Young Researchers Barriers 2E ducation 2019 - 2020
Young people trained in research skills carried out research to shape service development of local authorities and their partners.
2019- 2020 they researched the topic of barriers and enablers to education.
This is their full report and is screen reader friendly!
Funded by Southern Universities Network • Delivered by Participation People
1 / 79 Executive Summary
Positive family in uencers are just as important as exciting higher education opportunities to reduce barriers to education for young people.
In 2019/20 Southern Universities Network (SUN) Young Researchers designed and delivered a survey with 11-18 year olds (young people) across Hampshire, Isle of Wight, Bournemouth, Christchurch and Poole.
2,786 responded through the survey. We also ran 6 focus groups with 57 vulnerable young people to help give context to our data. 8% of young people said they don't get any
help from their family to help them achieve in Young people told Young Researchers about: education. 1. The barriers to their education 15% of young people think that badly 2. Doing well at school maintained schools have a negative impact on 3. Family and social in uencers to aspiring their learning.
Being in trouble at school (25% of young SUN responded, pledging to improve their offer people) had a continued negative impact on to young people by: young people's education. Focussing on raising young people's self Being from a vulnerable group negatively con dence through their programmes. impacts young people's self con dence which, in Working with schools to deliver inspiring turn, negatively impacts their education. PSHE higher education and further 63% of young people from year groups 7-10 education focussed events and activities. think group work is the most effective teaching Supporting parents to get the right method. 58% of young people from year groups information to help advise their children. 11-14 think good feedback is the most effective.
4% of young people told us that they were not Young Researchers are looking forward to motivated to learn. Young Researchers wonder hearing what other decision makers will do to how teachers would answer, "do you feel respond to their ndings throughout 2020. motivated to teach?" And if there would be a correlation to how students felt. Our "HEADLINE" ndings include: Younger young people told us that clubs and sports helped prepare them best for later life. 71% of young people told us that their Older young people told us work experience and families in uence decisions about their part time work helped prepare them the best. future.
2 / 79 Table of contents
Page title Page number Executive summary 2 Who are SUN Young Researchers? 4 Who are Participation People? 5 Method 6 - 10 Survey 11 - 52 Focus Groups 53 - 58 Data analysis 59 - 72 Next steps 72 - 74 Equalities data 75 - 78 Contact 79
Being a Young Researcher has changed how I see data and what I understand as unconscious bias. Working in a team has also challenged my perception of what is and isn't reality for young people across Hampshire. When does the next project start?"
Abi, female, 15
3 / 79 Who are SUN Young Researchers? Are a group of young people, aged 13-18 from across Hampshire, Isle of Wight, Bournemouth, Christchurch and Poole; trained in: research, facilitation and presentation skills. n
e 6,000 d
SUN Young Researchers is a project involving n o
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Bournemouth, Christchurch and Poole, aged e 4,000 v r u
11-18, SUN and Participation People. s
3,000 f o
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The project began in 2018. Since then, young m
u 2019 2020 N people have been asked to research the Year following topics: Higher education There was a lot of qualitative data to crunch this Careers events year; as Young Researchers delivered 6 focus Aspirations groups with more vulnerable young people.
This year, they were asked to investigate young We have written this report to be young person people's habits, perceptions and lived friendly and hope student councils will use it to experiences of: give their campaigns clout! 1. Barriers to education 2. Enablers to education Since running the survey a few things have 3. Young people's in uencers on decisions changed locally and nationally including, but not about their future exclusive of:
Young Researchers have learnt and improved A new government, including new leadership on lots of skills throughout the project. Their of government departments. top 10 this year were: The UK is no longer part of Europe. 1. Con dence Covid19 pandemic. 2. Communication skills A new focus on technical quali cations for 3. Team work young people. 4. Questioning skills GCSE and A-Level exam cancellations and 5. Data analysis changes to grading. 6. Presentation skills 7. Leadership 9. Speaking with different audiences 10. Problem solving
4 / 79 Who are Participation People?
Simply, we empower and enable young people to improve services they use.
Participation People believe services improve when you work creatively with the people who use them!
We care about IMPACT and the difference made to peoples’ everyday lives.
We want to help everyone:
Improve service performance. Be responsive and agile to the We are and changing needs of young people. playful in practice serious Increase or repurpose resources to about solutions. effectively meet the needs of young people. Our values are central to how we do our work: Improve service reputation. Improve satisfaction of services with Have fun! children, young people and families. Empower young people to develop a strong voice. Work with services to develop actionable plans. We can be confident in the Challenge the views and perceptions of all knowledge that young those engaged. Build projects that are self-sustaining through people’s voices are truly building capacity, training and funding. shaping the future of our service design.”
Sue Regan, Early Help Group Leader, Royal Borough of Greenwich
5 / 79 Method "Teamwork makes the dream work"
Participation People and Young Researchers worked together to listen to and value young people's voices, aged 11- 18 across South of England.
6 / 79 Methodology The Young Researchers designed and delivered a county wide survey and series of focus groups with young people across Hampshire, Isle of Wight, Bournemouth, Christchurch and Poole.
28 young people aged 13-18 were recruited from: Richard Taunton Sixth Form College, Barton Perveril College, Crookhorn College, UTC Portsmouth, Southdowns, Poole Grammar School, Redbridge Community School, Bournemouth and Poole College, Itchen Sixth Form College, Peter Symonds, Castle View Academy, Parkstone Grammar, Admiral Lord Nelson School, South Down This method has been developed over 7 years in School, Portchester Community School, partnership with professional researchers, SUN, Dorset Mountbatten Secondary School, Crestwood Council and Participation People. Community School, The Henry Cort Community College and St Anne's Catholic This year, we recruited a diverse group of Young School. Researchers, with very different experiences of education and support needs. We ran more focus Every school and college were written to groups than in previous years, targeting vulnerable and invited to take part. Young young people. We changed our approach for 3 Researchers applied for the position and reasons: were invited to a taster day. They were put To ensure those hardest to reach could have a voice. through a rigorous accredited training and Mitigate unconscious bias risks to the project. induction programme to: Investigate how family and culture in uences young 1. Learn skills needed for the project. people's choices for their further education path. 2. Understand the research topics. 3. Run desk top research. Their data will inform decision making across Councils, 4. Design the survey. NHS, Police and Schools. We are very excited to hear 5. Design and facilitate focus groups. what decision makers think about our ndings and 6. Promote the survey. how they will use it. Young Researchers will help us 7. Analyse data and write the report. make sure that decision makers: 8. Present to Decision Makers. 9. Co-produce their ndings with decision 1. Respond makers. 2. Make action plans 10. Improve services with young people. 3. Follow up on what they promised
7 / 79 Population data Who took part? Read on...
We had a very high response from year 7 and Table showing the number of responses from 8. We put this down to many of the Young pupils receiving pupil premium. Researchers being a similar age and able to Do you receive pupil premium % in uence their Head of Year to roll out the OR free school meals? survey in form tutor time. Thank you Young Yes 12% Researcher's Heads of Year! No 79% A high number of respondents on pupil Not sure 9% premium replied, which is brilliant. We have used this data and compared it with young Graph showing % survey respondents by age people who aren't on pupil premium to check Year 7 they aren't getting a poorer service. Year 8 Year 9 We had a few silly answers to our survey too. Year 10 Year 11 Young people wrote swear words, star wars Year 12 references or skipped answering the question. Year 13 We cleaned those up. Year 14 Other We also compared and contrasted respondent 0 2 4 6 8 10 12 14 16 18 20 22 answers from the following categories: % survey respondents Aged 15 and under Graph showing % survey respondents by gender Aged 16 and over Living rurally compared to living in an Male 42% urban setting Pupil premium Female 54%
In care or have experiences of being in care Non binary 2% Male and female answers Other 2% Learning dif culty or disability Prefer not to say 3% We do this to check our ndings across 0 10 20 30 40 50 different groups were the same AND come up % survey respondents with recommendations where groups are *Introduced in 2011, the pupil premium is a sum of money given to negatively affected. schools each year by the Government to improve the attainment of disadvantaged children.
8 / 79 Who answered our questions? We asked young people in Schools, Colleges, Learning Centres and Youth Clubs to make sure as many people as possible could take part and have their say!
2,736 young people completed the survey; which is more than last year. However, this Admiral Lord Nelson 15% year, we expanded the survey reach to include Barton Peverill Sixth young people from Bournemouth, Form College 3% Christchurch and Poole. Crestwood Community School 7% We were thrilled to have:
Eastleigh College 2% 18 education settings taking part. We have
included learner settings who had 1% or Fareham College 1% more learners respond to our survey in the graphs on this page. Itchen College 2% 42% : 54% : 5% percentage split of male: female: non binary, prefer not to say/ other Mountbatten School 4% respondents. A good geographical spread of respondents; with 28% living rurally and Noadswood School 17% 67% living in an urban setting e.g. town. A good age range of respondents. Poole High School 2% 12% of young people responded who
access Pupil Premium and or free school Spring eld School 4% meals (9% weren't sure). 35% young people responding with a St Edmund's Catholic 3% special educational need, disability or long School term health condition. The Bourne Academy 6% 9% of young people from a military family. 12% of young people who don't live with one or more of their birth parents. UTC Portsmouth 6% 439 young people who have experience of Bishop of Winchester being in care. Academy 3% 202 young carers. 66 asylum seekers. Henry Cort Community College 6% 242 young people who said they were from a military family. 0 2 4 6 8 10 12 14 16 18 20 % respondents from Hampshire & BCP Schools
9 / 79 Who answered our questions? Continued...
Postcode analysis
2,672 postcode entries were analysed of which 877 were discounted due to missing information needed for analysis. The nal total of analysed postcodes was 1,839.
Survey % of Number of respondent total responses type
Non-target 45% 827 student
Outreach Hub 36% 661 student The average observed young participation rate into Higher Education across all analysed UniConnect 19% 351 postcodes is 17%. The most current young target student participation rate for England, based upon Total 100% 1,839 National Statistics** is 50.2%. Please note the methods to arrive at the average for young A full breakdown using multiple -widening participation rates differ to National Statistics. participation measures are as follows. NB: Where comparative percentages do not add Please note that POLAR 4 has been used up to 100% this is for 3 reasons: here as University Widening Participation teams are required to use this targeting 1. Young people skipped the question. measure for their Access and Participation 2. There were "other" options that have not Plans*. The HEAT database returns three been expressed on this list. We have included Indices of Deprivation indicators for each comments young people left in our ndings postcode: IMD (index of multiple deprivation), summaries. EST (education, skills and training deprivation) 3. We have rounded percentages up / down. and IDACI (income deprivation affecting children).
*Please note that POLAR 4 Quintile 1 & 2 learners also include UniConnect target learners. This results in a different total from the table above which speci cally outlines UniConnect target learners and Outreach Hub learners. **https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/ le/843542/Publication_HEIPR 1718.pdf
10 / 79 Survey
2,736 young people aged 11-18 answered a short survey. The survey had a 92% completion rate and took on average 9 minutes to complete.
11 / 79 Baseline questions Tracking issues over time
For every survey Participation People run with young people we ask 3 baseline questions. This helps us look at and track these issues over time. It also helps us identify trends and help our partners plan for the future. This is what young people told us...
Respondents answering the question "have you been bullied?"; and "do you have a diagnosed
mental health condition?"; and "are you in a safe space to answer this survey?"
49% % who said "yes" they have been bullied 66% % who said they have a diagnosed mental 6% health condition 23% % who said they were in a safe space to answer the survey honestly 85%
0 10 20 30 40 50 60 70 80 90 % respondents
2019 2020
Respondents answering the question "have you been bullied?"; and "do you have a diagnosed mental health condition?" according to vulnerability.
% who said "yes" they have been bullied
% who said they have a diagnosed mental health condition
0 10 20 30 40 50 60 70 80 % respondents
Young carer In care SEND Pupil premium Mental health condition
LGBTQ+ Male Female
12 / 79 Well maintained schools Young Researchers wanted to nd out what might affect young people wanting to learn.
Graph showing respondents answers to the question, "is your school well maintained and looked after?" 80 s t n
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There were 65 comments to this question. These have been summarised on the next page. Read on.
13 / 79 Well maintained schools Continued...
Young people's comments answering, "other, Not allowed to eat in classrooms at please specify". break and lunchtime which causes The community card system is extremely overcrowding in the hall. Some unfair and so is isolation. Isolation departments are more equipped than damages the student psychologically. others and have better / worse access No doors in bathroom lock. to technology. Open circuits/ loose wires. Sometimes not enough resources such Small classrooms. as textbooks. Gum everywhere. Our boilers constantly break. Lack of toilet paper. Rubbish equipment and lack of water No doors on entrance to toilet, lack of fountains. privacy. Whole roof is literally gonna collapse. Rude drawings on the toilet walls. A non functioning roof, toilets without Not a lot of vegetarian foods. locks, no mirrors in toilets (male), roof Full of dust, broken windows and doors. has made half of the halls blocked from Rubbish everywhere. access for 3 months. Disgusting toilets. No printers in the class anymore which Cold school overall leaking roofs. has become a nuisance. Classrooms have been shut, which means Our school is usually very cold. everyone crowding into the hall, causing The WiFi doesn’t work on my phone so more problems. when we are required to access Roof is trashed and toilets are always websites in school I have to waste my messy. mobile data. Maths department is very hot and the Not enough seating areas for break and stairs are terrible when exiting lunch time. classrooms and entering. There’s poo on the walls (boys toilets) Barely any teachers to cover the lessons. Don't let you be yourself. Toilets are unclean, broken and Can't handle students a lot of the time. disgusting. Flaky paint, chewing gum Toilets are disgusting. everywhere. High canteen prices. Pupils not putting rubbish in the bins. No where to go at lunch and break when Lack of water fountains and plastic all its bad weather. over the place. Pupils in the school are not respectful of Ongoing building work that disrupts the environment. learning because of the noise. Lack of changing rooms. There is food all over the oor. Not enough to do at break.
14 / 79 Well maintained schools Continued...
Graph showing respondents answers to the question, "how do you think the maintenance of your school/college impacts on your learning?" Participants could tick multiple options.
Well maintained schools have a 57% positive impact on my learning
Badly maintained schools have a 15% negative impact on my learning
Maintenance of the school/college 27% does not impact on my learning
0 5 10 15 20 25 30 35 40 45 50 55 60 % survey respondents
Graph showing respondents answers to the question, "how do you think the maintenance of your school/college impacts on your learning?" according to vulnerabilitiy. Participants could tick multiple options.
Well maintained schools have a positive impact on my learning
Badly maintained schools have a negative impact on my learning
Maintenance of the school/college does not impact on my learning
0 10 20 30 40 50 60 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
15 / 79 Well maintained schools Continued...
Graph showing respondents answers to the question, "can you access equipment and facilities to help you study effectively?" Participants could tick multiple options.
Text books
Revision guides
Stationary
Laptops and IT equipment
0 10 20 30 40 50 60 70 80 90 100 % survey respondents
Yes No Graph showing respondents answers to the question, "I can't access equipment and facilities to help me study effectively?" according to vulnerability. Participants could tick multiple options.
Text books
Revision guides
Stationary
Laptops and IT equipment
0 5 10 15 20 25 30 35 % survey respondents
Baseline Young Carer In Care SEND Pupil Premium Mental Health Military Family
16 / 79 Well maintained schools Continued...
Graph showing respondents answers to the question, "on a scale of 1 - 5, with 1 being not at all and 5 being the highest, have any of the following had a negative impact on your education?" Participants could tick multiple options.
School resources
Eating healthily
School equipment
Access to sanitary products
Internet access
Access to school uniform
Universal credit/ access to bene ts
Access to technology such as computer
0 5 10 15 20 25 30 35 40 % survey respondents
1 2 3 4 5
17 / 79 Well maintained schools Continued...
Graph showing respondents answers to the question, "what has had the most negative impact on your education?" according to vulnerability. Participants could tick multiple options.
School resources
Eating healthily
School equipment
Access to sanitary products
Internet access
Access to school uniform
Universal credit/ access to bene ts
Access to technology such as computer
0 5 10 15 20 25 30 35 % survey respondents
Baseline Young Carer In Care SEND Pupil Premium Mental Heahtl
Military Family
18 / 79 Family, Culture and Social Barriers Young Researchers wanted to look at how different vulnerabilities impacted young people's aspirations in education.
Graph showing respondents answers to the question, "do you identify with any of the following groups? If so, does it affect your education?" Participants could tick multiple options.
Young carer
LGBTQ+
Racial or ethnic minority
In care
Disabled
Asylum seeking
Teen parent
From a military family
Religious belief
Special Educational Need or Disability
Prefer not to say
Doesn't apply to me
0 10 20 30 40 50 60 70 80 % survey respondents
Positively Unsure Negatively
19 / 79 Family, Culture and Social Barriers Continued...
Graph showing respondents answers to the question, "if one or more of the above negatively affects your education how does it affect it?" Participants could tick multiple options.
Bullying 40%
Feeling lonely 35%
Mental health 29%
Self con dence 41%
Romantic relationships 12%
Relationships with family and 25% friends
Does not apply to me 41%
Other (please specify) 6%
0 5 10 15 20 25 30 35 40 45 % survey respondents
20 / 79 Family, Culture and Social Barriers Continued...
88 young people responded with comments I wouldn't class this as bullying but to "other, please specify". This is a summary of sometimes i get racist comments about me what they said: and my family being foreign. School offers no support to us with regards I hate the learning and writing. to mental health. It effects me every day, Bullied for my haircut. not being able to concentrate in lessons I'm shy and quiet but this does not effect and feeling bad but no help is offered. me. Don’t have many friends and feel lonely at Depression and some anxiety. school sometimes. Self-harm sometimes. Bad relationships with teachers. Not bullying but constant comments on it. I am so so sad. I have lived with a mentally Unsuitable topic of homework. ill sibling and have lost someone to cancer Getting into trouble. yesterday I have seen things that have Teachers give no support. broke me and the way my sister has treated Sexuality. me has broke me. I don't know I hang out with a lot of people Being gay. but I still feel alone.
They don't do anything if you getting
bullied. I don't talk about my mental health as I feel I can't trust anyone... Mandatory attendance of extra curricular activities forcing more unneeded work and attention. It can stop me from working as well as i could be since i cannot think straight most of the time. Disruptive classmates. Teachers are prejudice and most often pretend to be OK with religion but sometimes are non-christian. Diabetes. Freedom of speech. Depression LGBTQ stress.
21 / 79 Family, Culture and Social Barriers Continued...
Graph showing respondents answers to the question, "can you give examples of the support available to you when dealing with negative experiences?" Participants could tick multiple options.
Counselling outside of school 30%
Coaching outside of school 19%
Advice and guidance from specialist agencies 20%
Help from specialist staff within your place … 58%
Planned opportunities to discuss and share… 35%
0 5 10 15 20 25 30 35 40 45 50 55 60 % survey respondents
Graph showing respondents answers to the question, "can you give examples of the support available to you when dealing with negative experiences?" according to vulnerabilities. Participants could tick multiple options.
Counselling outside of school
Coaching outside of school
Advice and guidance from specialist agencies
Help from specialist staff within your place of learning (including counsellors or coaching staff who you can go to in school/ college)
Planned opportunities to discuss and share issues in the curriculum e.g. PSHE
0 10 20 30 40 50 60 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health Military Family
22 / 79 Family, Culture and Social Barriers Continued...
Graph showing respondents answers to the question, "on a scale of 1 - 5, with 1 being not at all and 5 being the highest, do any of the following have a negative affect on your learning?"
Social housing
Housing stability
Crime
Being in trouble at school
Long standing illness
Special Educational Need (SEND)
School support
Home support
0 5 10 15 20 25 30 35 40 45 50 55 60 % survey respondents
1 2 3 4 5
23 / 79 Family, Culture and Social Barriers Continued...
Graph showing respondents answers to the question, "how often have you moved in the last year?"
Not at all 71%
Once 20%
Twice 4%
Three times 1%
Four + times 4%
0 10 20 30 40 50 60 70 80 % survey respondents
Graph showing respondents answers to the question, "how often have you moved in the last year?" according to vulnerabilities.
Not at all
Once
Twice
Three times
Four + times
0 10 20 30 40 50 60 70 80 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
24 / 79 Teaching
Young Researchers wanted to nd out how different teaching styles and methods affected how motivated young people were to learn.
Graph showing respondents answers to the question, "what do you think are the most effective methods teachers use to ensure that all young people are challenged and enjoy learning?" Participants could tick multiple options.
Use of visual aids 26%
Group work 57%
Whole class teaching 44%
Teacher modelling 26%
Independent learning 39%
Good feedback 44%
Meaningful homework 30%
Coursework/ project work 30%
0 5 10 15 20 25 30 35 40 45 50 55 60 % survey respondents
25 / 79 Teaching
Young Researchers wanted to nd out how different teaching styles and methods affected how motivated young people were to learn.
Graph showing respondents answers to the question, "what do you think are the most effective methods teachers use to ensure that all young people are challenged and enjoy learning?" Participants could tick multiple options. Graph according to vulnerabilities.
Use of visual aids
Group work
Whole class teaching
Teacher modelling
Independent learning
Good feedback
Meaningful homework
Coursework/ project work
0 5 10 15 20 25 30 35 40 45 50 55 60 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
26 / 79 Teaching
Continued...
Graph showing respondents answers to the question, "do you think that teachers understand that students have different ways of learning?" s
e 39% Y
o 35% N w o n k
t 26% ' n o D
0 5 10 15 20 25 30 35 40 % survey respondents
Graph showing respondents answers to the question, "do you think that teachers understand that students have different ways of learning?" according to their vulnerabilities. s e Y o N w o n k
t ' n o D
0 5 10 15 20 25 30 35 40 45 50 55 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
27 / 79 Teaching
Continued...
Graph showing respondents answers to the question, "do you think teachers know when: students are not at their best; what to do; and where to go to get support?"
Yes 41%
No 28%
Don't know 32%
0 5 10 15 20 25 30 35 40 45 % survey respondents
Graph showing respondents answers to the question, "do you think teachers know when: students are not at their best; what to do; and where to go to get support?" According to vulnerabilities. s e Y o N w o n k
t ' n o D
0 5 10 15 20 25 30 35 40 45 50 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
28 / 79 Teaching
Continued...
Graph showing respondents answers to the question, "do you feel motivated to learn in lessons?"
Not at all 13%
Some of the time 53%
Most of the time 28%
All of the time 6%
0 5 10 15 20 25 30 35 40 45 50 55 % survey respondents
Graph showing respondents answers to the question, "do you feel motivated to learn in lessons?" According to vulnerabilities.
Not at all
Some of the time
Most of the time
All of the time
0 5 10 15 20 25 30 35 40 45 50 55 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
29 / 79 Teaching
Continued...
Graph showing respondents answers to the question, "do you think teachers favour certain students / have favourites?" s
e 75% Y
o 29% N
0 10 20 30 40 50 60 70 80 % survey respondents
Graph showing respondents answers to the question, "do you think teachers favour certain students / have favourites?" According to vulnerabilities.
75%
77%
75% s
e 81% Y 74%
87%
74%
29%
27%
29%
o 22% N
29%
16%
31%
0 10 20 30 40 50 60 70 80 90 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
30 / 79 Teaching
Continued...
Graph showing respondents answers to the question, "do you feel you need additional support to help to learn?" s
e 34% Y
o 66% N
0 10 20 30 40 50 60 70 % survey respondents
Graph showing respondents answers to the question, "do you feel you need additional support to help to learn?" According to vulnerability.
34% 38% 34% s
e 46% Y 34% 51% 34%
66% 62% 66%
o 54% N 66% 49% 66%
0 10 20 30 40 50 60 70 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
31 / 79 Teaching
Continued...
Graph showing respondents answers to the question, "if you answered yes, do you feel you get the support you need?"
Yes 25%
No 35%
Don't know 40%
0 5 10 15 20 25 30 35 40 % survey respondents
Graph showing respondents answers to the question, "if you answered yes, do you feel you get the support you need?" s e Y o N w o n k
t ' n o D
0 5 10 15 20 25 30 35 40 45 50 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
32 / 79 Teaching
Continued...
Graph showing respondents answers to the question, "what kind of support can you get to help you with your learning? Participants could tick multiple options.
School nurse 21% School counsellor 29% Access to specialist equipment 26% Exam support e.g. scribe and or a reader 33% One - to - one support in classrooms 46% Extra English and or Maths support 43% IT support 28% Other (please specify) 14% 0 5 10 15 20 25 30 35 40 45 50 % survey respondents
Graph showing respondents answers to the question, "what kind of support can you get to help you with your learning? Participants could tick multiple options, according to vulnerability.
School nurse
School counsellor
Access to specialist equipment
Exam support e.g. scribe and or a reader
One - to - one support in classrooms
Extra English and or Maths support
IT support
Other (please specify)
0 5 10 15 20 25 30 35 40 45 50 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
33 / 79 Teaching
Continued...
Graph showing respondents answers to the question, "who can you ask for support?" Participants could tick multiple options.
Parent
Trusted adult
Friends
Counsellor
0 10 20 30 40 50 60 70 80 % survey respondents
126 young people left comments to "other, Sorry I can’t answer this one either to shy please specify" answer. This is a summary of and scared to ask for support on life. what they said: Childline. In my shopping centre we have a tutoring No-one. agency. Not sure. Don’t talk to people about how I feel on Doctor I can trust. inside, if I do it’s in a jokey way so no one An animal. actually thinks it’s that bad. I’m quite an enclosed person and go to my No one last time I did that it all got out parents sometimes but really rarely. even though I said to the person I was Anyone you can 100% trust. speaking to I want to keep it con dential. God. Foster carer (didn't know if it counted as YOS worker. trusted adult so put both). My sisters and brother / family. I could ask any, but choose not to. I am an No one else. Need help daily just for chat independent learner and gure out about life's struggles nobody has time. everything myself. Siblings. Don't trust teachers. I watch You tube videos on topics I don't get. People you actually trust. House leader, tutor. Therapist if needed.
34 / 79 Opportunities outside of school
Young Researchers wanted to know how other activities can help enable young people progress in education.
Graph showing respondents answers to the question, "what opportunities do you have beyond school to prepare you for later life?" Participants could tick multiple options.
Part time work 27%
Volunteering 22%
Work experience 39%
Sports 42%
Uniformed youth group e.g. Scouts/ Girlguiding/ 13% Cadets
Duke of Edinburgh Award 12%
National Citizen's Service 6%
Events or activities run by Universities about higher 10% education Online resources such as careers or education 18% websites Events or activities run by colleges about further and 11% higher education
Clubs 45%
Nothing 17%
Other (please specify) 7%
0 5 10 15 20 25 30 35 40 45 % survey respondents
106 young people left comments to "other, Some people might choose playing video please specify" answer. This is a summary of games as an option so then they can do what they said: what ever they want to do. And looking after my family. Don't know CV. Musical theatre. Working. Piano. Looking for a part time job. Dance. Careers centre for support in our decisions. I don't do activities outside of school 2 RYA's in sailing, 2 BCU quali cations I want to work in crime law so i watch YouTube videos on crimes and how they were committed and solved. Military. I did guides and brownies but I stopped.
35 / 79 Opportunities outside of school
Young Researchers wanted to know how other activities can help enable young people progress in education.
Graph showing respondents answers to the question, "what opportunities do you have beyond school to prepare you for later life?" Participants could tick multiple options, according to vulnerability.
Part time work
Volunteering
Work experience
Sports
Uniformed youth group e.g. Scouts/ Girlguiding/ Cadets
Duke of Edinburgh Award
National Citizen's Service
Events or activities run by Universities about higher education
Online resources such as careers or education websites
Events or activities run by colleges about further and higher education
Clubs
Nothing
Other (please specify)
0 5 10 15 20 25 30 35 40 45 50 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
36 / 79 Opportunities outside of school Continued...
Graph showing respondents answers to the question, "what barriers do young people face accessing opportunities beyond school?" Participants could tick multiple options.
Don't know what opportunities are 53% available
Cost 46%
Transport 38%
Lack of parental support 24%
Other (please specify) 6%
0 5 10 15 20 25 30 35 40 45 50 55 % survey respondents
33 young people left comments to "other, Not being accepted or having dif culty please specify" answer. This is a summary of going because they have to stay at home to what they said: take care of siblings or they just might not be allowed. I am black I have no money or food. How to cope mentally. Self con dence. Work and money issues with parents or Pressure. mental health problems with themselves or Not having the proper support that they family members. need. Lack of knowledge and understanding of Smelling toes. how the working environment is supposed Spare time. to work and where to go to get started. Nobody can see or realise that someone has Lack of support from teachers. mental health issues e.g. suicidal thought or Chronic Illness + Mental illness + disability self harm or depression. (lack of accessibility, or simply unable to Abuse. leave the house, nd it dif cult to socialise etc.)
37 / 79 Opportunities outside of school Continued...
Graph showing respondents answers to the question, "what barriers do young people face accessing opportunities beyond school?" Participants could tick multiple options. According to vulnerability.
Don't know what opportunities are available
Cost
Transport
Lack of parental support
Other (please specify)
0 10 20 30 40 50 60 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
38 / 79 Opportunities outside of school Continued...
We asked young people what could be done Posters about what clubs and activities to solve this. 1,521 young people left their there are, and where they are. comments and ideas. The following is a By making it more accessible for people summary of what they said: Careers events for younger people Teachers could ask if they have a way to Lower costs. get home after clubs Create more and better opportunities. I have no idea what this question and Better parental support. the last is meant to mean More help from teachers. Talking to someone who has their When they come to school that they get experience in working terms love and support from their teachers and More TA's to listen and have a private friends even classmates. chat with the student They could research about some When at school a higher rate of adults opportunities online to help them giving them the chance to have a one on understand more. one chat. Counsellors should be able to be Send letters out and put yers up, invite available to anyone that needs help so them to join more things and make they can be happier and even be able to these opportunities enjoyable so that have help from anyone if needed. they want to go there. Free transport , so a bus comes and Don't force people to do what they don't collects people in the morning. want to do. Make things like public transport cheaper. Help people get bus tickets paying half A careers advisor/counsellor in school the price and letting parents know about would be helpful. what their children are capable of. Give people factual information and show I feel for education beyond school, them all there options , and reduce costs people should be able to go to school in transport and other expenses students without having a part time job along would have to pay. side it. It would be better if they were Helping them when they need it the able to get it at a reasonable price for most. them. Make the opportunities more noticeable. Give a discount for young people while We can solve this by people being able to they are at the place or a bus pass to get access extra support after school and to were they need to go. be able to trust an adult to help them Free public transport for under 16's learn in the best possible ways and so This can be supported by the school everyone gets the same experience as teaching young people what buses to each other. take and how tom take and maybe get Lower price of school uniform. them a bus pass.
39 / 79 Future opportunities Continued...
Graph showing respondents answers to the question, "what options are you interested in?" Participants could tick multiple options.
Sixth form 19%
College 53%
University 44%
Full time work 38%
Apprenticeship 25%
Gap Year 14%
Voluntary work 11%
Army / navy / marines/ air force 13%
Unsure 20%
Other (please specify) 9%
0 5 10 15 20 25 30 35 40 45 50 55 % survey respondents
126 young people left comments to "other, Footballer. please specify" answer. This is a summary of I haven't chosen yet. what they said: Astronomer. RSPC - part time. Working for myself. A job I enjoy. Dance teacher. Racing career. Part time work. McDonald's Beauty Therapy. International baccalaureate. Royal Auxiliary. X Factor. Cage ghter. Doing work experience with animals. I’m not sure yet it’s getting on my nerves Something creative. that people keep asking me. I will join the army to nd me dog. I miss Acting. you SPazzer xx Dance college. Police Of cer. Just higher education in general to become Emergency Services. successful in life.
40 / 79 Future opportunities Continued...
Graph showing respondents answers to the question, "what options are you interested in?" Participants could tick multiple options.
Sixth form
College
University
Full time work
Apprenticeship
Gap Year
Voluntary work
Army / navy / marines/ air force
Unsure
Other (please specify)
0 5 10 15 20 25 30 35 40 45 50 55 60 % survey respondents
Baseline Young carer In Care SEND Pupil Premium
Mental Health Military Family
41 / 79 Family in uencers Young Researchers wanted to know what might in uence young people's education choices.
Graph showing respondents answers to the question, "did your parents/carers attend any of the following?" Participants could tick multiple options.
Sixth form college 22%
University 30%
Apprenticeship 16%
None of the above 16%
Not sure 46%
Other (please specify) 7%
0 5 10 15 20 25 30 35 40 45 50 % survey respondents
30 young people left comments to "other, please specify" answer. This is a summary of what they said:
Don’t know really it was much different back then apparently. Navy. I don't know much about my Dad. Marines. NNEB in childcare. My parents died. Both Oxford graduates. CIPD in HR management Level 5. Joined the armed forces as soon as he left school.
42 / 79 Family in uencers Continued...
Graph showing respondents answers to the question, "do you get enough support from your family to achieve in education?" s y a 57% w l A y l l a
u 21% s U s e m i t
e 14% m o S y l e
r 5% a R r e v
e 3% N
0 5 10 15 20 25 30 35 40 45 50 55 60 % survey respondents
Graph showing respondents answers to the question, "if you answered 'rarely', 'sometimes' or 'never', why did you put that?" Participants could tick multiple options.
Parents / carers work full time 25%
Parents / carers do not support my 6% education choices
I'm in care 6%
Parent's / carers do not have the time to 11% support me with my education
I live in a single parent family 10%
Lots of siblings 18%
I am estranged from my family and do not 3% live at home
Prefer not to say 38%
Other (please specify) 25%
0 5 10 15 20 25 30 35 40 % survey respondents
43 / 79 Family in uencers Continued...
Graph showing respondents answers to the question, "do you get enough support from your family to achieve in education?" s y a 57% w l A y l l a
u 21% s U s e m i t
e 14% m o S y l e
r 5% a R r e v
e 3% N
0 5 10 15 20 25 30 35 40 45 50 55 60 % survey respondents
Graph showing respondents answers to the question, "if you answered 'rarely', 'sometimes' or 'never', why did you put that?" Participants could tick multiple options.
Parents / carers work full time 25%
Parents / carers do not support my 6% education choices
I'm in care 6%
Parent's / carers do not have the time to 11% support me with my education
I live in a single parent family 10%
Lots of siblings 18%
I am estranged from my family and do not 3% live at home
Prefer not to say 38%
Other (please specify) 25%
0 5 10 15 20 25 30 35 40 % survey respondents
44 / 79 Family in uencers Continued...
27 young people left comments to "other, please specify" answer. This is a summary of what they said:
They always help me Everything ne Living in a bad host family I've grown out of my family Would rather not be questioned and judged by people, it causes anxiety Dad's in the Navy so he's rarely home, mum works full time for a navy charity so is always busy None
Graph showing respondents answers to the question, "do you feel your family in uences your future choices?" s
e 71% Y
o 29% N
0 10 20 30 40 50 60 70 80 % survey respondents
45 / 79 Family in uencers Continued...
Graph showing respondents answers to the question, "does your family or important adults who support you, want you to..."
Go to further and or higher education 41%
Get a job 26%
Get an apprenticeship 4%
Stay at home and be a carer 1%
Go into the family business 2%
Not sure 20%
Other (please specify) 7%
0 5 10 15 20 25 30 35 40 45 % survey respondents
13 young people left comments to "other, please specify" answer. This is a summary of what they said:
Do what I want to achieve Do what makes me happy and to get a good job in what i want to do Envisioning Armed forces Like me to be in the services not pressured They don't care Go to university and get a job Take the Sandhurst route. Follow what you want to do
46 / 79 Family in uencers Continued...
Graph showing respondents answers to the question, "does your family or important adults who support you, want you to..." According to vulnerabilities.
Go to further and or higher education
Get a job
Get an apprenticeship
Stay at home and be a carer
Go into the family business
Not sure
Other (please specify)
0 5 10 15 20 25 30 35 40 45 50 55 % survey respondents
Baseline Young carer In Care SEND Pupil Premium Mental Health
Military Family
47 / 79 Family in uencers Continued...
Graph showing respondents answers to the question, "On a scale of 1 to 5, with 1 being not at all and 5 being the highest score, how have the following impacted on your learning?".
Death of someone you know
Special Educational Need (SEND)
Sadness/ depression/ low mood
Long term family illness
Diagnosed mental health issue
Anxiety and stress
Personal long term illness
0 10 20 30 40 50 60 % survey respondents
1 2 3 4 5
8 young people left comments to this question. Their comments summarised below:
Family illness and relationship breakdowns I suffer from a small disability which sometimes prevents me from playing my favourite sport rugby Moving I'm sad, all the time Self harm
48 / 79 School Transport Young Researchers wanted to explore how journeys to and from school affected learning
Graph showing respondents answers to the question, "how do you get to your place of learning?" Participants could tick multiple options.
Walk 65%
Cycle 21%
Motorbike 2%
Scooter 6%
Train 3%
Taxi 4%
Coach 8%
Public transport 11%
Private car 27%
Car share 14%
None of these 1%
Other (please specify) 9%
0 10 20 30 40 50 60 % survey respondents
Graph showing respondents answers to the question, "how long, on average, does it take to travel one way to your place of learning?"
5-15 minutes 40%
15-30 minutes 37%
30 minutes - 1 hour 13%
1 hour - 1.5 hours 2%
1.5 hours - 2 hours 0.4%
2 hours + 1.3%
Other (please specify) 7%
0 5 10 15 20 25 30 35 40 % survey respondents
49 / 79 School Transport Continued...
Graph showing respondents answers to the question, "do you feel it takes you too long to travel to your place of learning?"
s
e 17% Y
o 54% N t h g i r
t 29% u o b A
0 5 10 15 20 25 30 35 40 45 50 55 % survey respondents
Graph showing respondents answers to the question, "does the length of travel to and from your place of learning negatively affect your life outside of education?"
s
e 16% Y
o 65% N w o n k
t 19% ' n o D
0 10 20 30 40 50 60 % survey respondents
50 / 79 School Transport Continued...
Graph showing respondents answers to the question, "if yes, what does it affect?"
Relationships 14%
Friendships 25%
Self-care 16%
Sleep time 45%
Homework 38%
Family time 24%
Eating 23%
Arriving stressed 33%
After school activities 21%
Other (please specify) 26%
0 5 10 15 20 25 30 35 40 45 % survey respondents
51 / 79 What's next after education? Young Researchers wanted to nd out about young people's plans after they complete education.
Graph showing respondents answers to the question, "do you plan to stay close to where you live now once you have nished education?"
Yes 35%
No 19%
Don't know 47%
0 5 10 15 20 25 30 35 40 45 50 % survey respondents
Graph showing respondents answers to the question, "why might you leave the area you are in now?"
To go to university 55%
Get a job that isn't offered locally 38%
Can't afford to buy a house where I want 13% to live
I am in care 7%
I am estranged from my family and want 3% to move further away
For health reasons 4%
For family and or a romantic relationship 13%
Poor transport links 5%
Other (please specify) 17%
0 5 10 15 20 25 30 35 40 45 50 55 % survey respondents
52 / 79 Focus Groups 12 focus groups, delivered to 76 young people to delve more into the detail or in adult speak, nd out the "qualitative data".
53 / 79 Focus group methodology We ran 6 focus groups across Dorset with 57 young people from a range of backgrounds and lived experiences.
A BIG thanks to youth centres, clubs, local charities and after school enrichment programmes that hosted our facilitation teams!
We worked with young people from
Special educational needs and disabilities Young Carers Young people who's second language is English
The focus groups were run in the same way. Some led by Participation People team members, some led by Young Researchers.
We have consolidated feedback from focus groups through our data analysis pages too.
The following are summaries of what we learnt from young people...
I kinda feel like schools have been designed for teenagers 30 years ago. Adults don't get what we are about these days. Male, 17, Hampshire School
54 / 79 Focus group summary Agree / disagree statements
1. Students should be provided with free on-line textbooks - young people told us:
Most students agreed and the main point made was that textbooks can be easily damaged so an electronic version might be more cost-effective as they cannot be damaged easily. This was disputed with the fact that most students who can't afford textbooks, also can't afford an electronic device.
"Free online textbooks mean you won’t be wasting your time printing things, and spending lots of money buying them in the event you don’t even use it." “It would save the trees.” "Not everyone can afford to buy paper copies, especially if there’s multiple books." "Online textbooks are more accessible and quicker to use." "All students should be provided with free online text books: Yes, very useful for travel and for people who can’t afford text books or miss lessons."
55 / 79 Focus group summary Agree / disagree statements
2. School uniform should be free - young people told us:
The overall answer was yes. Students said that companies won't make any pro t (some people could lose their livelihood) and some people cannot afford any school uniform. Others stated that some schools don't have school uniform at all which they believed, got rid of the problem altogether.
A few students believed that some parts of uniform should be paid for by parents/students like shirts and trousers as they understand that the government/schools can’t afford to give our free uniforms.
"If everyone is being forced to wear it, at least make it free." "Not everyone can afford it—perhaps make it cheaper or free for certain less privileged groups" "Uniform is overpriced for what it really is." "It’s a huge waste of money for it to then not t—if you aren’t going to make it cheaper at least make uniform more variant in sizes. (From personal experience, I had the smallest size skirt and it was still too big, and alterations take extra time and money we don’t have.)" "Don’t bother making it free, just change it to non-uniform because it’s more comfortable than uniform." "Students are too worried about conforming to rules that schools make far too strict, more time is spent worrying about that than learning." "Again, the rules are too fussy, the point is lost." "Some students have sensory issues, making uniform dif cult to wear. Staff are not accommodating, having sensory overload because you must tuck your shirt in or having to have the top button up making it tight around your neck is seen as misbehaving—the root cause is not addressed." "In some ways, it does prepare for employment, so you should expect to wear it. School isn’t exactly a “trial run.” You’d have to pay for clothes in general for work and such, so really, this isn’t much different." Someone suggested making non uniform acceptable for certain students, but it was then ruled out because other students would get upset about the divide." "Yes, especially as uniform is ridiculous amount of money and many students can’t even afford lunches every day. "
56 / 79 Focus group summary Agree / disagree statements
3. Free school meals - young people told us:
This question brought up a debate as some students believed that not everyone should have free school meals and others did.
Most students agreed that it should be like it is now where there are categories that you should meet to get free school meals. They believed that the meals should be free but it depends on the price. If the meals are affordable then people should be paying for them but if it is impossible then they should be free. Some students also argued that if someone is paying for a private education then the meals should be part of that price.
"Would this initiative work for every school? More money would be needed for certain schools, and more food, which would be hard to keep up with." "You should pay for the time and effort the people spent making it for you, it is their job after all so they should see the bene ts of it. Though, they probably shouldn’t do it just for that." "Entitled to free education, but not free meals? it’s a basic human right, it doesn’t make sense."
4. Transport - young people told us:
Students who can easily walk shouldn’t be getting transport for free, but people who are like one of our participants who lives nearly 2 hours away and takes 2 buses to college should be allowed to have her bus fare free, even if she doesn’t live in the school bus area.
Most students said that it can cost them from £20 pounds a week just to get to and from school. They believe that transport should be free because if they are already paying for other aspects of school then why should they pay high prices just to get there. Some also stated that if they don't want to go to school in the rst place then why would they pay to get there.
"We should encourage more healthy ways to get to school instead, like walking and cycling. It helps lower the carbon footprint and gets you exercise." "Some people wouldn’t make use of it, because public transport isn’t suited for everyone. Maybe money should be put in to make transport more accessible in other ways." "You can’t rely on transport every day. Things get cancelled and routes change. Alternatives should be funded." "Certain people should get it for free, the same as it is currently for free school meals. Things like living a certain distance away or having low income."
57 / 79 Focus group summary Agree / disagree statements
5. Every child should have access to one out of school activity - this is what young people told us:
"It shouldn’t be forced on people; enjoyment should be a priority. Won’t get anything out of it if you hate it from the get-go." "Clubs need more variety before they’re offered, not just what the school wants to host. Not everyone likes sport." "Certain clubs may make people look “superior”, making other people look bad for not being able to do that club or liking something else." "Clubs should encourage individuality by offering more choice. There must be something for everyone." "Clubs need to be better advertised and managed, lots of them fall through the oor without people to keep them up." "Clubs need to be more accessible—some people can’t make the club at certain times, they could be disabled and not able to do more physical clubs, or clubs with lots of people etc." "To see what clubs students, want to do, they should run surveys and use those results to inform suitable club options, it may increase the amount of people that go if they feel like they had a say." "Some clubs needed special permission to access them. What? Permission to enjoy your time at school? Permission to feel safe? Permission to socialise with your peers?" "There should be more groups for students that struggle emotionally. Some people rely on clubs for safety—e.g. children that struggle to make friends or nd the crowds outside at lunchtime stressful would prefer a quieter space and a chance to make friends in a non-judgemental environment." "More sensory rooms should be offered in schools. They offer a safe place to wind down which certain students nd helpful." "The option should be there but no one should be forced to do it if they don’t want to."
58 / 79 Data analysis
What does this all mean to young people, to Dorset as a community and for Hampshire, Bournemouth, Christchurch and Poole's Education Strategy?
Read on...
59 / 79 Bullying and mental health and its impact on young people. 66% of young people aged 11-18 have been bullied.
The impact of being bullied is very real for Male young people. It impacts their mental health and emotional resilience. 23% of young Female
people responding to our survey said they Non-binary had a diagnosed mental health condition. From a military family
Understanding our survey respondent's SEND emotional and mental health gives us a greater insight into young people's LGBTQ+
aspirations. It helps unpick individual and In care community blockers to social mobility, social Young carer isolation and aspirations for their professional careers. Pupil premium recipient
0 10 20 30 40 50 60 70 80 90 % respondents who have been bullied Social mobility (Collins dictionary) A person's ability to move to a different social class, usually from a lower to a higher social class.
In times of economic recession, there is less social mobility.
Finding 1 The emotional resilience and mental health of the young people who answered our survey appears to be lower than the national average.
We asked decision makers to work with young people to reduce bullying across all our schools, colleges and education providers; paying particular attention to young people from vulnerable groups and focus on building resilience and con dence.
60 / 79 Well maintained schools
78% of young people from year groups 7-10 think their school is well maintained and looked after compared to 76% of young people from year groups 11-13.
Year Group 7-10 Year Group 11 - 14
76% of young people who live rurally 74% of young people who live rurally think their school is well maintained think their school is well maintained vs 78% of young people who live in vs 75% of young people who live in an urban setting. an urban setting.
80% of male respondents think their 77% of male respondents think their school is well maintained, compared school is well maintained, compared to 77% of female respondents to 76% of female respondents compared to 65% of young people compared to 55% of young people who are non binary. who are non binary.
71% of young people with a special 69% of young people with a special educational need or disability think educational need or disability think their school is well maintained. their school is well maintained.
Finding 2 15% of young people think that badly maintained schools have a negative impact on their learning.
61 / 79 Access to resources to enable learning 49% of young people from year groups 7-10 think that poor wi has negatively affected their learning compared to 58% of young people from year groups 11-14.
Year Group 7-10 Year Group 11 - 14 45% of young people who live rurally 56% of young people who live rurally think poor Wi negatively affected think poor WiFi negatively affected their learning, vs 51% of young their learning, vs 59% of young people who live in an urban setting. people who live in an urban setting.
45% of male and 51% of female 59% of male and 57% of female respondents think poor wi respondents think poor WiFi negatively affects their learning, negatively affects their learning, compared to 63% of young people compared to 71% of young people who are non binary. who are non binary.
52% of young people with a special 61% of young people with a special educational need or disability think educational need or disability think poor WiFi has negatively affected poor WiFi has negatively affected their learning. their learning.
51% of young carers, 48% of young 53% of young carers, 53% of young people in care and 49% of young people in care and 55% of young people accessing pupil premium people accessing pupil premium think poor wi has negatively think poor wi has negatively affected their learning. affected their learning.
Finding 3 Poor WiFi negatively affects young people's learning. Young people across all age groups and demographics said that too hot and cold rooms also made it dif cult to learn.
62 / 79 Vulnerable young people 48% of young people from year groups 7-10 think that lack of access to technology, such as a computer, has negatively affected their education.
Year Group 7-10 Year Group 11 - 14
37% of young people with a special 28% of young people with a special educational need or disability think educational need or disability think access to technology, such as a access to technology, such as a computer has negatively affected computer has negatively affected their education. their education.
47% of young carers, 50% of young 33% of young carers, 36% of young people in care, 38% from a military people in care, 25% from a military family, and 48% of young people family, and 30% of young people accessing pupil premium think lack of accessing pupil premium think lack of access to technology, such as a access to technology, such as a computer, has negatively affected computer, has negatively affected their education. their education.
Finding 4 Young people from these groups told us that their vulnerabilities affected their education through lack of self con dence (39%), feeling lonely (25%), bullying (24%) and mental ill health (28%).
63 / 79 Effective teaching 63% of young people from year groups 7-10 think group work is the most effective teaching method. 58% of young people from year groups 11-14 think good feedback is the most effective.
Year Group 7-10 Year Group 11 - 14
57% of young people who live rurally 57% of young people who live rurally think group work is the most effective think good feedback is the most teaching method vs 66% of young effective teaching method vs 60% of people who live in an urban setting young people who live in an urban thinking good feedback is the most setting thinking good feedback is the effective. most effective.
65% of male and 62% of female 56% of male and 62% of female respondents think group work is the respondents think group work is the most effective teaching method most effective teaching method compared to 56% of young people compared to 52% of young people who are non binary. who are non binary.
Young carers and young people in Young carers and young people in care thought group work (60%) were care thought group work and good the most effective teaching methods. feedback (both at 54%) were the most effective teaching methods. 61% of young people accessing pupil premium thought group work and 58% of young people accessing pupil good feedback are their most premium thought group work and effective teaching methods. good feedback are their most effective teaching methods.
Finding 5 Young people told us that their preferences for teaching methods changed. 36% of young people told us that they didn't think teachers understand that students have different ways of learning.
64 / 79 Motivated to learn 56% of young people from year groups 7-10 were not motivated or motivated some of the time to learn in lessons compared to 54% young people from year groups 11-14.
Year Group 7-10 Year Group 11 - 14 57% of young people who live rurally 54% of young people who live rurally were not motivated or motivated were not motivated or motivated some of the time to learn vs 55% of some of the time to learn vs 55% of young people who live in an urban young people who live in an urban setting. setting.
53% of male and 57% of female 50% of male and 56% of female respondents said they were not respondents said they were not motivated to learn or were motivated motivated to learn or were motivated some of the time compared to 68% of some of the time compared to 67% of young people who are non binary. young people who are non binary.
64% young carers were not 63% young carers were not motivated or were motivated some of motivated or were motivated some of the time compared to 65% young the time compared to 64% young people in care and 65% young people people in care and 62% young people with a special educational need or with a special educational need or disability. disability.
64% of young people accessing pupil 57% of young people accessing pupil premium said they were not premium said they were not motivated or motivated some of the motivated or motivated some of the time to learn. time to learn.
Finding 6 Young people told us that they were not motivated to learn. It was a very small percentage of young people who said they were always motivated to learn. This needs to be investigated... Young Researchers also wonder how teachers would answer, "do you feel motivated to teach?" And if there would be a correlation to how students felt.
65 / 79 Learning support
23% of young people from year groups 7-10 felt they needed additional support or help to learn compared to 32% young people from year groups 11-14.
Year Group 7-10 Year Group 11 - 14 23% of young people who live rurally 33% of young people who live rurally felt they need additional support and felt they need additional support and help to learn in lessons vs 23% of help to learn in lessons vs 32% of young people who live in an urban young people who live in an urban setting. setting.
20% of male and 25% of female 28% of male and 35% of female respondents felt they needed respondents felt they needed additional support or help to additional support or help to learn, learn.compared to 26% of young compared to 45% o f young people people who are non binary. who are non binary.
33% young carers and 32% of young 48% young carers and 42% of young people in care felt they needed people in care felt they needed additional support or help to learn. additional support or help to learn.
28% of young people accessing pupil 45% of young people accessing pupil premium and 40% of young people premium and 51% of young people with special educational needs and with special educational needs and disabilities felt they needed disabilities felt they needed additional support or help to learn. additional support or help to learn.
Finding 7 Young people with special educational needs and disabilities, young people in care, young carers and young people accessing pupil premium told us that they need additional support and help to learn.
66 / 79 Opportunities outside of school Young people from year groups 7-10 told us that clubs (51%) and sports (46%) gave them opportunities to prepare them for later life compared to young people from year groups 11-14 who told us work experience (67%), clubs, sports and part time work (38%) helped prepare them for later life outside of school.
Year Group 7-10 Year Group 11 - 14 Young people who live rurally Young people who live rurally thought clubs (52%), sports (50%) thought work experience (64%), clubs helped prepare them for later life; and part time work (44%) helped compared to young people who lived prepare them for later life; compared in a urban setting who thought clubs to young people who lived in a urban (51%), sports (45%) helped prepare setting who thought work experience (67%), clubs and part time work them for later life. (36%) and sports (34%) helped Young carers (48%) and young prepare them for later life.
people in cTayrep e(4 s9o%m) eththoiungght clubs Young carers (64%) and young helped prepare them for later life. people in care (66%) thought work Young people with special experience (64%) helped prepare educational needs thought clubs them for later life. Young people (44%) helped prepare them for later with special educational needs life. Young people accessing pupil thought work experience (64%) premium thought clubs (42%) and helped prepare them for later life. sports (41%) helped prepare them Young people accessing pupil for later life. premium thought work experience (60%) helped prepare them for later life.
Finding 8 Younger young people told us that clubs and sports helped prepare them best for later life. Older young people told us work experience and part time work helped prepare them the best.
67 / 79 Barriers to accessing opportunities Young people from year groups 7-10 told us that and not knowing what opportunities are available (55%) and cost (48%) are the biggest barriers when accessing opportunities outside of school.
Year Group 7-10 Year Group 11 - 14 Young people who live rurally don't Young people who live rurally know opportunities are available thought cost (71%) and transport (54%), cost (48%) and transport (42%) (63%) were the biggest barriers to were the biggest barriers to accessing accessing opportunities outside of opportunities outside of school; school; compared to young people compared to young people who lived who lived in a urban setting who in a urban setting who don't know thought cost (72%) and transport what opportunities are available (61%) were the biggest barriers. (55%), cost (49%) and transport (37%) were the biggest barriers. Young carers thought cost (68%) and transport (61%) were the biggest Young carers don't know what barriers to accessing opportunities opportunities are available (54%) and beyond school. Young people with cost (40%) were the biggest barriers special educational needs thought to accessing opportunities beyond cost (71%) and transport (62%) were school. Young people with special the biggest barriers to accessing educational needs thought cost (50%) opportunities outside of school. and not knowing what opportunities were available (49%) were the biggest barriers to accessing opportunities outside of school.
Finding 9 Not knowing what opportunities are available, cost and transport are the biggest barriers to young people accessing opportunities outside of school.
68 / 79 Family in uencers 68% of young people from year groups 7-10 told us that their family in uences their future choices compared to to 65% young people from year groups 11-14.
Year Group 7-10 Year Group 11 - 14
66% of young people who live rurally 67% of young people who live rurally told us that their family in uences told us that their family in uences their future choices vs 69% of young their future choices vs 65% of young people who live in an urban setting. people who live in an urban setting.
71% of male and 66% of female 65% of male and 66% of female respondents thought their family respondents thought their family in uencers their future choices in uencers their future choices compared to 61% of young people compared to 61% of young people who are non binary. who are non binary.
70% young carers thought thought 71% young carers thought thought their family in uencers their future their family in uencers their future choices. 70% young people in care choices. 76% young people in care thought their family in uences their thought their family in uences their future choices. future choices.
67% young people with special 66% young people with special educational needs and disabilities educational needs and disabilities thought their family in uencers their thought their family in uencers their future choices. future choices.
68% of young people accessing pupil 61% of young people accessing pupil premium thought their family premium thought their family in uencers their future choices. in uencers their future choices.
Finding 10 Family are strong in uencers when it comes to supporting young people with their future choices. Schools, young people and parents should work closely together to help young people make the best future choice for them.
69 / 79 Education barriers and in uencers 33% of young people from year groups 7-10 said the death of someone they know and anxiety and stress impacted on their learning.
Year Group 7-10 Year Group 11 - 14 32% of young people said the death 42% of young people said anxiety and of someone they know, anxiety and stress as well as sadness, depression stress (31%) impacted on their and low mood (39%) impacted on their learning vs 34% of young people who learning vs 45% of young people who live in an urban setting saying anxiety live in an urban setting saying anxiety and stress and 33% saying death of and stress and 41% saying sadness, someone they know. depression and low mood.
30% of male and 35% of female 28% of male and 54% of female respondents said the death of respondents said anxiety and stress someone they know impacted their impacted their learning compared to learning compared to 52% of young 50% of young people who are non people who are non binary who said binary said anxiety and stress as well sadness/ depression and low mood as sadness, depression and low mood impacted their learning the most. (45%) impacted their learning.
43% young carers and 43% young 52% young carers and 48% young people in care said the death of people in care said anxiety and stress someone they know impacted their impacted their learning. 62% of young learning. 52% of young people with people with special additional needs special additional needs and disabilities said anxiety and stress and disabilities said anxiety and stress and 47% said sadness, depression and impacted their learning. 49% of young low mood impacted their learning. people accessing pupil premium said 43% of young people accessing pupil sadness, depression and low mood. as premium said the death of someone well as anxiety and stress (48%). they know impacted their learning.
Finding 11 The death of someone young people know, anxiety and stress impact young people's learning the most.
70 / 79 Transport 12% of young people from year groups 7-10 said the length of travel to and from their place of learning negatively affected their life outside of education compared to 20% young people from year groups 11-14.
Year Group 7-10 Year Group 11 - 14
12% of young people who live rurally 22% of young people who live rurally said the length of travel to and from said the length of travel to and from their place of learning negatively their place of learning negatively affected their life outside of affected their life outside of education vs 15% of young people education vs 20% of young people who live in an urban setting. who live in an urban setting.
15% young carers, 14% children in 22% young carers, 25% children in care and 18% young people with care and 24% young people with special education needs and special education needs and disabilities, said the length of travel disabilities, said the length of travel to and from their place of learning to and from their place of learning negatively affected their life outside negatively affected their life outside of education. of education.
14% of young people accessing pupil 32% of young people accessing pupil premium said the length of travel to premium said the length of travel to and from their place of learning and from their place of learning negatively affected their life outside negatively affected their life outside of education. of education.
Finding 12 1 in 5 young people from year groups 11-14 told us that the length of their journey to and from their place of education negatively impacted their life outside of school. They told us it negatively affected their sleep, homework, arriving stressed and friendships.
71 / 79 Leaving? Young people from year groups 11-14 said they would leave to go to University (67%) or get a job that isn't offered locally (47%).
Year Group 7-10 Year Group 11 - 14 Young people who live rurally said Young people who live rurally they would leave where they live now said they would leave where they live to go to university (61%) compared to now to go to university (68%) and to 66% of young people who live in an get a job that isn't offered locally urban who would leave to go to (47%) compared to 68% of young University. people who live in an urban who would leave to go to University. 61% of male and 67% of female respondents would leave where they 62% of male and 72% of female live now to go to University respondents would leave where they compared to 55% of young people live now to go to University who are non binary. compared to 62% of young people who are non binary. 57% of young carers and 56% of young people in care would leave to 57% of young carers and 55% of go to University. young people in care would leave to go to University. 55% of young people with special educational needs and disabilities 63% of young people with special would leave to go to University. 54% educational needs and disabilities of young people accessing pupil would leave to go to University. 56% premium would leave Dorset to go to of young people accessing pupil University. premium would leave Dorset to go to University.
Finding 13 Young people told us they would leave where they live now to go to University or to nd a job they couldn't nd locally. Young Carers, young people in care and those accessing pupil premium were less likely to move away for university.
72 / 79 Next steps What will Southampton Universities Network and their partners do now? How will young people know that their voice has affected change?
Read on...
73 / 79 What will decision makers do with this data and how will young people know that their voice has affected change? Listen, learn and inform
SUN are very grateful for such a fantastic response from young people across Hampshire, Isle of Wight, Bournemouth, Christchurch and Poole.
Decision maker Commitments
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Like all decision making, change doesn't happen overnight!
Everything SUN does from today to 2025 will have the goal of supporting young people into higher and further education.
74 / 79 Equalities data
Who answered the survey questions?
Find out...
75 / 79 Equality An in depth look at who answered our questions.
Graph showing number of survey respondents Graph showing number of survey respondents by gender accessing pupil premium or free school meals
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76 / 79 Equality Graph showing number of survey Graph showing number of survey respondents by type of area they live in. respondents by race ethnicity.
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77 / 79 Fair and Equal
HEALTH WARNING!
When we conduct research, the point is to draw conclusions about the population, rather than just our sample.
Weighting is used to adjust the results to bring them more in line with what is known about a population. Weighting has been used to correct for this discrepancy in some questions where it made a marked difference.
At times, we have weighted the data in this survey.
We have rounded up numbers to the nearest decimal report.
Where we have added extra narrative, this comes from survey comments from the open ended questions and information from the focus groups.
We wanted our report to change with: regular updates; actions agreed; and pledges from decision makers after presentations and meetings.
Where those of you are reading this through your browser, you are guaranteed to read the latest version! Congrats!
If you have downloaded this report, click here for the latest one:
http://bit.ly/SUNBarriers2EducationREP20
78 / 79 Contact
For more information contact:
Antonia Dixey, Chief Executive Of cer E | [email protected] M | 07921 907210
79 / 79