Background

In Aberdeen City Council 11 full-time youth workers work alongside associated school groups. This team works in partnership with schools to support to children and young people aged 10 and over. Support focuses on health and wellbeing. This includes improving confidence, resilience and mental health.

This case study describes how youth work has supported primary and secondary schools where many families live within Scottish Index of Multiple Deprivation (SIMD) quintiles 1 and 2.  

Rationale

Every year children and young people from P6 to S6 take part in the Scottish Health Improvement Research Network (SHINE) mental wellbeing survey. The health and wellbeing of children and young people was a significant concern. In response, the council implemented a range of approaches and interventions. This included support for children and young people in the period of transition from P7 to S1. 

Attainment Scotland Funding 

Strategic Equity Funding: under £5,000 

What Sunnybank School did

Sunnybank School is a feeder school for St Machar academy. They referred 13 young people to the youth work team for enhanced support. This helps those who may find the move from primary to secondary challenging.

The youth work team met with depute headteacher (DHT). They agreed two groupings of six and seven young people. Groups attended weekly, hour-long sessions, in blocks of eight weeks. Sessions began in January 2023 and ran until June 2023. 

Young people were at the centre of collaborative planning. This ensured personalisation and choice as well as maximising engagement and participation. 

Sessions were always voluntary for the young people. Themes include:

• assertiveness
• strengths and weaknesses
• fear and worries
• feelings
• peer pressure
• challenges
• bullying
• respect  

Young people chose activities such as cooking, crafts, games and sports. They also spent time on their personal profiles. Some participants completed the Hi-5 Youth Scotland Wider Achievement Award. 

Part of the way through the intervention, three young people stopped coming. They received alternative individual support. This minimised potential disruption for the others in the group. 

Impact 

Youth workers used qualitative and quantitative data to measure impact. There was a high level of engagement and voluntary attendance. This preceded a successful transition to S1. Seven young people achieved Hi-5 Youth Scotland Awards. They were able to recognise and celebrate their achievement. 

Regular meetings between the depute headteacher and youth worker led to ongoing dialogue. This included sharing achievements and progress. They also agreed next steps between school and youth work service. 

A depute headteacher said that pupils who participated have demonstrated increased resilience. 

"Pupils have shown skill in articulating their thoughts and working through challenges, particularly when unexpected changes or friendship fallouts occur". One primary seven learner mentioned that "the group calmed down my worries".