Scottish Mentoring and Leadership Programme: evaluation - final report

Chapter 4: Columba 1400 place-based model

This chapter summarises findings from two additional case studies included in the second wave of fieldwork which explored the Columba 1400 place-based model. Findings are drawn from interviews with the young people who took part one of the YPLAs with a place-based element between 2024 and 2025, one carer of a participant, members of staff from the organisations who partnered with Columba 1400 to deliver the YPLAs, and Columba 1400 staff.

Overview of the YPLA place-based model

The place-based model for delivering the Columba 1400 YPLA was developed from late 2020 onwards in recognition of the fact that the residential element of the YPLA was not accessible for some groups. The place-based element was initially tailored for young carers who would find it difficult to be a long way from home for five days due to their caring roles. It has since been utilised as an alternative model for a range of young people, including those who are care experienced and those who are at risk of disengaging from school.

The place-based model is typically delivered in partnership with local authorities (involving one or more schools) or third sector organisations working with young people. The young people taking part are usually of school age (either attending or not attending school) or school leavers aged 18-25.

The place-based model was not viewed as a single alternative, but rather a more tailored approach to delivering the YPLA in a way that best suits the needs of the young people involved. Under the place-based model, the YPLA is delivered using a phased structure, similar to the residential model:

• In Phase One, the young people are brought together for initial meetings and team-building exercises. Sometimes this involves bringing young people together from different schools or settings who have not met before.
• Phase Two is the intensive placed-based element which typically takes place over five days to explore values-based leadership through group activities and reflective sessions. Under the place-based model, the location, duration and types of activities are tailored depending on the needs of the group. Typically, the place-based element takes place over five consecutive days in the same way as the residential, with those at school being taken out of school for that week.
• In Phase Three, Columba 1400 and the partner organisation continue to work with the group and support them in whatever they choose to do next. This could be a joint service project, or something more informal. The aim of Phase Three is to help sustain the impact of the YPLA on young people’s confidence and self-esteem, and to help embed the leadership skills they have discovered.

Columba 1400 staff viewed the place-based model as an opportunity to bring the YPLA to more young people through tailoring and adapting the existing model, rather than developing a distinct new model:

“It’s not about place-based versus residential. It’s about us having a variety of things that we can do that brings our values-based approach but that takes into account the lives of the people we work with. [It’s] a whole host of different options that we can tailor to meet the needs of the group. And I think that’s a huge development [which] has seen us work with larger amounts of young people that we may have not been able to engage with.” Columba 1400 staff member (wave two)

Implementation

Initial engagement

As highlighted in the previous chapter, initial engagement with partner organisations comes about in a range of ways (e.g. through schools initiating contact with Columba 1400 following the Head Teacher’s Leadership Academy, existing engagement in related council-led initiatives, and proactive engagement from Columba 1400 with local authorities and schools). While most of Columba 1400’s work has been with schools, the place-based model was felt to have opened up opportunities to engage with a wider range of organisations working with young people. One partner organisation reported a long-standing relationship with Columba 1400, and Columba 1400 staff also noted a high rate of returning organisations that they work with.

During initial engagement, the Columba 1400 team meet with the partner organisation to ensure the partner’s needs are well understood. Establishing roles and responsibilities between the two organisations was felt to be a key part of initial engagement to ensure that the partner staff working with the young people understand what the aims of the YPLA are and the expectations of partner staff to ensure sustained impact.

“You can’t just throw us young people without […] knowing the key adults who will be working with them and expect there to be wholesale change. We’ll still be able to offer them a great experience [but] higher than that we aim for sustained change, sustained growth. At some point that has to be handed back over [to the partner].” Columba 1400 staff member, place-based model (wave two)

Reaching young people

The place-based model differs from the residential model in terms of how young people are selected to take part. While in schools there is an application process that is open to the entire year group, with the place-based model, the partner organisations identify the young people and invite them directly to take part.

The precise selection process differed between the two case studies selected for this evaluation. In one case study, there was a focus on employability. The partner organisation said they identified individuals who were displaying low confidence, low self-esteem or who were unsure about their future after school and would therefore benefit from the YPLA. They would also look out for anyone at risk of dis-engaging from school. They reported that those aged 14-16 years tended to be at the right level of maturity to make the most of the experience, so would typically identify young people in this age group.

"They're mature enough to know they want to do something." Partner organisation, Columba 1400 place-based model (wave two)

However, their most recent YPLA had engaged young people aged between 18 and 22 as it was felt they would benefit from further employability support.

In the other case study, the YPLA targeted care experienced young people from S2 to S5 from multiple secondary schools. While there was some uncertainty beforehand around how the intervention would cater to such a broad range of ages, the partner organisation felt it had worked well and said they would take a similar approach if running it again in future. Columba 1400 staff said that they would leave it to the partner to decide who to select on the basis that they know the young people best. In both case studies, partner organisations appreciated having this control. They did not report issues with young people being reluctant to take part, which was attributed to the fact that it was happening locally (compared with the residential which could be daunting and anxiety-inducing for some young people) and being delivered through the partner organisation who had existing and trusting relationships with the young people.

“There’s quite a lot of open communication, they [Columba 1400 team] let us take a little bit of a lead on things as well.” Partner organisation, Columba 1400 place-based model (wave two)

“They [the young people] will ask us, what is it? And we'll explain to them what it is and they'll say, that's fine, but they trust us that everything we've done with them has been fun before.” Partner organisation, Columba 1400 place-based model (wave two)

What is working well with the place-based model?

Partner organisations who took part in the research were very positive about how the Columba 1400 YPLA with a place-based element had been implemented. In particular, partner staff highlighted the expertise and flexibility of the Columba 1400 delivery staff. They described how the Columba 1400 team took the time to understand the needs of the group and to design a programme that best suited their needs, whilst also respecting their expertise and knowledge of the young people and being receptive to new ideas.

“Having that long standing relationship with [Columba 1400], we know it works. We know that the people we're working with have the same values as us as an organisation. And also we know how flexible they can be. It's not this is exactly the programme we're following. It's they are very understanding about [the young people] and their situations […] we've got it down to what really works for young people, but that's been through constant communication with Columba and every single time we do an academy, something changes, it's feedback, what was good, what wasn't. […] I think they're so flexible. If you put in the work with Columba, you can totally tailor it to what suits your [group]”. Partner organisation, Columba 1400 place-based model (wave two)

Reflecting on the place-based model compared with the residential model, a partner organisation with experience of both felt that, while the Skye residential experience is ‘amazing’, the results of the place-based alternative were comparable (see impacts section below). Another partner organisation commented that the setting was less important than the time spent together as a group. This was echoed by the young people: while some said that they would have been open to going to Skye, others said that they would have found this daunting and so were glad to have been able to take part closer to home.

“There was no difference. They still had that time to think about themselves and […] the future and who they are as a person […] We always see the difference in confidence and self-esteem from the Monday to Friday is absolutely incredible for that short period of time. Just having that time.” Partner organisation, Columba 1400 place-based model (wave two)

“We just enjoyed being together doing those team builders and stuff. I don’t think it mattered where the setting was to be honest.” Partner organisation, Columba 1400 place-based model (wave two)

One graduate who took part in the YPLA with a place-based element who had previously taken part in the YPLA with the residential element in Skye, felt that they had taken more away from the place-based model than the residential model. They recalled the residential element being fun but more difficult to translate to normal life. Partner staff echoed this, suggesting that the closeness of the place-based element, coupled with their ongoing contact with the organisation afterwards, helps the young people to sustain momentum. The young person’s views also exemplified how the impact of the YPLA can vary according to a person’s age and stage, as they reflected that they perhaps weren’t old enough the first time to take as much away from it.

“[In Skye] you were in that place and everything helped in the moment, but then as soon as you came back home you were just kind of, well that was fun, but now I'm back to reality [...] I think being here [place-based] meant I could take [more] on board and go back into my own life and see how I can incorporate it.” Young person, Columba 1400 place-based graduate (wave two)

“It’s not really possible for most of them to go to Skye and recapture that magic. But if they know they can feel that way [where they live] and they can feel that confidence, that self-esteem, then it really helps them to go back into school and back into their home life. We know they haven’t left that locality to have that experience.” Partner organisation, Columba 1400 place-based model (wave two)

Another positive (and unique) aspect of the place-based model was the presence of family members at the graduation ceremony at the end of Phase Two. This was widely mentioned and highlighted as one of the best things about the YPLA by some of the young people who took part, as it enabled the young people to celebrate and share their progress with loved ones^[[i]]. A member of staff from a partner organisation mentioned that the impact on family members could be profound, recalling one parent who told them they felt they had got their child back. A young person also recalled their parent being struck by the change in their confidence and happiness.

For one of the case studies, the Phase Three service project also stood out as a particular success. The young people had undertaken an ambitious project which partner staff felt had strengthened the impacts of the YPLA in terms of confidence and self-belief among those who took part. This was demonstrated in the way the young people took charge of budgeting, planning and coordination of the project. Staff highlighted the young people’s sense of empowerment and described their achievements as ‘amazing’.

“I wish the people [adults who engaged in the phase three project] had seen those young people at the start because the confidence it gave them and the stuff they were able to do, you couldn't, you couldn't have [imagined that]. I don't think there was any young person who started who was super confident [but] by then they were standing on that stage and speaking.” Partner organisation, Columba 1400 place-based model (wave two)

What are the challenges with the place-based model?

The main challenge identified with the YPLA (regardless of whether delivering the residential or place-based model) was funding. This can be restrictive for third sector organisations where funding applications are limited to certain things. Columba 1400 staff also highlighted funding as the main barrier for partner organisations. The adaptability of the place-based model, however, was felt to offer ways of overcoming this issue, as it allowed Columba 1400 and partner organisations to work collaboratively on approaches that would meet objectives within a certain budget.

Bringing young people together who do not already know each other (e.g. if coming together from different schools or year groups) was also highlighted as a particular challenge with the place-based model. Extending the time on Phase One was identified as one way to overcome this, as it gave young people more time to ease in and get to know each other.

Another challenge was the intensity of the YPLA for young people who are not used to attending school. Columba 1400 staff described managing this through an adaptive approach, switching up activities and taking regular breaks to give young people space when needed. Partner staff echoed this, perceiving the Columba 1400 team to have unique skills in being able to read signals from the young people and adapt delivery in the moment. This was attributed to their professionalism, authenticity and embodiment of the Columba 1400 values-based approach.

“[The young people were] interrupting at one point when there was stuff happening and you could see that some of the young people were struggling. [The Columba 1400 facilitator] was just like ‘right everybody stop, everybody stand up’, and then all of a sudden it changed the energy because the kids were just playing a game. So that totally distracted them from being a bit edgy, and it was good that [the Columba facilitator] could kind of read that.” Partner organisation, Columba 1400 place-based model (wave two)

“One time we spent a day doing Highland games, it really embedded the values they had been looking at but was disguised in the fun.” Partner organisation, Columba 1400 place-based model (wave two)

Impacts

As with the residential model explored in the previous chapter, partner organisations described the YPLA with a place-based element as “life changing” for some young people. In particular, the impact on young people’s confidence, self-esteem and self-worth were highlighted.

"I think it's very easy to see confidence and self-esteem because those are impacts that everyone has, every single person does. It will improve their confidence, improve their communication skills, improve their self-esteem. I think a huge part of it […] is resilience. [The YPLA] shows them that they are capable of doing a lot more." Partner organisation, Columba 1400 place-based model (wave two)

“It had a huge impact on me because I struggled a lot with realising what I could do. A lot of the time throughout school I didn't think I was really good at anything. I just realised that I had more to myself, that I could lead something, I could be part of [a team]. And I think that's made me more confident within my work [and with] applying for university.” Young person, Columba 1400 YPLA place-based model graduate (wave two)

The next section looks at impacts on young peoples’ capabilities. As with the YPLA with a residential element, these were explored in the form of statements relating to ‘being’ and ‘doing’ capabilities as set out in the Theory of Change. Some statements were adapted to reflect the fact that some of the young people were in further education or in work rather than at school. Statements relating specifically to school (such as relationships with teachers, subject choices and attendance/plans to stay on) were not used. The young people were interviewed one or two years after taking part in the YPLA. For partner organisations and Columba 1400 staff, the Theory of Change was shown and participants were asked to pick out the capabilities they felt the YPLA had made the most or least difference to. For reporting purposes, these are grouped into themes.

Increased social confidence was a broadly and strongly felt impact of the YPLA with a place-based element among the young people interviewed, and was also identified as the factor behind a range of other improvements. As with the residential YPLA model, the group-based activities were felt to have encouraged young people to speak up in a supportive environment without fear of being judged. This in turn had helped them to feel more confident speaking with new people and to open up to existing friends, family or key adults after the YPLA.

“It's definitely helped me feel I can speak without judgement and now don't have to bottle everything up.” Young person, Columba 1400 place-based graduate (wave two)

“Because they were able to open up and talk […] The self-esteem just came through time and being with them, and also actually give them a space to not get it right and see that that’s okay.” Partner organisation, Columba 1400 place-based model (wave two)

Having wider social networks was also a widely reported impact among young people who took part in the YPLA with a place-based element. This was associated with increased social confidence, as participants felt they had been able to make new friendships, and build stronger relationships, with staff from the partner organisation and other people around them.

“I've been able to talk to more people in my actual life as well. I've made more friends that I'm now able to talk to about things. Through the skills that I've learned.” Young person, Columba 1400 place-based graduate (wave two)

One young person, however, felt that they had lost touch with the other Columba 1400 graduates over time and so did not feel the YPLA had made a difference to their social network.

Reduced anxiety was the most commonly reported health and wellbeing impact of the YPLA. This was again tied to improved social confidence, as young people felt they were better able to cope with new places and new people. Feeling happier was also evident among those experiencing a wider social network as a result of the YPLA.

Increased academic confidence as a result of the YPLA was evident among those in further and higher education (some case study participants were aged 20-21 at the time of interview). Some mentioned that they would not have had the confidence to continue their studies had it not been for the YPLA.

“We had one [young person] who was really reluctant to take part [in the YPLA] but she did after some encouragement and now she's a qualified physio. It’s the ones like that who have the ability but just need the right push and a confidence boost. I don't think she would have gone for it without this.” Partner organisation, Columba 1400 place-based model (wave two)

Evidence of the YPLA impacting workplace knowledge was mixed, as some felt they already knew what they wanted to do for work (and were already doing it) while others felt that other support had helped them with this more than the YPLA. The impact of the YPLA was more strongly associated with a growth mindset and higher aspirations. This was expressed through young people feeling more confident about doing well at a job, whether now or in future.

“I'm doing better in my job now because before I would have second-guessed everything but now I'm better at making sure that I know I'm doing it right.” Young person, Columba 1400 place-based graduate (wave two)

An impact on engagement in wider activities towards employability was evident among those who felt they had the confidence to pursue new opportunities and apply their leadership skills in different ways (whether at school, further education or in work) as a result of taking part in the YPLA. There were several ways in which young people had demonstrated this, such as in planning and delivering the Phase Three service project, taking on advocacy roles in their communities, and pursuing higher education goals. In addition to this, partner staff observed that the young people had learned to work more effectively with other people, which they felt would prepare them well for future employment. They had also observed some young people engaging better with the organisation.

“If I hadn’t done Columba and got the feeling of leadership and feeling better about myself, I wouldn't even have considered going for that doctorate. But now I'm looking into it and seeing how it might be possible, trying to problem solve. Whereas before I would have pushed it to the back of my mind and said it's not possible.” Young person, Columba 1400 YPLA with a place-based element graduate (wave two)

Several young people reported improved relationships, particularly with friends, after taking part in the YPLA. They associated this with the communication skills they learned and increased confidence to open up instead of internalising feelings or fearing judgement.

“I can tell them what's going on at home. Used to think people would see me differently if I told them there was something going on at home, but now I know good friends won't do that.” Young person, Columba 1400 YPLA with a place-based element graduate (wave two)

A couple of young people felt they already got on well with their friends, so did not think the YPLA had made a difference to this.

The impact of the YPLA on relationships at home was more mixed. It was noted that the young people’s families had come to the graduation ceremony at the end of Phase Two allowing them to hear first-hand what difference the academy had made to everyone. This was different to the YPLA with a residential element, where families do not attend. This has since been introduced. Some young people felt that this experience had encouraged more open conversations at home afterwards. Others felt the YPLA had not made a difference to their relationships with the people they live with.

Impacts summary

The infographic below provides a visual summary of the impact of the Columba 1400 YPLA with a place-based element on the different capabilities. The 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 two fieldwork only, as place-based case studies were not included in wave one fieldwork. It should be noted that statements were used flexibly, reflecting the young person’s circumstances (e.g. whether in school, further education or in work). This means that some statements appear less prevalent but this is not because they weren’t highlighted by young people, rather because they were not applicable. The summary should be read in conjunction with the section above and the preceding chapter on Columba 1400, which provides further context and nuance to the ways in which participants felt the YPLA (residential or place-based model) had made a difference to them.

The image presents a visual summary of the impacts of the Columba 1400 YPLA with a place-based element 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 (Dark navy blue)

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

Increased academic confidence / higher aspirations (Medium blue)

• “I have more belief in my ability to do well in education / 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 (Teal 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 in the future”

Improved health and wellbeing (Medium blue)

• “I feel happier”

Improved health and wellbeing (Dark navy blue)

• “I feel less anxious”

‘Doing’ Capabilities
Increased engagement in employability (Medium blue)

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

Increased engagement in learning (Teal blue)

• “My attendance at school/college/university has improved”

Increased engagement in learning (Light blue)

• “I plan to stay on longer at school than I did before”

Increased attainment / achievement (Light blue)

• “I am doing better in my studies”

Stronger young person voice in schools (Light 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”
• “I am getting on better with my friends”

Improved relationships (Light blue)

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

Subject/course choice (Light 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”

Engagement in wider activities (Light blue)

• “I am doing more activities out of school”