Create the Change

Congratulations! This Entry has been selected as a semifinalist.

Create the Change

Buntingford, United KingdomBuntingford, United Kingdom
Organization type: 
nonprofit/ngo/citizen sector
Project Stage:
$10,000 - $50,000
Project Summary
Elevator Pitch

Concise Summary: Help us pitch this solution! Provide an explanation within 3-4 short sentences.

“Create the Change” — helping pupils gain confidence, listen more, practise empathy and be part of the solution not the problem.

About Project

Problem: What problem is this project trying to address?

Many young people don’t know how to listen. They don’t necessarily realise it is a problem – even if their teachers do! Taking time to really listen and show empathy is not something they have thought about. Nor have they thought that they have the power to make a situation better or worse by the way they communicate to others; how their body language can affect how people react to them; and how they can help themselves to build up resilience against bullying. Under confident pupils often do not realise that there is something that they can do about it.

Solution: What is the proposed solution? Please be specific!

Peer to peer education project involving pupils (13+) leading classes and creating drama for pupils (11+) on communication skills. Older pupils are trained to be “Ambassadors” who learn how to deliver a class lesson on the topics of communication, body language and resilience. They get to practice and learn how to use interactive activities to teach these skills. By combining “under achievers” with confident classmates and giving them responsibility, they learn how to deliver the message that communication matters and also get put in the position of a leader. Younger pupils look up to older ones and enjoy the games and fun as well as the message. Great way for different age groups to bond.
Impact: How does it Work

Example: Walk us through a specific example(s) of how this solution makes a difference; include its primary activities.

Creating Youth Role Models • Chose twenty pupils of mixed abilities (13+) to be “Ambassadors”. • Half will be “Actors” and create two 10 minute improvised plays showing a situation “escalating “ either through bullying, discrimination or peer pressure. They then re-play the same scene with a productive ending. • The other half will be trained to be “Facilitators”. They learn how to plan and deliver a lesson to their younger peers involving role play, games and personal evaluation. • Presentation Day: The actors deliver the plays to all the classes of 11 year olds in a hall and then groups of combined actors and facilitators deliver the workshops to each individual class. • Follow up: Two weeks later return to talk to both year groups and discuss lessons learned and impact. Impact: For Ambassadors: An excellent way to get more challenging pupils to take responsibility and get them to work together collaboratively. They realise that they can create change from the way they communicate and what it means to lead and manage a classroom. They are put in the teacher’s position of trying to get the class to listen and follow instructions from them. For Younger pupils: Using drama and humour is a good way to learn. Having the older pupils deliver a class lesson provides them with peer role models and something to look forward to in following years if the school continues the programme. Teachers said: “The environment and style of delivery really involved and positively engaged all the pupils, including those with behavioural or social problems.”

Marketplace: Who else is addressing the problem outlined here? How does the proposed project differ from these approaches?

LEAP has a good reputation for conflict resolution skills—training young people to challenge conflict in themselves and their communities. Not necessarily with an emphasis on communication skills. UK Resilience Programme works in our region using psychological techniques to teach about assertiveness, negotiation, decision-making, self-esteem. “Create the Change” is a new project and not widely known outside our regional catchment area. Although PCI has more experience of youth empowerment and in using drama than other organisations, our challenge is to find the necessary funding and create a mechanism to train others to lead trainings for themselves.
About You
Peace Child International
About You
First Name


Last Name


About Your Organization
Organization Name

Peace Child International

Organization Country

, HRT, Buntingford

Country where this project is creating social impact
Your role in Education


The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

How long has your solution been in operation?

Operating for 1‐5 years

Now that you have thought out your entry, help us pitch it.
Define your company, program, service, or product in 1-2 short sentences [136 characters]

“Create the Change” — helping pupils gain confidence, listen more, practise empathy and be part of the solution not the problem.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Train 20 young people of mixed abilities using drama and role play, and give them the responsibility to teach their younger peers.

Social Impact
What has been the impact of your solution to date?

The programme has increased empathy skills, built resilience, increased trust and interaction between different year groups, and supported peer mentoring skills. In the 1st year of the programme of 118 Ambassadors, 82% said they built their confidence, and 77% gained presentation skills and ability to put across a message. 20% expressed empathy with their teachers and an increased awareness of their behaviour and listening skills in class. This included 50 Ambassadors who had been classified as “underachievers”, many of whom said their work in class had improved as a result of the training and responsibility entrusted to them.

While the greatest impact is on the Ambassadors themselves, the younger pupils increase their awareness of these issues and are engaged by older role models. Among the younger pupils, just under 80% said they are good at understanding how others feel, able to express their ideas and stand up for themselves, and are confident talking to other people.

What is your projected impact over the next 1-3 years?

In next year 70% of 1300 young people from 15 participating schools in the programme will say they have developed either their ability:
• To listen, discuss and empathise with people who hold different opinions to their own;
• Have confidence and ability to express and stand up for themselves; or
• Their resilience and awareness of the way they react to situations and other people

We also plan to complete a training pack that can be adapted and used by others. At an international youth congress we will train 40 young educators to run the programme in their own region. We will identify another organisation to share our ideas and build from each other’s experiences.

What barriers might hinder the success of your project? How do you plan to overcome them?

1) Getting into the schools to carry out the programmes as it requires a lot of outreach and promotion.
Solution: Allowing sufficient time for promotion on websites, social media and recruitment

2) Schools allowing sufficient time to evaluate the programme some 3 weeks after the presentations; trying to get the maximum effective evaluation in short a time as possible.
Solution: Refine evaluation process and find best/engaging methods. Explore ways of adapting the evaluation to be conducted online or used by teachers more easily in the classroom.

3) How to extend the programme beyond our area and expanding the programme that would require additional funding sources.
Solution: More funding research, attend conferences and promotional opportunities.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Work in 7 new schools to the programme and reach 500 new young people by October 2012.

Identify three major tasks you will have to complete to reach your six-month milestone
Task 1

Initial visits with 7 schools to identify issues that need to be addressed, conduct the training and return for evaluations.

Task 2

Form new partnerships and train up 20 youth workers/teachers who can lead the programme themselves.

Task 3

Develop a new funding proposal and training manual for teachers interested in leading the programme internationally.

Now think bigger! Identify your 12-month impact milestone

Work in 14 schools, proposal submitted to three key funders, project launched internationally using training manual by May 2013.

Identify three major tasks you will have to complete to reach your 12-month milestone
Task 1

Initial visits with 14 schools to identify issues that need to be addressed, conduct the training and return for evaluations.

Task 2

Train 40 young educators workers to run programmes and develop training manual with them.

Task 3

Launch the programme internationally using training materials, trained young educators, and online networks.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

1) We ran an Ambassador programme to promote sustainable lifestyles and habits. One said, “why bother telling them anything because they don’t know how to listen.” Aha!
2) Working with a mentorship programme in an inner city school. One said “it’s always the same people who volunteer - why not include people who never get involved?”. Aha 2! So we asked a diverse group of 13 year olds to identify problems in their school. “Troubles escalate at our school”. So they created a short drama and called it “Escalation.” Then decided to combine drama followed by youth led workshops to show how better communication skills involving empathy, body language and resilience (as a way of dealing with bullying), can all help turn things around.

Tell us about your partnerships

We are currently working in partnership with the Paul Hamlyn Foundation. We are part of a Herfordshire partnership providing educational experiences for pupils. We are working to establish partnerships with other organisations, which can complement each others’ work including a drama academy which trains students in “applied theatre”. We have two schools where we have an ongoing partnership. If we increased staff we could spend more time to build up partnerships.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Rosey Simonds is the Project Manager and has experience in starting and running similar initiatives like the Be the Change Ambassador programme on sustainability, and developing lesson plans and activities for various Peace Child projects. However, in order to sustain and scale up the programme over the long term, new funding and staff are needed. She currently works with drama facilitators to deliver the trainings.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Offers - Networking & Collaboration, "Create the Change" is a project of Peace Child International with contacts/affiliates in over 100 countries. We hold World Youth Congresses, a biennial event; and offer internships both in the UK and at Peace Child India.

Needs: Assistance with marketing/promotional skills and methods to enlarge the programme.