We collaborated with Lourdes Secondary School to deliver a bespoke SSF Education and Training programme aimed at addressing the needs of 12 young people in S3, aged 14-15. During the 20-week programme they would have the opportunity to achieve 6 SCQF qualifications; accredited to level 4 and 5 on the SCQF framework, participate in 5 SSF Wellbeing Workshops, and gain an SCQF Level 2 Youth Scotland Hi-5 award.
The school nominated students who faced challenges such as low confidence, low school attendance and a likelihood of not attaining qualifications through the traditional school curriculum.
Although the programme began with 12 students, attendance stabilised at 9 per session. The group had a great interest for playing football and other active games, which were incorporated into the module activities during their weekly sessions. However, despite their enthusiasm for the activity-based learning, we had to implement diverse teaching strategies to support the young people with the written components of the module.
It took time to build a relationship and trust between our tutor and the students. In the early stages, engagement and challenges with managing behaviour were evident for one tutor. To address this we brought in a second tutor, allowing for better support and a more conducive learning environment. After building trust, the group found support within the programme, embracing it as a safe space to express themselves and explore their capabilities.
For many, the supportive atmosphere acted as a catalyst for improved school attendance, encouraging a renewed sense of purpose and motivation, while enhancing the young people’s engagement and performance in other areas of school.
Achieving qualifications provided tangible pathways to future opportunities. The young people valued the practical benefits, seeing the qualifications as more than just academic achievements but as crucial steps towards further education and employment. These qualifications opened doors to brighter futures, instilling confidence and ambition in the participants.
“I feel like I can be myself. We get time to talk about stuff that we need to get out.”
“It helped me keep up my attendance by giving me a reason to go to school.”
Beyond academic pursuits, the programme provided a platform for personal growth and improved wellbeing as it sparked enthusiasm and engagement, contrasting with experiences in traditional classroom settings.
A further benefit of the programme was that students, initially from different friendship groups, formed strong bonds built new relationships. They found common interests, shared experiences, and built trust, evolving from classmates to a cohesive group.
“SSF have been a welcomed partner, with them delivering within our school an engaging, dynamic and innovative course to extend the reach of our curriculum to further meet the needs and improve outcomes for a targeted group of young people.”
