I don’t want this to sound like the start of a “in my day” rant, but when I was young local community work was almost expected – it was intrinsic within society.
There are a number of theories for its decline – the lack of permanent communities in commuter towns (in 2013 research showed that 70% of people did not even know their neighbours’ full names and just over a third wouldn’t recognise them), the lack of town halls and community centres, the rise of social media, the economy, even that young people are under so much pressure to succeed at an early age they have no spare time.
However, in spite of its decline, the idea of traditional community spirit has not been abandoned altogether. Social action, community work’s fresher face fell out of the Conservatives’ Big Society concept. Three years later the government’s Centre for Social Action, which supports programmes that encourage young people to get involved in their communities, formed. And Step Up To Serve’s #iwill initiative aims to get more than 1 million young people engaged in social action for the first time.
But will all of this reignite the fire? I don’t think so. For me, education is key to the sustainability of social action, making sure that it is embedded and not the just habit of one individual. It makes sense to begin social action philosophies within local schools. This is something CVQO have had particular success with on our Department for Education-funded Schools Partnership Project.
We incorporate aspects of social action in our work with schools nationwide. This could take the form of conservation projects, fundraising events, litter picking, learning life-saving skills or assisting local fire or ambulance services. Follow-up with those schools and students shows an 85% improvement in behaviour, attendance and classroom interaction. Additionally, 52% have since joined a youth organisation – real signs of change and social action longevity.
The key is to show young people the importance and value of operating as part of a team to give something back to the community in which they live. Quite often we find this causes them to look at their surroundings in a new light, with a better understanding for how it fits together, simultaneously providing them a greater sense of purpose.
Upon returning from a group trip to a local care home to spend time with the residents, one student said that it changed the way they look at their community. And after the trip, three of the group returned to the care home in their own time and continue to do so.
However, to make a lasting difference, these charitable acts must be rewarded with recognised qualifications that reflect what the students have learned. This provides motivation to succeed and also puts in place a framework for future academic achievement – whether this is through the traditional GCSE, A-level, university, vocational study or something completely different.
Making sure everyone has access to these qualifications is also crucial to success. This leads to long-term benefits for both parties – the young person gains a new, transferable skill-set, while the community benefits from a template that encourages lasting change.
Much as I promised this wouldn’t turn into a “good old days” rant, what I believe is needed to restore our local communities to their former glory is just an injection of that spirit. Every young person should be encouraged to enhance their prospects, while making a positive social impact. The responsibility of embedding that spirit and making it a habit rests with us all.
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