Swindon Youth Empowerment Programme

Schools have a dual role: to develop knowledge through the curriculum; and developing pupils’ self understanding so that they can become positive members of the community. The first is measured by tests and examination results; and unfortunately the failure of the second is measured through exclusions. This project has been about turning disaffection into motivation, and thereby strengthen pupils’ knowledge by first addressing their self understanding.

Awareness that raw knowledge is not enough has prompted a range of government demands, the most recent being to emphasise social and emotional aspects of learning. The programme on which this paper is based has been demonstrated as effective through four years of external evaluation. Its financial cost to schools is minimal, and its effectiveness rapid. It has turned around vulnerable children and young people, some of whom have now reached university as self understanding led to motivation, which earned them qualifications – all beyond their initial aspirations and expectations.

There is no magic cure for disaffection and negativity. Disaffected pupils find themselves in a vicious cycle in which bad behaviour causes conflict with adults (parents and teachers) whose dealings with them are then characterised by anger and frustration. There is no progress from this stalemate without breaking this cycle. The consequences of not breaking out of it is total life failure, without qualifications and a worthwhile job. Crime may seem the only visible route to take.

Breaking out of this negative spiral is what the project has attempted to achieve. This requires a radical change of view, a “conceptual shock” to the system, moving young people from negativity and despair to a positive outlook, a vital ingredient towards a healthy human spirit.

The philosophy is summed up through six principles:

• We all have inner qualities, or ‘gems’

• We all have the potential to do good, or to do harm (dual nature)

• Positive speech has power to transform

• We have the potential to transform our lives, whatever our histories

• Positive action brings about change: the community is more united if people work together

• We need, and can be, positive role models

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This report on the work of the Swindon Youth Empowerment Project (SYEP) between 2000 and 2007 explores how personal and social transformations can take place when young people with social, emotional and behaviour difficulties are encouraged to talk through their life choices using visualisation, symbol and metaphor. They are referred to as ‘dispirited’ as they lacked motivation and ambition. All were failing academically.

The evaluation took place over three years, 2004-2007 with the external researcher working alongside the project team and interviewing a range of people involved. In doing so the team were trained in evaluation techniques in order to encourage a long-term culture of evaluation, in schools as well as in the project. The research demonstrates a clear long-lasting effect on many of the young people involved.

This report discusses a range of factors contributing to this success, primarily relating to trusting and empowering the young people so that they value themselves and their abilities, build positive and caring relationships with others, and work towards creating a better world. It shows that young people can transcend their limited world view, learning to see themselves differently as people with energy, potential, compassion and the ability to affect positive change. In this they can reach out to others and with others, building moral understanding and cascading positive attitudes and energies to those around them.

It has had rapid and lasting results with needy and disengaged children aged nine to thirteen. The processes involved should therefore be taken very seriously by government, schools, and youth services as a powerful intervention that has shown it is able to turn youngsters from actual and potential delinquency to becoming committed to contributing to society as good citizens. The report looks forward to ways of enabling whole classes of children to benefit. It shows how SYEP approaches can become a central strand in citizenship, personal, social and moral education, spiritual education, creative thinking skills, and social and emotional aspects of learning.

Inspired by the teachings of the Bahai Faith, it is non-partisan and works openly and transparently with all faiths and none. It looks forward to expanding its work to other schools.

The full report is available.

©Stephen Bigger 2008