Young People's Community Conversation

In total 47 people attended the event at The Storey on the 30^th of March. They consisted of 30 young people and 17 adults, of these 8 young people and 7 adults were part of the planning group.

Of the 32 people completing evaluation forms 100% rated the event as either 4 or 5 stars out of 5.

When asked what worked best most young people completing the form described the conversations themselves and the nature of them, comments included: ‘Talking was good, it was very accepting and genuine’ ‘They let us get our point across’, ‘They lets us get out point through and listened’ ‘They didn’t interrupt us’, ‘talking about different topics’ ‘All the sessions and meeting other people’, 5 individuals just wrote Talking or Communication. Others mentioned the organisation and the rotation system.

When asked what they would change about the event, besides those who said they wouldn’t change anything, two clear themes came out. Three people felt that we get more young people involved and six felt they needed more time in the conversations.

All but two of those completing a form said they would attend a similar event in the future. Other topics they felt they would like to discuss included: 3 people mentioned family issues and parenting, 4 said LGBTQ and racism, 3 asked for more discussion around schools and one mentioned mental health again. One person said ‘Physical health and where we can get help for specific things’, and one wanted a conversation on the Regeneration of the Canal Quarter.

Adults responded similarly when asked what worked best. Comments included ‘Talking to each other and learning others views’, ‘Mixing and seeing different points of views’, ‘Young People shared their opinions’, ‘very interactive’ ‘the interactions and sharing of ideas’, ‘The communal discussion prompted everyone to get involved with the conversation safely’, ‘Talking to young people to find out their experience and knowledge’, ‘Café style worked well – kept things moving’, ‘Loved that it was led by young people, not me’.

Again, when asked what they would change the adults’ responses were similar to those of the young people. Five adults felt that more time was needed and three identified more young people and a broader representative range of young people. Some felt that more adult organisation was needed, ‘Possibly slightly more lead so distraction isn’t as possible’ and ‘Organise more’ were two comments.

All the adults completing a form would attend a similar event in the future and they suggested topics such as employment, bullying, schools, young people’s engagement in politics, focus on food, body image and social media, bills and money, sexual health, socialising, and diversity for future topics.

Findings.

The induvial conversations were recorded in several ways. Each table had an adult facilitator who recorded the main points on flip chat and used post it notes throughout. A small number of video recording took place as well as a number for still photographs. Each of the five conversation tables had an audio recorder, although not all of these have been available.

• What practical solutions are there for looking after the environment?

There was a clearly a good overall basic grasp of the issues around climate change and plastic pollution. There was a focus on global/general challenges and a greater emphasis on local solutions.

Participants had a lot of creative ideas about how both topics could be addressed and things that they could do in their own lives and communities.

Some of the solution themes included an emphasis on reuse, recycle and reduce waste. This included a significant number of people suggesting that recycling and composting facilities be more accessible comments included:

‘Make more stuff out of reusable thing’ ‘More grand scale inventive recycling’ ‘Change plastic stuff into reusable stuff’. ‘Repair everything.’ ‘Zero waste policies.’ ‘On-street recycling and composting bins.’

Transport and renewable energy were also popular themes:

‘Get rid of some transport, so not using as much fuel, petrol, diesel, gas. …. Like walk, run, bike, scooter.’

‘Make more electric cars, walk more.’ ‘Use water, wind and sun not oil, coal and gas.’ ‘Use renewable energy such as solar, wave and wind.’

Other themes included the reduction of meat consumption and generally using less energy, turning things off.

Other comments included: ‘System thinking – domino effect - …. As humans, everything we do effects all other ecosystems’ and ‘Clean up after yourself’.

• How do we spread the word about how to help?

Broadly participants felt that education was key to answering this question. Many felt that more community conversations and events like this one where important while other emphasised engagement within schools and through specific skills workshops.

Recycling arts projects were a very popular way of engaging people:

‘Making art with recycled materials to spread the word’, ‘Make more practical events on how to look after the environment e.g. workshops in schools across the Lancaster District.’ ‘Music, drama, theatre and comedy on environment.’ ‘Workshops, create your own tote bag or water bottle.’

Others emphasised the use of social media and conventional advertising and marketing:

‘Use Tik Tock and Instagram’ ‘Make environment themed TV programmes.’ Advertise more, Kids TV’

• What influences your mental health?

Young people identified a broad range of things, many positive, that effected their mental health. Most popular was friends, family, and relationships, although they were also identified as a negative influence on mental health. Other positive influences included watching a favourite film and taking part in activities such as drawing, one person said ‘I can draw out my emotions’. Diet, climate, social media, and the environment all featured as strong influences on people mental health both positively and negatively.

A number of people felt that the lack of things to do in their environment had a negative effect on their mental health ‘it would be better if there were more facilities in my area’ another said that as a home schooled person they ‘would love more activities’.

One group identified poverty, money, housing and food as significant influences. One young person described having to work shifts after school and at the weekend during GCSE year as having a significant detrimental impact on their mental health.

• How well does your school / college help with your mental health and do you feel safe there?

Overwhelmingly young people did not feel safe in school, both physically and mentally in school. They also felt they were not listened too by both school and parents and that exam pressure was significant.

There were specific issues associated around bullying with weight, accent, homophobia, and issues regarding gender identified. In general, young people felt that schools do not do enough around these issues, they felt that often victims were punished rather than bullies and that isolations made things worse.

It was recognised that schools feel under resourced and unable to support with more emphasis on attendance and learning that support and communication.

Some comments in relation to bullying in school were:

“I was told ‘You’re old enough to deal with it yourself just get over it’,”

‘There’s not a lot of people in school you can talk to who are qualified’

In relation to pressure around school they felt that attendance and academic pressure were significant. One group felt there was a lack of understanding from both teachers and pupils and recognised that bother where under significant pressure.

Not all comments about school in relation to mental health were negative, one young person said:

‘We’ve been so isolated recently, I feel that school is a great way to come back and interact with friends and meet new people’

• What do you understand about the war?

Many young people had no idea why the war was happening at all. There was discussion about the nature of democracy in the are and Russia and thought on a ‘Land Grab’. There was some understanding of Putin being unhappy with Ukraine wanting to join NATO.

Participants felt there was a lot of mis-information on social media including ‘Fake Tik Toks’ and a lot of ‘fear mongering’.

• How does this conflict differ from others?

It was felt the this was a closer or more ‘Western War’ than previous conflicts young people have any experience of. Other conflicts have been going on for a long time and aren’t always in the news.

There were real concerns that the conflict could escalate and involve the UK directly. There is a potential for nuclear war and World War 3.

There was a significant impact on resources including energy.

• What do you think we could be doing more?

Young People felt compassion for the people in Ukraine and Russia but hard to express how this crisis impacts on them.

When asked about how we can help further, some felt we should do more. These included sending troops in, equipment but some said that we have our own problems in our own communities, and we should be doing more to help our own. This really split the young people.

• How can schools meet the needs of young people?

Overwhelmingly the conversations felt that schools were not meeting the needs of young people. Participants felt that there was an over emphasis on academic results over pupil wellbeing. There were specific themes in that including bullying, food, mental health and the general atmosphere in schools.

Bullying in schools was the most significant issue. Participants felt that although schools have policies, but they aren't acted on consistently. Young People generally felt that bully is not dealt with, and the victim often gets put in isolation.

‘Actually, doing something about reports of bullying and cyberbullying.’

Create systems were young people can report issues and act on young people’s concerns’

‘Does anyone speak to bullies to find out what they are going through’

‘Schools aren’t safe!’

Food, and school dinners was also a significant issue for may participants. Pupils said they often can't get anything in the allotted time due to everyone going to the dinner hall at the same time. Food is of poor quality and very limited if on free school meals. The value of free school meal vouchers has not increased with the price of food. Comments include:

‘Feed Us!’, ‘We don’t have time to get food because of the volume of people’ ‘Prison Food’

Participants felt that there was a lack of mutual respect between teachers and pupils. Some felt that teachers demand respect but don't show any respect. Others pointed out behaviour problems in both pupils and teachers. School toilets are not open when needed. Participant asked, ‘Why should you have to ask to get a key to unlock a door to use the toilet?’ ‘Be reasonable, especially about toilet breaks.’

Young People felt that class sizes are too big and young people find them very disrupted. They also felt that the exam system is often adding to stress for both pupils and teachers. ‘Tests are not the only way to show ability’.

Young People felt they needed more support around their mental health. Suggestions included ‘Trauma Informed Training for teachers’ and ‘Get people to speak to young people about their experience’.

Young People also felt there needed to be more support for LGBTQ young people and dealing with Transphobia as well as more support for SEN pupils.

Other general comments include:

‘What we were doesn’t make a difference to what we are able to learn.’

• How can young people get involved in making changes in the education?

Young People felt that school councils are overseen by teachers so if your face doesn't fit or you're not going to say the right thing you're not in. This does not allow young people's voices to be heard or for them to have any impact.

‘Let people get involved in conversations with change makers.’

Young people want to have more say and would welcome open conversations with leaders of academies and local authorities.

Participants also felt that the Ofsted system was broken. They feel that the results are faked as school regularly ask poorly behaved pupils not to attend during inspections.

‘We get told how to act on Ofsted days.’

In general, the conversation can be summed up by the following quote: ‘Make a nice kind, friendly environment for young people.’

• Is what we are eating actually as good as it seems?

• Is it worth the price? If not, what can we do about it?

In answering these two questions many of the participant expressed concerns regarding school meals and this became the focus of much of the conversation. Other topics included understanding of what is in their food and food skills.

School meals:

The conversations had by young people around their school meals focused on the quality & limited choice of food available, the unforgiving attitudes by school staff & regulations and the price and availability of food.

These subjects were of course not discussed in isolation; many ideas that fall into one category were exacerbated and made worse by factors that fall into other categories.

Poor quality & limited choice of food available:

“As long as it’s edible, all food is good” – this was said in relation to a conversation about the moderation of sweets / chocolate / foods typically considered “unhealthy” (in wider society, not exclusively in schools), but when asked why they had chosen that expression, the young person said that the food they are presented with in school often is “inedible” and “gross” but is promoted as being “better for you” than a packet of crisps and other “snack” foods. This young person did not believe this statement to be true based on the quality of the food sold at school.

Young people felt that cooked food has clearly been sitting in the canteen under warmers for several hours. They request greater variety – both in terms of more choice on the day, but also a different range throughout the week. They are offered the same limited options every day. Reference was made to pre-packaged food; “pasta pots” and pre-made sandwiches/wraps.

When asked if a hot option is available, most young people responded that yes there is, but that they “don’t bother” to choose it as this is usually the most expensive and least satisfying option. Meat items are not only the most expensive, but “barely cooked”, bland, and often “don’t even look like real meat”.

Vegetable sides are being promoted by the school so are often less expensive to purchase, but insubstantial. One young person explained that while the veg portion costs 70p, they do not choose it because they then have to spend significantly more on additional cooked items that cost more than they can afford in order to eat a full meal. They would rather have something more substantial, like a pasta pot, which usually costs £1.50 for a small portion, but “at least it’s safe – you can’t get pasta wrong”.

When asked what they would like to see at their school canteens, these young people said they want “well-cooked, substantial food” that “actually tastes decent”.

It was highlighted that schools with different canteens for different year groups are serving different foods / options in each canteen. Students in higher year groups reported worse quality food than students in lower groups.

Unforgiving attitudes by school staff & regulations:

Some dinner ladies used to give generous portions or extra food for free – it has been observed that they don’t work at the school anymore.

Students who ask for more are given dismissive responses (e.g. “we’re not just here to wait on you, you know”) or are laughed at by catering staff. This makes students wonder why they should show the expected levels of respect to members of staff, when that respect is clearly not reciprocated, and they feel the staff have done nothing to earn it from them in the first place.

Often when students reach the canteen, there is nothing left. Younger students push in line and do not face consequences for doing so – older students who try to prevent this are punished for causing disruption. School bullying means that some students who pay for their lunch still do not get to eat – “if your plate’s slapped out of your hand, you can’t go back and get more. Or you can, but you have to pay for it again.” Many students cannot afford to do this.

Students “in isolation” over lunch are not given any choice over what they are given to eat. Often, they are just handed one sandwich by the supervising staff member, that they didn’t choose.

Catering staff at schools work for external private companies and “obviously don’t care” about the quality of food provision in the school.

Concerns were raised regarding the safety of personal possessions in the canteen areas. “You can’t line up with your bag and your coat on, you’ve got to leave all that at your table and then go up… I just know someone’s gonna nick something out my bag, or pour juice in it or something.”

Price of food available:

Free School Meals daily allocation is not enough for a decent lunch. The allocation is £2.20 in some schools and £2.50 in others – that it isn’t the same everywhere was considered to be unfair, but these amounts are insufficient either way. The young people present would like to see an increase to £4 per individual per day, in addition to improvements to the quality and range of foods stated above.

It has been observed by parents at Stanleys Community Centre in separate conversations that the daily allowance for students receiving Free School Meals has not changed for at least the last 10 years, despite the fact that the price of food has increased significantly in the same time frame.

Drinks (including bottled water) and desserts also cost extra, so a young person with the free school meals budget can only buy a main meal and a drink for their lunch. This was universally considered to not be enough food for the day.

Students who are not receiving Free School Meals still cannot afford to pay for a substantial meal.

Some young people who do not receive Free School Meals simply cannot afford to pay for food at school. They either purchase food from a nearby shop before, during or after school, or they do not eat at all during the day.

Young people have noticed that the pre-packaged food served at school is significantly more expensive than equivalent products seen in shops.

One young person said that they regularly do not eat sufficiently, or at all, at school because they share their FSM allowance with another student who often brings no money for food at all. “At least I’ll eat at home… but I know she probably won’t so I just give her mine.”

The above notes can be summarised by this quote from one participant: “I don’t bother eating at school anymore. It’s disgusting and you can’t choose, so I just don’t.”

Lack of understanding / clarity on what is in food.

Lack of understanding / clarity on what is really in their food, and concerns around the conditions in which it is prepared and packaged. The young people feel that packaging is misleading or difficult to read and are not confident that food is being prepared in clean environments.

One group was very keen to create an awareness campaign on this subject and speak to people in charge of food production.

Food Skills

There was a desire to learn more about food and cooking in school, and how to creatively combine ingredients into interesting and exciting meals. It was felt that if food is presented as a creative and interesting thing, it may go some way to reduce “food trends” and the associated impact that these have on eating habits and mental health.