Research Student Survey

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Focus Group Insight

Student skills seeker survey

To further assist our understanding of how to help youths develop the mindset, skills and connections that they need to choose a more productive path, we asked them directly. We reached out to over 145 students aged 12-19 years across the London Borough of Hackney for their thoughts on what could help them.

We were privileged to hear views from victims of knife crime, criminal barristers, Safer Neighbourhoods police personnel, educators, ex-gang members, and parents of former gang members. Together, we identified 10 key points across 3 areas that must be taken into consideration when developing solutions.

There were some significant findings that would support a modernised, supplementary skills programme:

78%

Agreed that they would prefer being taught by someone that they could relate to

68%

Stated that the school system needed to modernise to teach more 'real-world skills' – just 7% disagreed

80%

Agreed and zero respondents disagreed (19% were neutral) when asked if the selection of real-world skills listed below would help them

Student views on learning real world skills
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We asked what skills would help students in life that aren't taught at school?

The insights from our focus group and survey indicate that any extracurricular programme looking to better engage with and help build real-world skills must help students to: better navigate street life and feel safer, be more financially aware and opportunity-enriched, and feel empowered to build on their passions.

Training should be delivered by relatable practitioners within an interactive environment. We will use these findings, in conjunction with insights found in the Youth Endowment Fund's excellent Toolkit, to assist us with the development of our pilot programme.

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Pilot Proposals

London’s communities are in a precarious position where, if a change of approach towards coordinated community-driven solutions isn’t trialled, then this situation will likely deteriorate for us all.

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