possible without that. The identities of individuals are hidden in this report to protect confidentiality and so we’d like to take this opportunity of saying a huge thank you to the participating staff and students at:
»» Biggar High School
»» Saint Roch’s Secondary School
»» Cathkin High School
»» Strathaven Academy
»» Carluke High School
»» The Royal High School
»» Drummond Community High School
»» The Castle School
»» Goole High School & Create Studio School
»» Trinity High School
»» Ipswich Academy
»» Twickenham Academy
»» Larkhall Academy
»» Uddingston Grammar
»» Liberton High School
»» Westmuir High School
»» Lochend Community High School
»» Whitehill Secondary School
»» St Mungo’s Academy
»» Four residential children’s units in Glasgow
It was important in this programme that the enquiries took place within a real-life context and so we are extremely grateful to our partners across the country as they not only contributed funding but also partnered with us to connect the work directly with policy-makers and practitioners in education and youth employment:
And finally, we’d like to say a particularly heartfelt thanks to the Paul Hamlyn Foundation who believed in us, saw some value in our application and provided the principal funding to enable this project to happen.
This report is based on Taking Account of Change, our framework for measuring and understanding the impact of our work. It is written by the Space Unlimited team with support from Research for Real.
space unlimited... it can change minds. Space Unlimited 42 Nithsdale Road Glasgow G41 2AN t: +44 (0) 141 424 1403 e: hello@spaceunlimited.org www.spaceunlimited.org
Reg. Charity No: SCO37607
Reg. Company No: SC306061