Evaluation for Hearing All Voices
Child to Child’s London-based project Hearing All Voices worked in secondary schools and Colleges of Further Education with young people from a range of marginalised groups. These included migrants, asylum seekers and refugees (MARs), students with disabilities and special educational needs (SEN), low-achievers and those from low income families. What they shared in common, was a sense of disengagement from parents, teachers, classmates and wider communities. Hearing All Voices enabled these students to take more control over their lives and build a better future for themselves.
The project led to substantive transformations academically, socially and emotionally, equipping students with the ‘soft skills’ more likely to lead to employment and improved life chances overall. Teachers’ professional practice was also positively impacted as they were supported to deepen their understanding of how to facilitate meaningful participation of young people and see for themselves why working in this way unlocks potential.
The final evaluation reports can be accessed below:
We wrote an article for the Learning for Well-being magazine, which draws on the conclusions of the final evaluation and can be found here: