In December 2000 I left my job as a social worker in Newcastle to set up a learning mentor project in a large secondary school. It's not that I didn't enjoy my work. After stints in a residential special school, then as a social worker in youth justice and leaving care, moving between the statutory and voluntary sectors, I knew that I'd been involved in plenty of good practice.
But by the end of 2000 I was ready for a move, feeling rather punch-drunk after years of working with so many young people in crisis. So few of my clients over the years had remained in education until the age of 16, with damaging consequences for them, their families and their communities. Could I use my experience and skills more constructively by working within the education system?
Three years on, the team is seven-strong and well established within the five schools in the high school-middle school pyramid. The culture and practice, which we have worked hard to develop is, I believe, inclusive and child-centred and strives to involve as many perspectives as possible to help young people overcome their barriers to learning. Young people and their families have been very positive and teachers increasingly see the benefits of mentoring, which at its best can complement and enhance their work with students.
After receiving reassurances from the DfES, our school has recently extended our contracts to March 2006. Beyond this, however, there is much uncertainty about continued, protected funding. Apart from an understandably selfish desire not to lose my job, I do hope that this kind of work continues and expands. No one group of professionals can have all the answers to the challenges faced by the education system. Young people are the responsibility of all us, and schools need as many voices as possible to provide a good start in life for as many young people as possible.
I know there is lots of imaginative practice out there, which could really contribute to work in schools. Schools know this too. But the curriculum is so full, with such emphasis on exam results, that I wonder where space can be made. If ever there was a case for more joined-up thinking, it is here.
- The author is a senior learning mentor in Newcastle-upon-Tyne.
