Think of a personal achievement. Have you volunteered to help at a local group? Maybe you have spent time honing a skill and were asked to share it? Did you deliver a piece of learning that went really well and your colleagues adopted it because of its success?
Reflect on that feeling of being recognised for something that you’ve achieved, the sense of empowerment it created: feeling validated by others, knowing that you belonged.
This is the power of personal achievement - and think what it could do for children and young people.
Last year, Education Scotland conducted research in the Forth Valley and West Lothian region into how achievements are recognised and recorded in schools, community learning and development (CLD) settings, third-sector organisations and beyond. Recommendations were made on how schools and communities can improve their practice.
‘Passion’ for personal achievement
Importantly, the research showed there is a real passion for giving children and young people more opportunities to achieve. The findings highlighted similarities with the ambitions of the proposed personal pathways component of a Scottish Diploma of Achievement, which was detailed in the Independent Review of Qualifications and Assessment by Professor Louise Hayward in June 2023.
There were several innovative examples of schools recognising and providing scope for a broader range of personal achievements.
In one secondary school, young people were presented with different coloured ties for their accomplishments. Some settings worked with their third-sector partners to provide leadership activities between community and school.
A number of primaries offered opportunities to support the wellbeing of children who come from poverty and/or challenging life circumstances, giving them that chance to feel successful and aspire to greater things.
However, what is offered in schools is inconsistent and there are confidence issues among staff in terms of providing ways for young people to achieve. Most lack awareness about youth awards, which can be linked to personal achievements through the national guidance provided by the Awards Network in Amazing Things 5 and its comprehensive database.
Stronger relationships between school and community
Children and young people were clear in the research that they prefer it when their personal achievements are acknowledged. Being able to speak about their accomplishments helps them to identify the skills they have developed while giving them a sense of ownership and empowerment. Meanwhile, families feel pride in sharing and seeing such achievements, creating a stronger relationship between school and community.
CLD and partner third-sector organisations have expertise in providing a variety of personal achievement opportunities and youth awards. The research concluded that when schools work closely with their CLD colleagues, the depth of opportunities on offer - and the confidence in providing them - is much greater.
Children and young people mentioned the enjoyment and sense of success garnered from groups and activities provided by both CLD youth workers and staff in the school itself.
Frustration over narrow qualifications focus
Sadly, data around personal achievement is not widely captured. Leaders and practitioners expressed frustration that the focus on long-established national qualifications means a plethora of other awards achieved are often unseen. The Awards Network tries to remedy this by collating information on youth awards, but the data is not recognised or acknowledged in a consistent way.
“A key challenge for educators (in schools and youth work) is that all of the systems and funding arrangements are historically oriented to curricular exams,” Tila McDonald, of the Awards Network for Scotland, said.
“We need to find new ways to formally recognise non-curricular programmes through [Scottish Credit and Qualifications Framework] credit ratings and Insight points that give parity of esteem with academic achievement. Youth awards create amazing experiences, connections and stories that make future employers sit up and listen while giving young people a meaningful relationship with their learning.”
The impact of a wider range of personal achievement opportunities can be considerable: the research suggests it might improve attainment, attendance, mental health, family dynamics and peer relationships. Education Scotland is working with schools and CLD providers to implement the recommendations in the research, bringing changes from the ground up.
Common skills language across school and community
One notable example is at Alva Academy where a pilot project incorporating YouthLink Scotland’s National Outcome and Skills framework is being used as evidence of the skills that young people are showing in the school and community.
It is the first time a common skills language has been used between teachers, youth workers and young people for personal achievements.
Headteacher Scott McEwan noted its importance: “As a school, we are delighted to be involved in utilising the framework and having a common skills language,” he said, adding that “this has the potential to be hugely impactful on a young person’s understanding of their skills development and their achievements, while also allowing schools and partners to recognise and celebrate their success”.
It is hoped that the research and its findings will allow others to adopt the recommendations made, paving the way for practitioners to make changes happen.
We all feel better when we are achieving - and the more opportunities we provide for children and young people to do the same in their schools and communities, the better their lives will be.
Jamie Dungavell is a CLD education officer for Education Scotland
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