During the past year I have worked closely with Revolution Hive, a group of dynamic and passionate individuals dedicated to empowering young people with the skills they need to live active, exciting and fulfilling lives. The power of what they do and share can be seen in the eyes of the young students they work with working to develop self-esteem and confidence where little existed before.
At Easthampstead Park and very recently at the Brakenhale School in Bracknell, I have worked diligently to establish relationships based upon trust and confidence. Both schools understand the work that Study Higher is engaged in and supports the philosophy that underpins greater and wider levels of access to HE if we are to create the society and economy that the UK is going to need in the high-tec 21st century future.
In conversations with both schools and Revolution Hive we agreed that young bright target learners, as well as other students meeting a broad range of widening participation criteria, even though on target to achieve 5 GCSEs, would benefit from sessions that aimed at building self-esteem and confidence. Many of these young people were not so much failing academically, but could not see the relevance of school or how to connect school to where they wanted to be in the future. There exists a general malaise from where it is impossible to see beyond their immediate horizons.
Together, we all felt that if academic success was what we wanted to work towards and if this was something that young people desired along with the schools and parents, then we needed to work out a route that would enable these students to continue progressing but with some important interventions built into their programme that would sustain and help them to develop the skills necessary for HE or apprenticeship level study.
Working with Louis, Ishani and Kesh at Revolution Hive and with representatives from local schools has initiated this process and begun what I hope will be a series of engagements to encourage more positive attitudes towards education beyond school.
Working collaboratively to deliver exciting and challenging programmes of motivational activity has been a real joy. Witnessing young people learning to believe in themselves through the actions of highly skilled, sensitive professionals has been deeply powerful, but their remains much work to do if we are to grow the mindsets of these young people and provide them with the tools necessary to manage in the world we are sending them in to.
Martin J Price
Higher Education Liaison Officer
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