This document discusses the importance of supporting schools to develop students' character and resilience. It argues that teaching life skills and promoting academic excellence go hand in hand to help students succeed both in school and later in life. The document presents evidence that programs which build resilience can have long-term benefits, including improved behavior, attainment, further education rates, and reduced health and criminal issues. It highlights two case studies, one demonstrating how a local partnership helped strengthen drug education, and another outlining the positive evidence and impacts of the Good Behavior Game, a classroom management approach. The overall message is that schools must be supported to provide opportunities that allow students to thrive.

1. The importance of supporting schools
to develop young people’s
character and resilience to risks
Michael O’Toole
Chief Executive, Mentor

2. “Instilling positive character traits and
academic excellence are two sides of the
same coin – children that develop
resilience are far more likely to succeed,
not only in school but in later life, too.”
-­ Edward Timpson, Children & Families Minister

4. Life skills education
“a holistic approach to the development of values,
skills and knowledge in the learner, which assists
young people to protect themselves and others
in a range of risk situations.”
- UNICEF, 2009

5. What does the evidence tell us?

10. Evidence tells us where need is
Evidence tells us what works
Evidence keeps us accountable
Evidence helps us test, learn and improve

11. “I want schools across the country to
seize the opportunity
to help their pupils thrive.”
-­ Edward Timpson, Children & Families Minister

12. We must support schools so they can
seize opportunities
to help young people thrive

13. A community of practice:
forms
collaborative
partnerships
shares best
practice and
learning
supports
each
other
builds
a strong
evidence base

14. A connected ecosystem
COMMUNITY
YOUNG
PERSON
FAMILY
SCHOOL
Carers
Parents
Teacher & staff
training
Healthy
Schools
Extracurricular
activities
Leadership
Resilience
education
Life-­skills
education
PSHE
Faith-­based
organisations
School
policyHealthcare
services
(incl. mental
health)
Emergency
services
External
service
providers
Research and
resource centres
Local Education
Authorities
Media and
advertising
Youth /
community
groups
Child
protection
services
Rehabilitation
services
Prisons
Charities
Government
National
policy
Data
collection Legal services
Carers’ support
services
International
policy
NGOs
Businesses
Work
experience
PRUs

15. Case study #1:
Brighton & Hove

16. Identifying the need
In the absence of statutory PSHE, local schools were
delivering alcohol and drug education in a variety of
ways with inconsistent outcomes for pupils

17. What we did
ü Develop new drug and alcohol education policy for schools
ü Feed back outcomes directly to PSHE leads, headteachers
and partners through local conference and infographics
ü Train pastoral teams on young people and substance use,
including 'Train the Trainer' sessions for local staff
ü Strengthen links between schools and commissioned
specialist service
ü Support area-­wide normative campaigns on tobacco, alcohol
and cannabis

18. “Mentor understood the challenges
faced by schools and local authorities
and built relationships with colleagues
in schools quickly that led to open
and honest conversations.”
-­ Sam Beal, Partnership Adviser: Health & Wellbeing
Feedback

19. Case study #2:
The Good Behaviour Game

20. What is the Good Behaviour Game?
The Good Behaviour Game (GBG) is an evidence-­
based approach to classroom management that helps
children learn how to work together to create a
positive learning environment.
Mentor is currently running a two-­year trial of the GBG
funded by the Education Endowment Foundation (EEF).
This ground-­breaking research will measure the impact
of the GBG intervention in UK schools.

21. The evidence base
More than 40 years of international research has shown the GBG to
have dramatic benefits on children’s behaviour, as well as significant
long term educational and health benefits, including:
ü Immediate improvements in pupil behaviour, particularly for
disruptive boys
ü Improved attainment and achievement
ü Increased numbers of students continuing into further education
ü Reduced substance abuse, mental health problems and criminal
behaviour in later life

22. Feedback
At
the
beginning
of
the
year
children
were
very
adult
dependent,
they
wouldn’t
speak
to
each
other
and
they
wouldn’t
offer
advice
to
others
either.
.
.
now
that
they
are
playing
the
game
they
will
clearly
see
someone
struggling
and
will
help
them.
-­‐ Year
3
Teacher
The
Good
Behaviour
Game
has
enhanced
children’s
behaviour
and
significantly
impacted
their
motivation
and
approach
to
learning.
Children
are
taking
greater
responsibility
for
the
completion
of
tasks,
they
are
working
together
and
increasingly
supporting
each
other.
-­‐ Headteacher
Find out more at gbguk.org

24. Strengthening schools
COMMUNITY
YOUNG
PERSON
FAMILY
SCHOOL
Carers
Parents
Teacher & staff
training
Healthy
Schools
Extracurricular
activities
Leadership
Resilience
education
Life-­skills
education
PSHE
Faith-­based
organisations
School
policyHealthcare
services
(incl. mental
health)
Emergency
services
External
service
providers
Research and
resource centres
Local Education
Authorities
Media and
advertising
Youth /
community
groups
Child
protection
services
Rehabilitation
services
Prisons
Charities
Government
National
policy
Data
collection Legal services
Carers’ support
services
International
policy
NGOs
Businesses
Work
experience
PRUs
Peers

25. Further Reading
For more information on:
Ø Supporting life skills education in schools
Ø Evidence-­based prevention
Ø Building a community of evidence-­based practice
Ø Building young people’s character and resilience
Visit mentor-­adepis.org

26. Contact
Michael O’Toole:
michael.otoole@mentoruk.org
mentoruk.org.uk
@Mentortweets