Scottish Mentoring and Leadership Programme: evaluation - final report

Chapter 3: Columba 1400

This chapter focuses on the Columba 1400 Young Peoples’ Leadership Academy (YPLA) with a residential element (with the place-based YPLA model explored in Chapter 4). It explores the perceived reach, implementation, and impact of the intervention. It draws on the perspectives of pupils from two secondary schools who took part, some of their parents/carers, the school staff involved, Columba 1400 staff, local authority representatives and national stakeholders. The young people, parents and school staff were initially interviewed in 2023/24, having recently completed the YPLA. They were then re-interviewed (where possible) in 2025/26 to explore impacts over time.

Overview of Columba 1400 Young People’s Leadership Academy

Columba 1400’s Young People’s Leadership Academy provides values-based leadership experiences for young people. It is delivered in three phases over the course of S2/3 (see Chapter 1 for an overview of each phase). Some schools have ongoing engagement with Columba 1400 and have taken part multiple times with different year groups.

Implementation

Understanding of intervention aims

Evaluation participants broadly understood the Columba 1400 intervention to be about supporting young people to develop self-awareness, confidence and self-efficacy by discovering values-based leadership skills.

“It’s about building confidence in young people. Young people that might have barriers; that they’re not attending, or school isn’t for them or, kind of, friendship issues. So that they’re able to go out and succeed once they leave us.” Local authority representative (wave one)

It was also perceived, by teachers and Columba 1400 staff in particular, to be about embedding a leadership and mentoring culture in the wider school, with the Columba 1400 young people cohort playing a key role in bringing this about.

“This is a journey for them, to help them understand what’s important to them, and for them to grow in confidence and self-awareness, and unleash those amazing skills and leadership that’s in them, to lead themselves, to lead others, but to also lead impact, at whatever level that means for them.” Columba 1400 staff member (wave one)

The Columba 1400 YPLA was seen to play a role in the broader aims of the SMLP - to improve the outcomes of care experienced young people and those in ‘tough realities’ - through improving opportunities and providing ‘scaffolding’ (tailored support) for the young person, both at school and beyond.

Initial engagement with schools

The initial engagement of schools in the YPLA comes about in a range of ways, such as:

• Schools initiating contact with Columba 1400 (e.g. because they heard about it through word of mouth, saw it advertised, or because members of staff took part in the Columba 1400 Head Teachers’ Leadership Academy (HTLA)^[16].
• Schools already engaged in related local initiatives (such as MCR Pathways).
• Columba 1400 reaching out to schools and local authorities proactively.

Motivation to take part in the YPLA was particularly strong among headteachers and deputy headteachers who had direct experience of Columba 1400 through the HTLA.

“Professionally, for me, it is the best thing I have ever done, and I would say it is the best thing I have ever done for kids in 34 years’ teaching". Teacher, Columba 1400 school (wave one)

Existing involvement with MCR Pathways was also identified as an encouraging factor for one school, as this positive experience provided reassurance around working with an external organisation.

A challenge identified during the initial engagement was in relation to procurement rules. One local authority representative explained that a tendering process had to be initiated due to the number of schools in the area participating and the total cost being above their threshold for non-competitive direct awards. Requirements of the tender process meant that the local authority would have to gather bids, for what was considered to be a bespoke intervention, despite having already had the taster sessions with Columba 1400. The local authority representative described this as time consuming and disruptive to the delivery of the scheme. A Columba 1400 member of staff said that this local authority is now procuring a framework for potential suppliers which will last for four years. A handful of other local authorities have done the same and they predict that others will follow suit.

Looking ahead, evaluation participants also highlighted funding as a potential barrier to future engagement of schools in the YPLA. It was noted that most schools use the Pupil Equity Fund (PEF) to cover costs, with some schools receiving more than others^[17]. Where funding has been an issue, Columba 1400 staff said they would share information with the schools about other sources of funding. Nevertheless, for any schools unable to cover the costs with PEF monies, it was recognised that this might be a barrier to participation.

Are participants being reached as intended?

The Columba 1400 YPLA was widely considered to be reaching the young people who would benefit from it most. This view was particularly strong among Columba 1400 staff and school staff.

Initial engagement with young people

The YPLA was open to the whole year group in the schools visited. Pupils were made aware of it through an assembly where a representative from Columba 1400 told them about the YPLA (either in person or via video call).^[18] Additionally, pupils were made aware of it through notices in class or during registration. For those registering an interest, a taster session was run by Columba 1400 staff to give pupils a deeper understanding of what the YPLA involves. Pupils were then invited to submit a written application, and teachers would then select the final 16 who would take part. This process is discussed in more detail below.

Columba 1400 staff felt that this initial engagement phase, prior to pupils submitting an application and being selected, was a key factor in ensuring meaningful engagement with young people at the right time.

Schools reported that levels of interest among young people tended to be high initially, although numbers typically dropped between the taster session and application stages. The young people who took part said that their main motivations were to improve their self-confidence, to make friends, or to try something different by going on a trip. The prospect of being away from home was an initial worry for some but did not appear to pose a significant barrier among those interviewed who went to Skye.

“I had really bad social anxiety and couldn’t talk to people. I wanted to be more comfortable […] talking to people. I used to struggle a lot. [Columba 1400] helped a lot. The second I heard about it, and some of the experiences, I was instantly intrigued and went to speak to [the teacher] about it”. Pupil, S4, Columba 1400 graduate (wave one)

Young people who took part did not report having many concerns or hesitations about signing up, other than some practical questions (such as whether dietary requirements would be catered for, or among those who suffered from travel sickness, what the journey would be like) which were addressed during Phase One. It should be noted that the research did not include any young people who were either not selected or decided not to participate in the YPLA, so there could have been barriers for them.

Potential barriers to engagement were highlighted by staff. Teachers noted that not knowing specifically what the YPLA involved may have been off-putting for some young people. They understood why Columba 1400 didn’t give too much away and felt that young people enjoyed the element of surprise (for example, the search and rescue). However, they suggested that more information for teachers in the initial engagement stages might enable them to help young people overcome any hesitations about taking part (particularly among school staff who were less familiar with the intervention having not participated in the HTLA or previously accompanied pupils on the residential). This feedback has been taken on board by Columba 1400, who try to ensure that teachers are now fully aware of what a YPLA involves.

“Out of the whole cohort, we were expecting to be overwhelmed [by applications], but there wasn’t as many as we thought, which could be because it was hard to sell. That was the biggest challenge for me. Once we had the group it was quite straightforward.” Teacher, Columba 1400 school (wave one)

It was also recognised that the residential element was a barrier for those in challenging circumstances for whom going away would be impractical or inappropriate. Columba 1400 staff noted that the YPLA with a place-based element (a new approach which involves activities within the local community and does not include a residential element) had been developed to engage with these young people. (Findings for the place-based approach are covered in Chapter 4).

The application process for pupils

Tailoring the approach to applications for individual schools and young people was also identified as a key factor in reaching those pupils who would benefit most. While the application process was designed to be accessible (e.g. with a form including a mix of tick boxes and words to circle as well as written responses), Columba 1400 staff recognised that it may not suit all young people. Pupils were therefore encouraged to speak to Columba 1400 staff and their teachers, so that they could be supported through this stage. One teacher recalled supporting a young person with their application, knowing that they were an individual who would benefit, but for whom the written aspect of the application was a barrier.

“If [the application form] really is a barrier, I make sure that they know they can come and speak to me at the end of that session and say, ‘I really don’t feel comfortable doing this, but I really want to do it’. To which I’ll say, ‘right, you need to go and speak to [the school staff]’. And that’s happened before, and that young person’s gone on the programme and [been] amazing. But sometimes that barrier of writing is just too much for them.” Columba 1400 staff member (wave one)

Reflecting on this two years later, a member of school staff suggested that the application process could have been a barrier for some young people, either through a lack of willingness or a discomfort to talk about themselves in that way. If they were to deliver the YPLA again, they thought that the school staff could help to promote the YPLA more, to talk about it in class so that pupils can make an informed decision, and to encourage more conversations about the application.

Selection

Following the application process, school staff selected 16 young people to take part. The selection was guided by SMLP target criteria, set by the Scottish Government, which stipulated that 10 of the 16 young people should be care experienced or in ‘tough realities’ (such as those on the cusp of care, young carers, and those living in SIMD 1 or 2 areas).

Data provided by Columba 1400, summarised in the table below, shows the number of young people taking part in the YPLAs who were care experienced or in tough realities between 2021 and 2025.

Year	Number of young people taking part in a YPLA	Number of participating schools	Number of care experienced young people or in tough realities	% care experienced young people or in tough realities
2021	160	10	100	63%
2022	346	21	208	60%
2023	222	15	119	54%
2024	351	25	218	62%
2025	214	14	127	59%

The composition of the group as a whole was reported by Columba 1400 and school staff to be a further consideration in selecting young people to take part. Columba 1400 staff said they advised schools that selecting a ‘spectrum’ or ‘screenshot’ of the year group was important in creating a productive group dynamic, maintaining a high quality of engagement, and ensuring the value of the experience to the young people.

Looking back on this two years after the YPLA, staff at one school felt that they had not given sufficient consideration to the group dynamics when selecting a cohort, which could have contributed to the limited effectiveness of the Phase Three project in their case (discussed in the Stronger young person voice in schools section below).

“The combination of those pupils, they didn’t gel. I don’t think that was any issue when they were in Skye, [but] the connection wasn’t there when they came back.” School staff (wave two)

Although it was broadly understood that each cohort should include 10 young people who are care experienced or in tough realities, the selection process was described as being ‘more fluid’ compared to MCR Pathways.

School staff described their approach to selection as identifying pupils who:

• Were at risk of under-achieving
• ‘Don’t see their own potential’
• Were at risk of disengaging with school
• Were disadvantaged and/or who the school felt would benefit from respite from home (e.g. young carers).

Schools reported working with Pupil Support teams to identify priority young people among those who had applied, and one school staff member summarised this approach as considering ‘individual stories’.

The selection process was identified as one of the most challenging aspects of the YPLA for schools, particularly in relation to choosing 16 from the overall number of applicants and in understanding or meeting the target criteria. Care experienced young people were considered to be the hardest group to reach, due to both their individual circumstances (e.g. if disengaged from school or experiencing difficulties at home) and their relatively low numbers in the year group. School staff said they relied on guidance from Columba 1400 staff, as well as conversations with Pupil Support teams and families, to help with this.

“We weren’t sure how to interpret that at first, but [Columba 1400] said that anyone who struggles with friends or socially would count, so that helped us get the numbers up. I don’t think we would have been able to fill the spaces based just on care experience as we don’t have those numbers in the cohort.” Teacher, Columba 1400 school (wave one)

Challenges relating to the target criteria were also recognised by Columba 1400 staff and, for them, this underscored the importance of schools knowing the circumstances of individual pupils when making their selections.

“You need to get it right for the young people. You know, it’s not picking your most vulnerable, vulnerable young people who can barely function. That’s unfair. You're setting a young person up to fail at that point.” Columba 1400 staff member (wave one)

“Young people have to be at the right stage to do it. You wouldn’t drop somebody into a lecture theatre who has got a reading age of four and chuck loads of paper at them, so it’s [about] where they are with their social-emotional literacy levels, to be able to work as part of the team […] It’s about, ‘How are you creating the conditions to really reach the young people and support them through their needs?’.” Columba 1400 staff member (wave one)

In one school, where several cohorts have taken part in the YPLA, the staff felt able to draw on their initial experience to refine the selection process for subsequent cohorts. For instance, they had ensured that staff were at every taster session to be able to observe and pick up on any signs of pupils not taking it seriously or showing signs of potential disengagement or unreadiness. However, they also acknowledged that the process would need to vary with every year group to reflect and adapt to different circumstances.

Improving reach

Among evaluation participants, there was a broad view that the more open approach to recruitment - inviting the whole year group to apply while providing supplementary support for those who need it - was the correct one. This approach had been maintained in the school re-visited that had delivered the YPLA again since 2022. There was widespread trust in school staff to identify the right young people for the YPLA.

“I would want it done in a way where someone isn’t being selected or extracted for a programme […] Yes, we would be targeting/supporting for care experienced young people and ensuring their needs are catered for at the residential. Where I have an unease is that we don’t want to extract people from a period of learning and say ‘this is because…’.” Local authority representative (wave one)

Nevertheless, participants suggested ways in which reach could be improved in future. Reflecting on the lack of engagement from care experienced young people in the first cohort taking part, one school said they would target this group more directly to encourage uptake next time. As noted above, school staff felt they would be more able to promote the YPLA and encourage uptake among target groups if they were more familiar with the detail of it (this has now been implemented by Columba 1400).

This view was reiterated in discussions with school staff interviewed again in wave 2 - and a number of measures were felt to have already improved the reach of the YPLA (where it had been delivered subsequently) or had the potential to do so in the future. These included:

• Inviting young people and staff who had previously been on the YPLA to share their experiences of taking part. Columban graduates now share their experiences with pupils in their own and other schools.
• Involving Columba 1400 staff more to help convey a sense of the YPLA being distinct and different from school
• Utilising the Phase One taster sessions to identify and understand the needs of different pupils, so that they can be supported and encouraged to apply
• Engaging and informing the parents/carers more in phase one, to try and help them overcome any reservations about their child taking part.

The idea of young people who had taken part in the YPLA being ambassadors to promote the experience among future cohorts was initially raised by one school staff member after running the first YPLA, and having implemented this for subsequent YPLAs, they felt it had increased interest and the number of applications. Among young people themselves, when asked what they would say to someone thinking about taking part, the unequivocal response was that they would encourage others to apply.

"100%, definitely go for it. They don’t know what they’re missing out on […] If I was closer with them, they’d know how I never really spoke to people before, and they’d see how well I’d improved." Pupil, S4, Columba 1400 graduate (wave one)

Has the YPLA been implemented as intended?

Overall, the YPLA was considered to have been implemented as intended. Participants indicated a clear understanding of the intervention’s aims (as outlined above), and, as one school put it, the YPLA ‘does what it says on the tin’ in terms of implementation.

What’s working well

The relationship between the school and Columba 1400 staff was one aspect of the scheme that was considered to be working well by school staff when interviewed in wave one. They felt that Columba 1400 staff had a clear understanding of each school’s needs, while Columba 1400 staff reported that relationships with schools were positively sustained through partnership facilitators working closely with the school and getting to know the staff and young people. Staff in one school reflected that having the same Columba 1400 staff in Phase One and the Phase Two residential element helped to build familiarity and trust in the process. The importance of this continuity was highlighted by Columba 1400 staff too. In follow-up interviews in wave two, one school staff member noted that having had the same Columba 1400 delivery team for subsequent YPLAs had helped them build trust and rapport, strengthening the school’s relationship with Columba 1400 overall.

“There’s a stronger relationship with the team now. Which makes it much easier. You don’t worry about picking up the phone or emailing.” Teacher, Columba 1400 school (wave two)

The Columba 1400 staff were highly regarded by young people and by school staff. Young people described Columba 1400 staff as approachable and ‘friendly’. Teachers described them as ‘fantastic’ and ‘impressive’ in terms of how quickly they get to know the pupils and understand their needs in the early stages. Although Columba 1400 staff mentioned that there is a lot of administrative work for schools, which can be burdensome, the school staff interviewed for this research said they felt well supported.

“It was great, it was constant contact from the Columba staff about, “this is what you have to do next”, but they provide everything for you.” Teacher, Columba 1400 school (wave one)

The intervention’s flexibility was also seen as a positive feature. It was felt that the scheme was tailored to the needs of each school, meaning that young people were being supported in the right way. One national stakeholder described the YPLA as always ‘evolving’in this way. In Phase One in particular, Columba 1400 emphasised how getting a clear understanding of the school was vital for ensuring good preparation for the residential element, allowing them to tailor delivery depending on each school’s style of working (e.g. having all the information upfront or given at relevant points in the process), and on the pupils’ individual circumstances (for instance, based on any additional support or medical needs, their gender, or religion).

“[The programme] works best when we get an understanding of what the school needs.” Columba 1400 staff member (wave one)

The timing, pace and content of the YPLA were all viewed positively by evaluation participants. From the school perspective, S2 was considered a good point at which to engage pupils, as it was less intrusive on studies, while allowing a few years for their leadership skills to benefit the school. Columba 1400 staff also acknowledged this, though they suggested that there was also value in engaging older pupils in the scheme, when they are more mature and able to have deeper group discussions (see Chapter 4 on the place-based model where older age groups took part).

Young people who took part in wave one interviews were very satisfied with the delivery of the YPLA. They indicated that aspects they particularly enjoyed were the mix of indoor and outdoor sessions, opportunities for teamwork and discovering their values. The search and rescue activity was frequently mentioned as a particular highlight of the residential element. These aspects of the YPLA were still highlighted as the most memorable by the young people who took part in follow-up interviews in wave two, as well as the moments in between where they got to socialise, to get to know each other and feel ‘part of something’.

“I think it is all like really, like well thought out, and the planning of stuff was just perfect, and the times and everything like that.” Pupil, S4, Columba 1400 graduate (wave one)

“We were all together. It was those moments where [we] didn’t make anyone feel left out and everyone just came together. Even insignificant moments, like making a joke at the dinner table.” Pupil, S5, Columba 1400 graduate (wave two).

Parents also noted that they were not expected to provide anything (such as special equipment or outdoor clothing and walking boots), which made the scheme feel more inclusive and accessible.

What could be improved?

As mentioned previously, teachers felt that more information about the YPLA content for schools would have helped them manage the expectations of young people, ensuring they knew what they were signing up for, to encourage uptake.

Some parents also said that they would have welcomed more information about the scheme at the start.

“It would give us a clearer understanding of what they actually did, what the aims were, because as I say, I think probably most teenagers, they maybe don't verbalise it particularly well." Parent of S4 pupil, Columba 1400 graduate (wave one)

One parent, whose younger child had taken part in a later YPLA a few years after their elder child had taken part, cited an information session as a new and improved element of the delivery.

“The meeting […] was brilliant. It was run by the Columba lead person. He just outlined the programme, the Columba values, and gave a wee bit of an insight into the fact that they would be working together in school before they went, that when they finished the programme in Skye, they would also come back to school and go forward. He was excellent.” Parent of S6 pupil, Columba 1400 graduate (speaking about their other child who had taken part in the YPLA more recently) (wave two)

However, there was also broad support across interviewees for young people hearing about the YPLA directly from Columba 1400, and deciding for themselves whether to take part or not.

In terms of the YPLA delivery, participants offered some practical suggestions for improvement. Some Phase One sessions had taken place online due to the COVID-19 pandemic, and it was broadly agreed that returning to face-to-face would better maintain engagement (and this is what Columba 1400 have subsequently done). One young person also suggested that there could be more sessions as part of Phase One to explore the values more fully ahead of the residential element.

Participants were very positive about the residential element itself, although one suggestion for improvement included running more outdoor sessions. This was raised by young people who found the reflective/writing exercises challenging, although they understood the purpose of them.

The residential element was generally felt to be the right length. However, some young people and staff mentioned that the residential element could be extended to a full week to allow more time to fully explore both the Columba 1400 values and individuals’ values.

“Making it a bit longer because there are six core values at Columba 1400, and we had five days, and we did a value each day. We did two on the last day, I think. So, I just felt some [may have been] a bit rushed. I think if we could just stay for even like seven days it would be slightly better.” Pupil, S4, Columba 1400 graduate (wave one)

Phase Three was felt to be a more challenging part of the YPLA for some schools. As noted above, the group dynamics of the cohort were felt to have limited the effectiveness and longevity of the Phase Three service project for one school. Staff and pupils noted that engagement in the Phase Three service project was not maintained by all of those who went on the residential element, and Columba 1400 staff mentioned that staffing changes within schools can also affect momentum.

For some school staff, a lack of clarity around roles and expectations was also felt to have had an impact on Phase Three. Although it was acknowledged that the Phase Three service project was for the young people to lead, it was suggested that, in future, the school would want to be clearer with staff about the commitment required for Phase Three. This was identified as an action for schools, however it was also felt that additional support from Columba 1400 to help prepare cohorts for Phase Three and/or boost momentum would be helpful (e.g. by introducing Phase Three during the residential element or by visiting the school during Phase Three (this has now been implemented).

“If we were to do it again, we'd be clearer with the staff, what you're committing to - having the week away, and then there'll be a commitment after”. Teacher, Columba 1400 school (wave two)

The timing of the residential element relative to the school year was also highlighted as a factor for the success of Phase Three; one school had returned from the residential element just before the summer holidays and had lost a bit of momentum on their project by the time they returned after the holidays.

However, Columba 1400 staff thought that young people did not necessarily have to engage in Phase Three for the impact of the intervention to be felt, as it could be demonstrated in other parts of their lives (see the ‘impacts’ section).

How is the YPLA with a residential element delivery changing and improving over time?

In considering how the intervention has changed over time, Columba 1400 staff mentioned making the following improvements to the YPLA with a residential element:

• Putting more time into Phase One to better prepare young people for the residential.
• Involving school staff more in Phase One and having separate sessions with them. This was introduced to give teachers the opportunity to ask questions that they would not want to ask in front of pupils and to increase teacher engagement with the scheme.
• Introducing Phase Three while on the residential element in Skye, rather than afterwards. This was perceived by Columba 1400 staff to have helped schools who were not sure how to approach the Phase Three service project. It enabled them to make a start with Columba 1400 staff there to provide initial guidance in-person.
• The YPLA with a place-based element was considered to be a further enhancement, as it allows the intervention to engage more young people for whom the residential element is a barrier (see Chapter 4).
• Introducing a leadership passport. Developed with Skills Development Scotland, this is a document summarising a young person’s values and achievements to support subsequent conversations with careers advisers or other key adults. It was introduced as part of Phase Three of the YPLA in April 2023. This is optional and depends on the school’s specific requests.

Columba 1400 staff also noted broader improvements to their work, including establishing partnerships to deepen support provided to young people. An example given was with Heriot Watt University, which trained Columba 1400 staff on having helpful conversations with young people who are struggling to plan their next steps (e.g. course choice or staying on at school). They also reported working with Heriot Watt University to explore how young people could be trained as ambassadors to make a positive difference in their local communities.

Columba 1400’s internal data monitoring

Columba 1400 collects data at several key points throughout the YPLA. The data gathered is intended to ensure the safe and effective operational delivery of the intervention, and to capture the perceived impact on the young people who participate. The main data collection stages and instruments are outlined below and shown in Figure 4.1.

Application and registration

Young people who are interested in taking part in the YPLA complete an online application form hosted on Jotform. The form asks applicants to reflect on what they are already good at, what they would like to improve on, and what they hope to gain from the YPLA experience. This information is used by school staff to help select the 16 young people who will take part in the intervention.

The school pastoral team provides Columba 1400 with mini biographies for each young person, including information about their circumstances. This is shared with Columba 1400 facilitation staff on a need-to-know basis and deleted after the end of the intervention.

Columba 1400 also collect information from schools on whether a young person is care experienced or facing ‘tough realities’.

Intervention delivery

Throughout the residential element, Columba 1400 facilitators capture ‘noticings’ — observations about each young person’s strengths, skills, and moments of growth. These are captured in notebooks and typed up. This qualitative data is then synthesised to produce a 400-word ‘script’ for each young person. This personalised narrative describes their journey, values, and leadership potential as observed by the facilitation team. The script is presented to the young person as a gift at their celebration ceremony at the end of the residential element.

Impact

Columba 1400 has used the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) for the last two years. The aim is to use this data to benchmark against national findings to better understand the intervention's impact, and report back to schools and funders. Young people complete the WEMWBS survey, usually online, at four distinct points: before the Phase One first session begins; at the end of the Phase Two residential element; at the end of Phase Three; and three months after they have completed the YPLA. Columba 1400 has been waiting to accumulate a large enough sample size to report on this data.

Young people also complete an online evaluation form, currently hosted on Jotform. This survey is administered twice: once at the end of Phase Two and again at the end of Phase Three. The form asks participants to rate their confidence, knowledge of values, positivity, motivation, leadership, and teamwork skills both ‘before working with Columba 1400’ and at the time of completing the form.

The image shows a programme timeline with key stages and data collection points.

• Young person interested in taking part
  • Young person completes application form.
• School selects participants
  • School writes mini biographies.
  • Columba 1400 collects characteristics data (e.g. care experience status).
  • Young person and parent/carer complete registration form.
• Phase 1: Group work
  • Young person completes 1st WEMWBS survey using.
• Phase 2: Residential
  • Young person completes:
    • 2nd WEMWBS survey.
    • 1st evaluation form.
• Phase 3: Project
  • Young person completes:
    • 3rd WEMWBS survey.
    • 2nd evaluation form.
• Three months after programme end
  • Young person completes 4th WEMWBS survey.

To what extent has the YPLA with a residential element supported the capabilities of young people?

Participants were very positive about the Columba 1400 YPLA with a residential element overall, with school staff and parents describing the impact it had as ‘powerful’, ‘affirming’, ‘life-changing’ and ‘transformational’.

“Pupils come out of it knowing what they could do. Some who would never want to lead a group now want to, have made an effort in the project and have more of a voice now. It's built them up as individuals and fed into school leadership and community too.” Teacher, Columba 1400 school (wave one)

"So positively beneficial. Almost life changing. That sounds a bit over dramatic, but it just seemed to give him a confidence and an understanding of his self, that self-worth and self-recognition. It's a team environment but it was just quite eye opening to see that it could have such an impact on him [as an individual]." Parent of S6 pupil, Columba 1400 graduate (wave two)

In particular, increased social confidence and communication skills were common themes when discussing the overall impacts of the YPLA in wave one interviews (which took place shortly after pupils had completed it). Pupils described feeling more confident in social situations as a result of taking part. Staff also mentioned that some pupils had been chosen to take part because they were struggling with confidence – and they had observed significant changes in those pupils subsequently. Among those interviewed again two years later, these impacts had mostly been sustained among those who had initially identified the YPLA making a difference in these ways.

Pupils also highlighted how the Columba 1400 YPLA had improved their self-esteem and sense of belief in their abilities. They described having more confidence in themselves to contribute at school and to socialise or to try new things outside of school. This was even more apparent in follow-up interviews at wave two, with several young people reporting that they had taken up leadership roles in school (e.g. House Captain, Prefect, School Council), or jobs/volunteering roles outside of school.

In the next section, we look at impacts on capabilities, grouped by theme. We explored each capability with pupils and parents in the form of statements (see Appendix 3 for the list of statements and related capabilities). In the wave one fieldwork, pupils who took part in these interviews were either in S4, having taken part in the residential element the previous year and almost completed their Phase Three project, or in S3, having returned from the residential element more recently and being part way through their Phase Three project. School staff, stakeholders and mentors were shown the Theory of Change (see Appendix 1) and asked to pick out the capabilities where they felt the intervention had made the most difference and where it had made less of a difference. This exercise was repeated two years later as part of the wave two research, to explore whether impacts had been sustained, had weakened, or strengthened over time.

Social confidence

Young people who identified increased social confidence as an area where the YPLA had made a positive difference to them described how they felt anxious in social situations, or avoided them altogether, prior to taking part. Working in groups as part of the YPLA encouraged them to get to know their peers and adults (teachers and Columba 1400 staff) which, in turn, made it easier for them to be in social situations beyond the YPLA. Since returning from Skye, pupils said they were finding group work at school easier and were also feeling more comfortable with different types of social interactions outside of school (for instance, socialising with friends or ordering in a restaurant). Girls, in particular, mentioned this as an area that the YPLA had made a key difference to. As this pupil and her parent put it:

"I’m more confident around my peers and much more self-assured around them. I used to be quite shy and nervous, but now I’m comfortable talking to people in different environments." Pupil, S4, Columba 1400 graduate (wave one)

"She was at her first house party on Halloween, which is something I just don't think she would have really imagined herself doing before." Parent of S4 pupil, Columba 1400 graduate (wave one)

Increased social confidence was mostly sustained among those re-interviewed two years later, and in some cases had strengthened. Citing similar reasons raised in wave one (see above), they also acknowledged that this might have improved over time with maturity and highlighted other groups and initiatives that they had been involved in since that had also contributed.

"[The YPLA] kind of forced our hands into speaking to each other. I’ve become more fluent with talking to people, it comes more naturally now. Before I struggled speaking to people. After that I’ve always been good at talking to people. So that’s definitely […] had a lasting effect". Pupil, S5, Columba 1400 graduate (wave two)

Related to this, pupils said they felt more comfortable speaking up and sharing their views with other people as a result of taking part in Columba 1400’s YPLA and had more confidence in their ability to do this. Boys in particular highlighted this as a key difference, and it was again attributed to the format of the YPLA which included a lot of group work activities to encourage young people to share their views. There was also a sense among those who identified with this impact that the YPLA had helped reduce barriers to speaking, such as fears around saying the wrong thing, making mistakes, or being judged by others. Several pupils commented that they would not have felt comfortable taking part in an interview for this research before the YPLA.

“It has given me a lot more confidence […] in group scenarios. Whereas usually, if I was in a group myself, I'm quite a shy person, I would maybe just let someone else take control, but now I feel like I would be […] more involved in the discussions.” Pupil, S4, Columba 1400 graduate (wave one)

Increased social confidence was felt to underpin a range of improvements in other capabilities too, such as enhanced social capital, increased health and wellbeing, and increased engagement in learning and wider activities (explored further below).

Columba 1400 staff attributed increased social confidence to the facilitation of the YPLA and the environment within which it is delivered, which they felt empowered young people to try new things and open up to each other.

“It’s creating the environment in a massively deliberate way to help effect change, to help them feel safe enough, and then provide the right experiences that they can start taking those risks and trying things out that they wouldn’t try before.” Columba 1400 staff member (wave one)

Where increased social confidence was not something that pupils or parents/carers felt the YPLA had made a difference to, this was generally because it was not considered to be an issue for that young person to begin with. However, at wave two, two pupils identified less with this impact than they had previously. One pupil had changed their mind, recalling that they had always been quite comfortable in social situations. For another pupil, the impact had waned over time; while they had felt more confident initially, they reported feeling more self-conscious once back into their normal routine and had experienced difficulties speaking up more recently due to feelings of embarrassment or worrying about saying the wrong thing.

Social capital

Enhanced social capital was evident among pupils who felt that their friendship network had widened as a result of taking part in Columba 1400’s YPLA. This was partly because they had made new friends as part of the YPLA, but also because they had built up confidence in their ability to make new friends in the future.

“I made a few friends there and I realise that people that you don't know as well are nicer to you, in my case anyway. So, anyone that I'm not really close with, we can actually talk a lot easier.” Pupil, S3, Columba 1400 graduate (wave one)

Related to this, in wave one some pupils felt that they were getting on better with their existing friends because they were able to talk to them more. This impact had been sustained among those interviewed at wave two, two years after taking part in the YPLA.

“I feel like I can have better conversations with [my friends]. The social abilities I gained from Columba have now led me to be able to have a funnier banter with them. And I do think Columba helped me because, before Columba, I'd never been in a room with maybe four strangers before for five days in the evenings. And that definitely helped me gain a better sense of how do I work around my friends, you know, how can I make it a nicer time with them.” Pupil, S5, Columba 1400 graduate (wave two)

Other pupils did not feel that taking part had resulted in them having more people to talk to but felt that the YPLA had given them confidence to talk to other people, such as peers or teachers, and not to bottle things up as much.

This was seen to be a sustained impact at wave two among those re-interviewed, evident in the friendships that the young people made while taking part in the YPLA, the new friends that they had made since (which was linked to increased social confidence as outlined above), the feeling of confidence about making new friends in the future (e.g. at university), as well as confidence to speak to teachers if needing help.

“I definitely feel like I can talk to a lot more people, and if I know they’re there to help me, I can open up to them.” Pupil, S6, Columba 1400 graduate (wave two)

“It showed me that I can make friends if I want to. So, it gives me more confidence if I want to talk to people. Like, if I go to university and I don't know anyone there, I feel like I could make friends now.” Pupil, S6, Columba 1400 graduate (wave two)

Relationships at home

Albeit to a lesser extent, there was also evidence among those interviewed that relationships at home had improved for some pupils as a result of the intervention (though, when asked to pick out what the ‘key differences’ were for them as a result of the YPLA, this was not something they highlighted). For some of those re-interviewed in wave two, this was felt to have been sustained, while others reported less of an impact than they had two years prior, reflecting that their relationships had always been good and that Columba 1400 had not made a difference to that.

Some pupils felt that their time away on the residential element helped them appreciate their parents and relate to them more, which had encouraged them to help out at home. Columba 1400 staff provided further anecdotal evidence of this, describing how the YPLA had helped some pupils to realise the importance of their family relationships. This was linked to young people’s experiences of getting to know their teachers better during the residential element (e.g. using their first names) and viewing them more ‘as people’.

“Because we were with the teachers and seeing that they are just people like us […] It just made me realise that [adults] were just like us, so I started helping out more in the house and stuff.” Pupil, S4, Columba 1400 graduate (wave one)

“I think [Columba 1400] definitely helped, because I think it […] gave me an idea of [how] you have to take in other people's thoughts as well as your own. Like, my parents, they work a lot to give me what I have, and [so] the least I can do is help [around the house].” Pupil, S5, Columba 1400 graduate (wave two)

Others noted that their relationships with siblings had improved as they could communicate better than before and this was linked to having more confidence to speak and share their opinions. This was reiterated in interviews conducted in wave two, two years later.

At wave one, a greater sense of self-awareness among young people was also reported. The process of identifying values and hearing about others’ values was considered to have helped them to develop better listening skills and to be more respectful and empathetic towards others.

"I'm a better person - kinder, more sensitive, nicer." Pupil, S3, Columba 1400 graduate (wave one)

However, this was not mentioned in interviews conducted two years later.

Relationships with teachers

There was evidence that the collaborative nature of the YPLA, which encourages young people to engage with their teachers on more of a peer-to-peer basis, had a positive impact on pupils’ relationships with their teachers too. For some, this meant being able to relate to teachers more and see them as human beings while, for others, it meant finding teachers more approachable and easier to talk to than they had before. This was especially the case for the teachers they went to Skye with, but in some cases, pupils felt that they would feel comfortable opening up to other teachers that they trusted. School staff also echoed this view.

"The relationship we built with them up there, because you are cut off from everyone, and you have to get on, you need to make the effort, and they were just a fantastic group of kids. It is still going on since we came back." Teacher, Columba 1400 school (wave one)

“The whole informality, it's first names and everyone's equal. They don't forget that [once back at school]. Staff become the pupils' 'go to' person if they want to offload. They provide a safe space because ‘they've seen me bare my soul and I've seen them do the same thing’." Teacher, Columba 1400 school (wave two)

“It’s just easier to talk to teachers now.” Pupil, S6, Columba 1400 graduate (wave two)

In other cases, pupils did not feel the YPLA had made a difference to their relationship with teachers or their ability to talk to them, which was generally because they felt they already got on well with their teachers.

Health and wellbeing

Improved health and wellbeing was identified as an impact of the YPLA by staff and pupils alike. Some pupils noted that the experience of going away to Skye and being ‘in nature’ had been beneficial to their mental health, and others described feeling generally happier. This was linked to positive memories of the trip, the ongoing support from peers and teachers, and feeling engaged and ‘upbeat’ about the Phase Three service project (which pupils were still involved in at the time of the wave one interviews). Among those re-interviewed at wave two, this was still felt to be the case. Reflecting on it two years later, young people connected feeling happier to improved social confidence and having more friends.

"I feel happier [because] I was a lot more comfortable with the people that were there [on the residential]. I was a lot better speaking to people in general, so it just gave me friends [and] made me better friends with everyone”. Pupil, S5, Columba 1400 graduate (wave two)

Some pupils reported feeling less anxious because of taking part. They felt the opportunities to speak in public had made them less self-conscious and more able to manage their anxiety (particularly in social situations but also in terms of managing stressful events like exams). Staff also highlighted that the time away helped the young people to focus on relaxation, being calm and developing strategies to help manage problems. This was reiterated in the wave two interviews, with some pupils recalling recent exams and having felt better equipped to manage the stress of these. One pupil highlighted other factors influencing this too, such as talking to teachers and generally feeling more mature.

“I used to feel anxious about everything, even coming to school sometimes, but now I know I can speak to teachers any time. I still have some anxiety but it’s nowhere near as bad. Columba 1400 helped because of talking to people one on one and speaking publicly. We were pushed out our comfort zone.” Pupil, S4, Columba 1400 graduate (wave one)

“I think [with] the exams [you] can't really avoid being anxious. But I think just being able to manage it a bit better. Being able to sit back for a few minutes and take a wee break”. Pupil, S6, Columba 1400 graduate (wave two)

Other pupils, when initially interviewed at wave one, had said they still felt quite anxious and did not see the YPLA making an immediate difference to their anxiety. At that time, they were not sure if that was something that the YPLA could have helped with, as they saw it as more of a ‘personal’ thing. However, reflecting on it two years later, some of these pupils felt that Columba 1400 had helped them to feel less anxious and they linked this to the social confidence they had gained from taking part.

“I am very anxious sometimes […] I'm always anxious around people I don't know anyway, until I talk to them and then I feel a bit at ease. [Columba 1400] has made a difference to that because it's made it so that I can talk to these people and find out who they are to feel less anxious.” Pupil, S6, Columba 1400 graduate (wave two)

There was also evidence of the YPLA experience helping young people develop strategies for managing their mental wellbeing. One pupil described feeling better in the mornings while in Skye as they were going to bed earlier and were not allowed their phones, and so had adopted these habits since returning home. However, these habits were not mentioned in later interviews.

Academic confidence

Although identified more so among teachers and Columba 1400 staff than among pupils, increased academic confidence was also identified by several participants as something that the YPLA had made a difference to. From the staff perspective, it was felt that the intervention had given pupils a more positive mindset towards their studies.

“Negativity is not there, because usually you get to fourth grade, I'm going to fail this, I'm going to fail this. But they have all got the kind of ‘can do’ [attitude].” Teacher, Columba 1400 school (wave one)

Columba 1400 staff echoed this, viewing the YPLA’s impact in this area as providing tools for young people to persevere, to work through challenges using their values, and to build resilience.

From the pupil perspective, while academic confidence was part of it, the impact was broader as they felt the YPLA had given them more belief in themselves and in their abilities generally. This was still the case among those interviewed two years later, and one pupil described feeling more focused on their studies since taking part in Columba 1400. This was linked to the values-based approach which encouraged pupils to identify the values that matter most to them.

“Doing values about yourself, finding out who you are, talking about things like that just helped me know myself better and have more belief in my abilities. Not just qualifications, but I just think I have more belief in my ability and belief in myself.” Pupil, S4, Columba 1400 graduate (wave one)

“Before Columba I [wasn’t] really into studying, couldn’t be bothered. But the course forced me to partake in tasks. And after that, I’ve been able to focus more on work because it’ll affect me in the long run”. Pupil, S6, Columba 1400 graduate (wave two)

Views on the extent to which the YPLA made a difference to subject choice were more mixed. In the wave one interviews, perhaps because they were focusing on the most recent choices they had made (in S2), this was not generally considered to be a relevant impact. However, when speaking at wave two to pupils in S5 and S6, pupils again generally did not associate recent subject choices with having taken part in the YPLA.

That said, one pupil felt that the YPLA had given them confidence to speak to their school careers adviser about subject choices, which they would not have felt comfortable doing before the YPLA. There was also a sense of accountability and responsibility over subject choice and decisions for the future – which was attributed to the YPLA.

“[Pupil] had picked chemistry but isn’t enjoying it as much as he’d hoped, so now he’s thinking about conversations he can have to change subject but still get the subjects he needs for future jobs. He doesn’t defer to us as much now. He has his own ideas and opinions which he’s happy to voice as a result of the work they did with Columba 1400.” Parent of S3 pupil, Columba 1400 graduate (wave one)

Columba 1400 staff highlighted this as an impact of the YPLA too, in that young people were being empowered through the intervention to make the right decisions for themselves, rather than being told what to do.

“Give them the scaffolds to help them use their own voice to decide what they want to do. It is about that ‘no wrong pathway’ and the conversations we have that help them and their confidence, their aspiration, their motivation, to make the right choices for them.” Columba 1400 staff member (wave one)

Attainment, achievement and engagement

Increased attainment and achievement as a result of the YPLA did not resonate as strongly with pupils interviewed at wave one (who were in S3 and S4), as the link between Columba 1400 and attainment was not clear to them. Nevertheless, some felt that their experiences had helped them be more focused and determined in their school work. However, when re-interviewed later in S5 and S6 some related to this more. They described feeling more motivated to do school work, taking ownership of their studies, and also feeling more equipped to manage stress more effectively. They attributed this to the YPLA and the sense of personal responsibility it instilled in them:

“Now I’m a bit more motivated to do work. [Before I couldn’t] be bothered. But now I feel more obliged to do the task at hand. During the [YPLA] I always had to do stuff, I couldn’t just let other people do it for me. [I feel more] responsibility.” Pupil, S6, Columba 1400 graduate (wave two)

School staff echoed this, highlighting a shift in mindset and identifying this as a key impact of the intervention. At the time of the first interviews, they acknowledged that it was difficult to quantify, but sensed that the YPLA had helped care experienced pupils and those in tough realities engage with school more. By the time of second interviews, staff were clearer on the impact of this through the pupils’ attainment and plans for after school.

“They’ve all attained very, very well. And they’re all going on to higher or further education. I wouldn’t have said they all would have [done]. It’s back to the mindset thing. I remember [a couple of them] back in second year [said] ‘I don’t know what I want to do and I don’t think I would be any good at that’. Whereas now, [it’s] ‘I can do whatever I want to do’.” Teacher, Columba 1400 school (wave two)

Sustained engagement in learning as a result of the YPLA also did not resonate strongly with pupils in S3 and S4 (at wave one) as they typically reported that they had planned to stay on at school after S4 regardless and that their attendance record was already good. (Staff noted that pupils had been chosen based on likelihood to engage, and so the cohort is likely to have included those with better attendance generally). However, one pupil said that they had been considering leaving after S5 but had decided to stay on to further develop their leadership skills, while another, who had not been sure, said that the YPLA made them realise the benefits of staying on.

“I was thinking of leaving at S5, not sure but think I might stay on longer. The whole point was about making us leaders so, if I left at S5, I wouldn’t have much to show. If I stay on, I can show [leadership] to younger people.” Pupil, S3, Columba 1400 graduate (wave one)

At the time of the wave two interviews two years later, three young people interviewed in wave one had since left school. While those young people did not respond to the invitation for a follow-up interview, school staff confirmed that two of the school leavers were at college and one was doing an apprenticeship. One pupil still at school in S5 reported feeling uncertain about this previously, but had decided to stay on because of his enhanced social network through participating in the YPLA.

“I did have doubts about staying the whole six years in school [because] I didn't have that many friends before […] I've got a few more friends now [and] after knowing that there's more people I can talk to, I feel like maybe I should maybe stay a bit longer. That sort of helped me solidify [the decision].” Pupil, S5, Columba 1400 graduate (wave two)

Staying-on rates were highlighted as a key impact of the intervention by teachers and Columba 1400 staff. From the staff perspective, there were a number of pupils who they felt might not have stayed on at school had they not taken part in the Columba 1400 YPLA. Staff also said that general engagement in learning had improved for pupils who were at risk of disengaging.

“[One pupil] was potentially being removed from class because of bad behaviour and at risk of making bad decisions. They seem a lot more engaged now, which is really good. There could have been other factors, but Columba 1400 was a big one. They have a more positive association with school now.” Teacher, Columba 1400 school (wave one)

It is possible that the difference between pupil and staff perspectives on the impact of the YPLA on staying-on rates reflects the sample of pupils interviewed. Reflecting on staying-on rates, both school staff and Columba 1400 staff suggested that this might not be the right path for all young people and that choosing an apprenticeship or college route instead could also be a positive outcome for some pupils.

While improved attendance was also not widely identified as something that the Columba 1400 YPLA had made a difference to - as most participants reported good levels of attendance regardless - one pupil reported that reduced anxiety had enabled them to come to school more.

Wider engagement in school

In the first round of interviews, conducted during wave one of data collection after the young people had completed, or nearly completed, the YPLA, there was widespread agreement among pupils, parents/carers, school staff and local authorities that the Columba 1400 YPLA had led to stronger young person voice in the schools. Phase Three was seen to be the main driver of this in both schools.

However, evidence collected in the second round of interviews indicated more mixed impacts on this.

In one school, the Phase Three service project had been completed successfully. Pupils at the time had highlighted their commitment to this, and there had been a clear sense of duty and ownership over it. There was also a sense of empowerment, as young people felt they had more of a say and were being allowed to make decisions as a group to drive the project forward (rather than being told what to do by an adult). Considering this again two years later, there was a clear sense that the project had had an enduring impact on pupils’ sense of involvement in school decisions and pride in that role.

“I feel like I’ve helped and contributed. I feel more confident doing speaking assignments than I would have before.” Pupil, S4, Columba 1400 graduate (wave one)

“The impact I would say is that the young people feel more empowered and that they’ve got a voice and any ideas that they do have about their community are going to be listened to and, actually, they come to fruition.” Columba 1400 staff member (wave one)

“I've seen a lot more like, participation from younger school [pupils]. [It has] probably help[ed] make a more inclusive environment. [This gives me a] sense of pride, because I helped contribute to this. Just makes me feel good about myself.” Pupil, S6, Columba 1400 graduate (wave two)

Young person voice and leadership skills

In the other school visited at wave two, there was a view among school staff, pupils and parents that the Phase Three service project had lost momentum (although some pupils thought it had ended when it was supposed to). In earlier interviews, when the Phase Three service project was underway, pupils felt that they had more of a voice in school decisions, but when interviewed again two years later they no longer felt this way. School staff pointed to a combination of factors that had caused the project to ‘fizzle out’, such as the timing of the pupils’ return from the residential element and starting on their service project which fell either side of the school summer holidays, a misunderstanding among the teachers involved about their role in supporting the cohort to deliver their service project, and other priorities in school making it difficult to regain momentum.

“It's tricky, because the members of staff were there as equals, [and] we were always encouraged by Columba to let the pupils lead things. So I think that's a [school] issue. The staff that went away [did what was expected while away], the pupils [drove the phase three project forward initially], [but] we just never came together [afterwards]. [So,] the stronger young person voice in schools, initially, yes, but that then maybe tailed off and it just hasn't been a kind of priority to bring that back yet.” Teacher, Columba 1400 school (wave two)

Reflecting on this, a parent viewed the Phase Three service project as a missed opportunity for strengthening the student voice. While they felt that the school was already doing a good job at incorporating the student voice, they wondered whether the project could have helped sustain momentum for the pupils and encourage them into other leadership roles in school.

"I think that would have made a big difference to [pupil] because I think [they were] really caught up in this. [They were] really enthusiastic and enjoyed it. And if we could have kept that going […] I think that might have just kept the momentum going for a wee bit and maybe helped [them] through this last difficult year." Parent of S5 pupil, Columba 1400 graduate (wave two)

However, some young people said they were not taking on leadership roles in school because they were pursuing other activities and were not interested in these. This appeared to be a conscious decision based on recognising their own values and strengths.

“I’m not really interested [in leadership roles at school]. It’s easier if I’m able to focus on my academics. Before, I would have just stepped back and let it be, instead of thinking, ‘well, okay, maybe I'm not suited for this, but I know for a fact that you fit the role better for this sort of leadership’. That's what Columba gave to me.” Pupil, S5, Columba 1400 graduate (wave two)

Despite different experiences of the Phase Three service project, more broadly there was a sense among participants across both schools that the YPLA had enabled young people to put their leadership skills into practice in other ways. Since first being interviewed in 2023/2024, pupils reported having taken up, or planning to go for, various leadership roles in school (such as House Captain, Prefect, or sitting on Student Council) and outwith school (such as sports coaching and the Youth Parliament).

“I did do a bit of sports leadership. I think I probably had a bit more confidence in front of people. And Columba definitely helped with that. So leadership was made a lot easier”. Pupil, S5, Columba 1400 graduate (wave two)

There was broad recognition among evaluation participants that the Columba 1400 YPLA had played its part in engaging with and supporting young people to develop these leadership skills, but it was also recognised that there was a responsibility on the school to continue to nurture this engagement with values-based leadership beyond the YPLA, both among young people and staff.

“Columba 1400 has that ability to build. I’m still using the values-based leadership that I learned. Thinking longer-term is more for practitioners than Columba 1400. You have to have headteachers trained, as well as young people, so you’re talking the same language.” Local authority representative (wave one)

Engagement outwith school

Outside of school, some pupils reported in wave one that they were already quite active and so the YPLA did not make much of a difference to their engagement in wider activities, others said that they had either signed up for more things, were socialising more outside of school, or felt more confident in the activities they were already engaged in, as a result of the YPLA. This was initially more evident among S4 pupils than S3 pupils, which could reflect the fact that S4 pupils had had more time to engage in wider activities since returning from the residential the previous year (compared to S3 pupils who had returned more recently). This was also mentioned more often by girls than boys.

“I started in a brass band which, I think, I was asked before, but I [had] said, no, because I didn't think I would be able to do it. It is, again, just about the confidence and stuff like that, it really helped.” Pupil, S4, Columba 1400 graduate (wave one)

However, by wave two, there was evidence of this happening more broadly across both schools. For example, pupils noted taking up more activities (e.g. volunteering, pursuing new interests or taking existing interests further) since taking part in the YPLA. School staff also observed an increase in this among Columba 1400 graduates in more recent years. As highlighted in this example provided by a pupil and their parent, it was the confidence instilled through taking part in the YPLA that prompted their engagement in sports coaching.

“[Columba 1400] built up my confidence to just do what I want to do. So the coaching is a big thing, I want to do that in the future and it's one of my goals. So being able to have increased my self-confidence and have leadership skills, I can lead a class of young people. [Columba 1400] definitely helped.” Pupil, S5 Columba 1400 graduate (wave two)

"The Columba leadership programme was absolutely a catalyst for that. I don't think that would have necessarily come about without him having done that and gone through that process." Parent of S5 pupil, Columba 1400 graduate (wave two)

Workplace knowledge and skills

The impact of the YPLA on young people’s knowledge of the workplace was not reported as widely at wave one as for other capabilities, as pupils typically reported either that they already had an idea about the kinds of jobs they might like to do before the YPLA or that it was not something they had come to think about yet. However, there was a clear sense that the intervention had helped pupils feel more confident about doing well at a job in the future and had contributed to a greater sense of self-belief (particularly among girls).

This was a sustained impact and became more apparent for some young people two years later, at wave two. This was again linked to their experiences working together as a team, speaking in group settings, and talking to new people as part of the YPLA. It was also linked to other groups and initiatives that some young people were involved in.

“It is always about confidence really. I kind of thought, if I’m going to be a teacher, I’m going to have to have that belief in myself, and I really got to see that through Columba 1400.” Pupil, S4, Columba 1400 graduate (wave one)

In one case, however, a parent had observed their child’s confidence decrease more recently due to a difficult experience in a job. While they did not feel that the YPLA could have done anything more to prepare them for it, for the parent it highlighted the limitations of interventions like these:

"It's just really shone a light for me that, no matter how hard you try to build the confidence to do all these kinds of projects and opportunities and things, something like that can just really give you the knock. And that's really disappointing." Parent of S5 pupil, Columba 1400 graduate (wave two)

On employability more generally, Columba 1400 staff highlighted how the YPLA helped young people develop the ‘soft skills’ and emotional intelligence needed for the workplace, as well as the qualifications.

Aspirations

In terms of the impact of the YPLA on higher aspirations, generally this did not resonate as strongly with pupils as the other capabilities did, since they did not tend to feel that the YPLA had helped them ‘aim higher’ in terms of what they would like to do after school. However, as highlighted above, there was a sense that participation had helped them believe that they would do well in the future whatever they were aiming for – and this was something the young people at wave two were now starting to think about more in S5 and S6. One pupil, who did not initially feel that the YPLA had made a difference in this way, had changed their mind when re-interviewed a couple of years later:

“When I was at Columba, I did feel like I could maybe try and aim higher because it made me realise that I could probably do more than I actually think I can. Just being able to try and reach things.” Pupil, S5, Columba 1400 graduate (wave two)

From the perspective of Columba 1400 staff, the YPLA had helped young people take responsibility for, and ownership of, their futures.

“[It’s about] young people making the right choice to be the best version of themselves that they can be. So, what’s your pathway, no wrong pathway, what do you need to do it, and how do you take responsibility to get you where you want to be, because you’ve got the skills and the amazingness inside to do that.” Columba 1400 staff member (wave one)

From school and Columba 1400 staff, there was also evidence that the YPLA had helped to support young people with their personal development. In one school, staff reported high levels of engagement in the Phase Three service project among pupils, and although this was not universal, staff felt the intervention had supported and engaged young people in different ways, such as providing them with tools to be more resilient, to ‘work through complexities’ and to make better decisions in terms of social networks.

“You can see that they are thinking, how do I use what I have learnt at Columba 1400 to get me through school and beyond.” Teacher, Columba 1400 school (wave one)

Reflecting on this two years later, one teacher observed more focus and drive among the young people who took part as they started to think about the future. They linked this to improved levels of confidence as a result of taking part in the YPLA:

“They all know they're capable of doing things now and they actually put themselves out there and do things that they probably would never have done before. […] In this area when I first came it was like 'nobody from here becomes a doctor', but you can see the mindset changing.” Teacher, Columba 1400 school (wave two)

Parents/carers echoed this, with one perceiving their child to have a more ‘aspirational’ outlook after taking part in Columba 1400, particularly in terms of career options. Another parent felt their child was demonstrating more personal organisational skills and commitment to the Phase Three service project than they had observed before in other settings.

There was also some initial evidence at wave one of increased participation in employability activities, particularly among S4s, which pupils associated with having more confidence to ask questions about jobs, to take on more responsibilities as part of the activities they are doing and to start getting prepared (e.g. by creating a CV). However, this impact was not widespread, with several participants saying that they were already doing this (perhaps because of their age and stage at school) or had not thought about it yet. At wave two, by S5 and S6, increased participation in employability activities was more prevalent. While in part attributed to age and stage at school, young people also felt that the confidence they gained from the YPLA enabled them to think about employability or further education, and take proactive steps, such as engaging with guidance staff and doing more things for their CVs or university applications.

“Columba gave me more of an ability to go and talk to more adults [...] Before, I did not have the confidence to go and talk to guidance, whereas now I can go and make an appointment. It gave me some more confidence, which then allowed me to go to my guidance teacher and chat [to] him [about] - what college? What opportunities can I go and take when it comes to college? So I feel like that was the way Columba 1400 really benefited [me].” Pupil, S5 Columba 1400 graduate (wave two)

To what extent has the YPLA embedded mentoring and leadership across the school system?

At wave one, around the time that the young people had recently completed, or were near completion of, the YPLA, it was commonly mentioned by school staff that their participation in the YPLA had helped to embed mentoring and leadership practices across the school system.

One school’s participation in the YPLA, for example, had helped embed more of a mentoring culture through changes to registration groups, encouraging discussions about values and shifting the approach to discipline away from ‘punitive’ approaches (such as detention or exclusion) towards more ‘restorative’ approaches (such as mediation and restorative conversations which encourage pupils to take responsibility for their actions and understand their impact on others).

“The Columba 1400 cohort are helping with [registration changes, which are] encouraging more of a mentoring culture. This change is based on Columba 1400 and trying to get more leadership opportunities across the school.” Teacher, Columba 1400 school (wave one)

Two years after the YPLAs took place, school staff gave further examples of how mentoring and leadership had been embedded, including:

• Through the legacy of the YPLA, the young people’s Phase Three service project had evolved and led to other values-based initiatives across the school (e.g. awards).
• Through young people taking on leadership roles in their senior years who might not have otherwise (e.g. House Captain, Prefect, School Council), thus embedding leadership aspirations and capabilities across a wider cohort within the school.

Benefits for school staff involved in the YPLA were also identified as a ripple effect of the scheme and were considered to be the result of effective partnership working between Columba 1400 and the school. Columba 1400 staff reported that they often receive feedback from teachers about the (sometimes unexpected) impact that the YPLA has had on them professionally – in terms of how they view themselves as leaders. Further ripple effects included broadening the values-based approaches among wider staff (who had not been directly involved in the YPLA) through onboarding materials for new starters, a working group, and regular use of Columba 1400 resources by staff. Another wider benefit was noted by one teacher who felt that the young people who took part in the YPLA were more consistently volunteering (e.g. with parents’ night and primary school events) and giving back to the school. They identified this as having a positive knock-on effect on the school’s relationship with families.

Young people felt that they had been able to put leadership skills into practice, at least to some extent, and felt that they had more of a voice in school than they did before (see Young person voice and leadership skills). Parents also described it as ‘refreshing’ to see the young people more involved in the school and hoped that this would continue in future.

“Moving forward, the group that have been involved, I’d like to think they feel more invested in the school and so will contribute to the school’s improvement in other areas in the future […] sometimes a small group can be a catalyst for change”. Parent of S3 pupil, Columba 1400 graduate (wave one)

As highlighted above, this was evident in a range of ways as pupils entered their senior years at school.

Local authoritiy stakeholders also noted some evidence of leadership being embedded beyond the school system as a result of the Columba 1400 YPLA, highlighting examples of young people going through the YPLA and then going on to be advocates or leaders in other things, such as the Youth Parliament.

Impacts Summary

These findings indicate that many of the impacts felt initially following young peoples’ participation in the YPLA had been sustained and, in some cases, had strengthened over time.

Increased social confidence and communication skills, identified as key impacts in the first wave of interviews, were largely sustained among pupils, with some noting that interacting with others had become more natural for them. There was also evidence of increased social confidence supporting improvements in other areas, such as enhanced social capital through wider friendship networks and confidence to make new friends, and improved wellbeing through young people feeling happier and better equipped to manage anxiety.

Other impacts had strengthened over time. While some pupils did not strongly associate the YPLA with improved academic attainment in wave one interviews, two years later they were more likely to report increased motivation, a greater sense of personal responsibility for their studies, and an enhanced ability to manage exam stress as a result of the YPLA. Engagement in leadership roles and wider activities - both in and out of school - also became more evident over time, as young people reported taking on new responsibilities, pursuing new interests and building on existing ones.

However, the sustainability of impacts was not felt by all. In a small number of cases, pupils reported that the initial boost in social confidence from the YPLA had waned over time, and some impacts mentioned in wave one, such as a greater sense of empathy, were not reiterated two years later.

The infographic below provides a visual summary of the impacts of the Columba 1400 YPLA on the ‘doing’ and ‘being’ capabilities. The capability statements are colour coded to illustrate those which resonated most widely or strongly (darker blue) and those that resonated less widely or strongly (lighter blue). This summary is based on wave one fieldwork only (as wave two fieldwork included a smaller sample and so direct comparisons are not appropriate). However, the impacts which most widely or strongly resonated in wave one were found to have generally been sustained at wave two, while those which least widely or strongly resonated had, similarly, not changed significantly. The summary should be read in conjunction with the section above, which provides further context and nuance to the ways in which participants felt the YPLA had made a difference to them.

 

The image presents a visual summary of the impacts of the Columba 1400 Young People’s Leadership Academy (YPLA) on the ‘doing’ and ‘being’ capabilities.
Colour key
The colours indicate the extent to which each outcome was reported or resonated with participants:

• Dark navy blue = More widely or more strongly resonated
• Medium blue = Moderately widely or strongly resonated
• Teal blue = Moderately less widely or strongly resonated
• Light blue = Less widely or strongly resonated

‘Being’ capabilities
Increased social confidence (Dark navy blue)

• “I feel more confident in social situations”
• “I am more comfortable speaking to other people”
• “I feel better about myself”

Enhanced social capital (Teal blue)

• “My relationships with the people I live with are better”

Enhanced social capital (Medium blue)

• “I have more people I can talk to about things”

Increased academic confidence / higher aspirations (Dark navy blue)

• “I have more belief in my ability to do well in school/gain qualifications”

Increased workplace knowledge and skills (Medium blue)

• “I feel more confident about doing well at a job in the future”

Increased workplace knowledge and skills (Light blue)

• “I know more about the kinds of jobs I might like”

Higher aspirations (Medium blue)

• “I am aiming higher in terms of what I would like to do after school”

Improved health and wellbeing (Dark navy blue)

• “I feel happier”
• “I feel less anxious”

‘Doing’ capabilities
Increased engagement in learning (Teal blue)

• “I am doing more things that might help me get the kind of job I want in the future”

Increased engagement in learning (Light blue)

• “My attendance at school has improved”
• “I plan to stay on longer at school than I did before”

Increased attainment / achievement (Light blue)

• “I am doing better in my schoolwork”

Stronger young person voice in schools (Dark navy blue)

• “At school, I have been able to put into place some of the leadership skills I have learnt”
• “I feel more involved in school decisions”

Improved relationships (Teal blue)

• “My relationships with the people I live with are better”

Improved relationships (Medium blue)

• “I am getting on better with my friends”
• “I find it easier to talk to teachers” / “I am getting on better with my teachers”

Subject/course choice (Teal blue)

• “I am thinking more about the subjects I need to choose at school to help me get the kind of job I might want in the future”

Engagement in wider activities (Teal blue)

• “I am doing more things that might help me get the kind of job I want in the future”
• “I am doing more activities out of school”