Corporate mentoring only engages those who are already motivated

Putting it bluntly, gaining the trust and respect of a young person who seems disinterested in anything other than making trouble is tough. Really tough. A mentor needs to have a certain resilience and determination to stick with it, often working through weeks of flak, or (worse) the rejection of silence, all designed to test whether they really care, before there's light at the end of the tunnel. A mentor deployed from the corporate world, often, is simply not equipped to deal with these demands. Mentors from big city firms have limited time but are GREAT at mentoring students who are high flyers in the making: already achieving and who, with a little nudge will raise their gaze and reach even higher. These students will thrive on the connection with the corporate sector; be driven to study harder, go to university or even seek work experience in their own time in the city.

Mentors have to care!

Over the last twenty years, I have seen the ongoing professionalisation of youth workers leave a tight grip around emotional attachment in mentoring – and while stricter guidelines are undoubtedly necessary for child protection, I have always stood firm in my belief that caring is absolutely essential for effective youth work. Mentors have to care. I can train mentors in health & safety and I can educate them in our company values, but I can’t teach compassion.  When recruiting new mentors, a caring heart and a vision for young people is my number one priority – everything else comes later.…

Building relationship is key when switching young people from failure to success

A few weeks ago Tony, along with his seven other classmates at SW!TCH Expeditions, was causing trouble at school. He could not relate to other students, would often blow up in class and beat up younger students if he didn’t like the way they looked at him. When he was agitated he became a health and safety risk - unable to cope with authority and a law unto himself. His Headteacher was giving him one last chance before the threat of a Pupil Referral Unit (PRU) became reality. Tony was selected as one of the candidates on SW!TCH Expeditions, a programme designed to turn students from persistent trouble-makers into consistent successes.

Reaching isolated young people; growing leaders

I don’t know if it was a sense of loyalty, or ownership – but I remember being keen to stay in the youth group I was involved in as a teenager. While my friends were leaving the club, heading up to join an older group, I stayed behind, eager to help out in any way I could. As I became part of the furniture, I found more and more opportunities to come alongside younger members– much in the same way as others had supported me when I first joined. This growing responsibility brought with it a passion for developing these…

My journey through secondary school

My personal journey through secondary school was tolerable at the best of times. It is no secret that adolescents in secondary school are handed both the taxing responsibility of being required to know exactly what they would like to do as adults and also a mountain of work to achieve that goal. However, despite having been on top of my studies for the most part as well as having a general direction of where I wanted to be in the future, I was still unhappy during my time there. So what was missing? It looks as if what a majority of…

Pastoral support: Short-term, light touch vs long-term, intensive

There's no quick fix for NEET young people. A sustained approach, with commitment and long-term funding is what inspires lasting change and creates game-changers like Robyn and Prince Robyn was coming up to her GCSE year, but didn't really care about school work. Her mentor noticed that her attitude to school was quite negative although she had plenty of time for doing things other than homework! Her mentor expressed her concern and in one of those conversations Robyn was struck by the fact that her mentor seemed to have a strong vision for what she could accomplish through her school work.

Alternative Education: dumping difficult pupils with bad providers makes the problem worse

As a provider of Alternative Provision for over 11 years, I can sympathise with some of the comments reported from illegal schools last week. As a NEET prevention provider having worked with 50 schools over the last five years, I can also understand the drivers operating in schools. In this BBC article, the illegal school proprietor recognised they had a narrow curriculum, but believed this was supplemented by a higher level of pastoral care. Focussing on illegal schools will not solve the problem that schools face, nor the broader point about education. The fact is that mainstream education does not…

11 years old and LifeLine School is reborn!

In 2005, the Local Authority of Barking and Dagenham approached LifeLine to pilot a year 11 education provision for hard-to-place students and school refusers. Over the last 11 years, this provision has gone from strength to strength and has adapted to suit the changing audience. In recent years, 100% of the referrals have been from recent arrivals, either to the borough or to the country. These recent arrivals require a different programme to the original participants and their parents have different hopes and aspirations. By and large the recent arrivals are economic or education migrants. The parents, in particular, want…

Three ingredients to building character in young people

1. CARE Really caring and having a heart towards young people is absolutely critical if you’re to make a difference and impact their lives. It may sound obvious but it’s difficult to care for someone that you don’t know. But when you have it, care drives and motivates you. It means you don’t just walk away from a conversation and leave it there, but you continue to think about how you might advise them, what you might say to them when you see them later that week. You continue to mull the conversation over in your mind. How can you…

Quietly Determined

In truth, I was a little sceptical when my new mentee announced that he wanted to be a Premiership footballer. This was a prime motivator in his coming to the UK to study, but I had previously tried to support a student who was football-mad and it hadn’t gone well. This new student seemed different. I was impressed that, after just five weeks in the UK, he had booked himself in for a West Ham trial, and joined a soccer club and a gym. He seemed quite determined. And a quiet determination has been a characteristic of our mentoring. Most weeks,…

Making a Difference

Mentoring programmes, I hear, are quite common. The mentoring programme at Lifeline was my first experience with one, however, and naturally I was a little sceptical of the idea. Being quite a private individual with a knack for anxiety and, well, you know, a teenager, I was reluctant to—as I imagined at the time—spill my life story to some stranger and have them tell me exactly what I was doing wrong. Especially, as we all know, absolutely everything a 16-year-old does is right and should not be contested. The thought of someone intruding in my life made me dismissive toward…

Driving up standards for Alternative Provision

"My Dad left when I was three and I don't know where he is...". "My Mum and step Dad are getting divorced. I don't feel like I belong anywhere...". "I know that hanging around with him doesn't help me, but he's my mate, what can I do?" There are some stories that we hear time and time again across the inner-city schools we mentor in. Stories from young people who use weed, or who self-harm, or are violent as a matter of course. Simply because they don't know how to deal with what life throws at them. Schools of course aren't there to deal with these issues. They're there to educate. But it's difficult, sometimes impossible to educate because the underlying issues manifest in poor attendance, behaviour or attainment.