Browse Issue

Alison Peacock, CEO, Chartered College of Teaching I am pleased to be able to introduce this unique issue of Impact, which discusses the issue of how we support children and young people as they learn about who they are, what they care about most and the social actions that they may take as they begin [...]
Stephen Gorard, Beng Huat See and Nadia Siddiqui, Durham University Evidence Centre for Education, UK This short piece looks at two large, randomised trials attempting to improve attitudinal and behavioural outcomes in school, especially for disadvantaged pupils. It looks at the context, the need for this new evidence, what we did, what we found, and [...]
Bart Shaw, Head of Policy, Centre for Education and Youth, UK Abi Angus, Researcher, Centre for Education and Youth, UK In this article, researchers from the Centre for Education and Youth (CfEY) examine the extent to which schools and colleges can use Youth Social Action (YSA) to improve their careers education. We identify where the [...]
Oliver Wimborne, (formerly) Senior Researcher, The RSA, UK How can we support more young people to participate in social action? The RSA has been exploring this question for two years, with support from the Pears Foundation and the Templeton Religion Trust. Our report, ‘Teenagency’ (Partridge et al., 2018), found that young people want to make [...]
Naheeda Maharasingam, Headteacher, Rathfern Primary School, UK In September 2015, the 2030 Sustainable Development Goals (SDGs) were formally adopted at the United Nations (UN) Sustainable Development Summit. The 2030 Agenda and the SDGs provide a comprehensive vision and framework for all populations across the globe. As goals for all people of our planet, they require [...]
Alison Body, University of Kent, UK Emily Lau, Canterbury Christ Church University, UK Jo Josephidou, The Open University, UK Philanthropy, that is ‘voluntary action for public good’ (Payton and Moody, 2008, p. 3), plays a fundamental role in civil society, both here in the UK and beyond. Central to this, the charitable sector is often [...]
Christine Grové, Monash University, Australia Around the world young people are actively contributing to change. For example, in the United States, youth have championed for gun control across the country in extraordinary ways (Rennie, 2018) (and in sub-Saharan Africa, they are leaders in advocating and enacting the United Nations Sustainable Development Goals. In Asia, young [...]
Louisa Searle, Director, First Give, UK Stuart George, Head of Personal Development and Careers Lead, Didcot Girls’ School, UK Hans Svennevig, Senior Teaching Fellow, Citizenship Education, Subject Leader Citizenship PGCE, UCL Institute of Education, UK In March 2020 the world changed, and for no one more so than our young people, who experienced an unprecedented [...]
Henry Sauntson, Professional Tutor, City of Peterborough Academy, UK Schools have a duty to provide pastoral support and a strong programme of learning centred around student development and welfare. Many schools consider it their moral and ethical duty to provide quality social and emotional learning (SEL) programmes, but the pressure to ensure that these are [...]
Jonathan Beale, Researcher-in-Residence, Eton College, UK How can we design an educational programme on education and international development that is maximally co-beneficial for the student participants and for those receiving education in the area where development is focused? In an attempt to address these questions, in 2018 I designed a project-based learning programme in education [...]
Daniel T Willingham, Department of Psychology, University of Virginia, USA Individuals vary in their views of what students should be taught. How should teachers discuss the misdeeds of a nation’s founders? What is the minimum accomplishment expected of each student in mathematics? But there is no disagreement on the importance of critical thinking skills. In [...]
Jean Gross, Associate, Early Intervention Foundation; Director, The SEAL Community, UK Liz Robinson, Co-Director, Big Education, UK At Surrey Square Primary School in Southwark, the academic curriculum is planned in the light of seven core values that underpin the school’s vision of ‘personal and academic excellence: everyone, every day’. Students are given many opportunities to [...]
Andrew Coventon, Assistant Head of Sixth Form, Dover Grammar School for Girls, UK Ofsted (2019) requires schools to ‘support learners to develop […] resilience, confidence and independence’ (p. 11). But these values must be exemplified, interrogated and fostered with clarity in order to avoid being reduced merely to a series of empty slogans. Writing in [...]
Amanda Moorghen, Voice 21, UK Young people across the country take part in activities that ‘make a positive difference to others or the environment’ (Angus, 2019); this is youth social action. These opportunities are frequently talk-rich. Whether collaborating with others on a campaign team, pitching their ideas to others or arguing their case in the [...]
Stephen Lane, Teacher of English, Lichfield Cathedral School In its most recent evidence inspection framework, Ofsted has shown an increased focus on ‘personal development’ (Ofsted, 2019), reflecting calls from previous secretaries of state for education for schools to develop their offer in relation to character education (Morgan, 2016; Hinds, 2019). It is hoped that character [...]
Lee Jerome, Associate Professor of Education, Middlesex University, UK Ben Kisby, Senior Lecturer, School of Social and Political Sciences, University of Lincoln, UK The introduction of citizenship education in England in 2002 coincided with renewed international interest in this area. This period of innovation in curricula, assessment and teaching approaches in turn generated some significant [...]
Jonathan Beale, Researcher-in-Residence, Eton College, UK How should we teach values? This takes us to a perennial philosophical question addressed by Plato: ‘Can virtue be taught?’ This article assumes that virtue can be taught but emphasises how difficult it is and draws connections between the development of virtue and the teaching of values. These are perhaps [...]
Michael Eggleton, Head of School, Charles Dickens Primary School, Nursery and Research School, UK Five years ago, I had been newly appointed as a deputy headteacher. I soon realised that we had little in place to support the mental wellbeing of children in our school. What we did have was a private education psychologist who [...]
Farah Ahmed, Director of Education and Research, Islamic Shakhsiyah Foundation, UK There is a growing presence of British-born Muslims who identify both as British and as adherents of a major world religion, with beliefs that are sometimes perceived as ‘other’ than British. According to the last census, over eight per cent of British schoolchildren are [...]
Scott Buckler, Holy Trinity School and Sixth Form, UK ‘What is the point of education?’ How often do we ask this on both a personal and professional basis? With the continual focus on results, performance, attendance, budgets and numerous other tensions, has this question become lost within the quagmire of passivity and conformity? Furthermore, how [...]
Iro Konstantinou, Tom Arbuthnott, Haroon Shirwani and Misha Mehta, Eton College, UK In a report by the Institute for Volunteering Research in 2004 (Ellis), it was reported that adolescents do more volunteer work than older people and, apart from a minority who do not see the value of giving one’s time, there is a positive [...]
OE Ogunseemi, Y Eniola-Arigbe and BV Olanipekun, College of Education, Ikere-Ekiti, Nigeria The core aim of education is to foster the all-round development of the child, which involves the intellectual, physical, moral, social and emotional needs of the child. However, school activities in Nigeria today are confined to the teaching of the prescribed syllabi, while [...]
Sarah Ritzenthaler, Research Fellow, Jubilee Centre for Character and Virtues, University of Birmingham, UK The Jubilee Centre for Character and Virtues has highlighted and explored the role of youth social action (YSA) in creating effective ‘learners for life’ through its development of young people’s character. YSA refers to ‘practical action in the service of others [...]
Aidan Thompson and Jason Metcalfe, Jubilee Centre for Character and Virtues, School of Education, University of Birmingham, UK Step Up to Serve, convenors of the #iwill campaign, have celebrated young people for undertaking exceptional youth social action (YSA) through their #iwill Ambassadors programme since 2013. Ambassadors are recognised for their exceptional social action achievements, and [...]
Chris Baker, Professional Development Lead, Cabot Learning Federation, UK Self-efficacy is defined as ‘one’s beliefs in one’s capabilities to organise and execute the courses of action required to produce given attainments’ (Bandura, 1997, p. 3). Although his theories around self-efficacy are not uncontested (Marzillier and Eastman, 1984), efficacy beliefs are often considered to predict a [...]
Kiran Mahil, Assistant Headteacher, Central Foundation Girls’ School, UK; formerly Key Stage 4 Leader, Oaklands School, UK ‘The future is uncertain and we cannot predict it; but we need to be open and ready for it’ (OECD, 2018, p. 2) is perhaps not a hugely revelatory statement for those working in education. It certainly chimes [...]
Robin Bevan, Headteacher, Southend High School for Boys, UK Why are we doing this? Reimagining the purpose of education Sometimes, as educators and leaders of learning, we need to pull back from our immersion in the relentless activity of our institutions; to drop the weights of obligation and ask ourselves why we do what we [...]
Ceylon Andi Hickman, Head of Impact and Female Participation, Football Beyond Borders, UK Football Beyond Borders (FBB) is an education charity that supports disadvantaged young people who are passionate about football but disengaged in school, in order to help them to finish school with the skills and grades to prepare for a successful transition into [...]
Elena Lengthorn, Senior Lecturer Teacher Education, University of Worcester, UK We are hearing more and more about the environmental degradation that we are inflicting on our planet: the loss of Arctic sea ice (NASA, 2019); the non-linear sea level rise from land-based ice melt (Malmquist, 2018) and subsequent flooding; the continued deterioration of biodiversity in [...]
Ndidi Okezie, CEO, UK Youth, UK Let me jump straight in with a provocation. This is a reflection that has only recently crystallised for me, after almost 20 years of experience working in various areas of the UK education ecosystem. There is a gaping disconnect between the formal education sector and the informal education sector. [...]
Stephanie Burke, Director of Studies, Gad’s Hill School, UK Several years ago, I was tasked with the responsibility for careers education at my school. This was an exciting prospect and one that I approached with a wealth of new ideas and initiatives, only to be met with the inevitable consequence of wanting to do more [...]
John A Patterson, Principal, St Vincent’s School for Sensory Impairment, UK High unemployment amongst visually impaired (VI) young people is a global concern, as is the connected impact on health and wellbeing attached to the lack of opportunity, meaningful engagement and friendship group generation. How can a creative curriculum be shaped so as to address [...]
Kyriaki Messiou, University of Southampton, UK Mel Ainscow, University of Manchester and University of Glasgow, UK Leanne Galbally and Rick Page, Wordsworth Primary School, UK Since the UN Convention on the Rights of the Child (United Nations, 1989), there has been growing interest in the idea of focusing on students’ voices in order to facilitate [...]
Sophia Badhan, #iwill Ambassador and Mental Health Advocate, UK Jonelle Awomoyi, #iwill Ambassador and Religion, Philosophy and Ethics Final-Year Student, University of Nottingham, UK Youth social action refers to activities that young people do to make a positive difference to others or the environment. This kind of practical action can take place in a range [...]
Martha Aitken, Learning Partner, Act For Change Fund, UK Research shows that schools can be fertile ground for encouraging youth social action, with an estimated 60 per cent of those who participate getting involved through their school or college (Knibbs et al., 2019). Yet when it comes to supporting young people to become involved in [...]
Dr Yana Manyukhina, Research Associate, UCL Institute of Education, UK Dominic Wyse, Professor of Early Childhood and Primary Education; Founding Director, Helen Hamlyn Centre for Pedagogy (0 to 11); President, British Educational Research Association (BERA), UK Gemma Norman, Associate Headteacher and Teaching School Lead, Gatley Primary School, UK There have been efforts, nationally and beyond, to mobilise pupil voice to inform aspects [...]
Tracy Hayes, Lecturer, University of Cumbria The purpose of this paper is to encourage a critical conversation around opportunities for learning in local outdoor spaces that are accessible to a range of abilities and interests. It was written before the COVID-19 pandemic, which further highlighted disparities between those who have access to nearby accessible green [...]
Liam Edgeley, Student at Furness College Peter Davison, Senior Leader, Victoria Academy Caroline Vernon, Senior Leader, Victoria Academy This case study considers the long-term impact of teaching primary-aged students to be socially active (Step Up To Serve, 2018). ‘Young people aren’t just the leaders of tomorrow. They have the energy, skills and ideas to change [...]
Dr Geraldine Rowe, Consultant Educational Psychologist, UK Naomi Turner, Teacher, Naphill And Walters Ash School, UK Collaborative decision-making (CDM) happens when teachers and students make decisions together that affect the whole class. These decisions may be about community, curriculum, discipline, the environment or resource- and time-management. This article promotes the idea that CDM can contribute [...]
Sebastien Chapleau, Headteacher-in-Residence and Community Organiser, Citizens UK; Associate Director, Whole Education, UK Across the globe, democracy is in a state of deep malaise. In the West, growing political polarisation, economic frustration and the rise of populist parties have eroded the promise of democratic institutions to offer governance that is not only popularly supported, but [...]