In Britain, students ages 16 or older who drop out of school or college are called NEET (Not in Education, Employment, or Training). More than 16 percent of 16- and 17-year-olds in the country fall into this category. But a national charity, more than a decade in the making, is starting to change that.
SkillForce began as a Ministry of Defense pilot program in two schools in 2000 and now employs veterans to work with at-risk children and teenagers in 150 schools throughout England, Scotland, and Wales. (It was literally given the Royal stamp of approval in 2009 when The Duke of Cambridge became its official patron.) Unlike the United States’ Troops to Teachers, which trains veterans to work as classroom teachers, SkillForce connects at-risk students with veterans, who supplement their development and academic progress through activity-based learning. This includes outdoor excursions and other activities outside of the classroom, all aimed at building “soft skills” like resilience, dedication, and discipline. And it works: Less than 1 percent of students who work with SkillForce instructors are NEET three months after leaving compulsory education (the equivalent of sophomore year in the United States).
SkillForce instructors begin as early as elementary school, when the transition to middle school can be difficult for students. At middle school, Zero Exclusion is a program designed to change attitude and behavior through active-learning and team building activities, like hiking, rafting, and group problem-solving. Another program, Community, Character, Contribution, targets middle and high school students to help them develop personal and career goals through year-long activities in their schools and communities.
While the programs often pull students out of the classroom, educators say the payoff is worth it. “Being outside the classroom shows students that learning is not something bound within four walls,” says Leanne Dorn, faculty leader at the Cherwell School in Oxford. “Success is measured not in grades but in the physical completion of tasks, which is a hugely motivating experience for some students.”
SkillForce relies on the military background of its instructors, which officials credit for making the program successful. The programming draws heavily on skills and attitudes developed through serving in the military, including selflessness, endeavor, and loyalty. Additionally, many of the instructors come from similar backgrounds as the students, making it possible to build trusting relationships and mentorships. Dorn believes that some students can really benefit from the informality of a Skillsforce session. “Being able to call the leaders by their first name can remove the barrier which is often the ‘them versus us’ mentality held by some at-risk students,” she says.
About 86 percent of students who completed a SkillForce program said they felt more positive about school, and 77 percent reported treating their teachers with more respect. “I like way we learn,” says Teegan, a student at Oldham Hulme Grammar School in Greater Manchester. “I feel more confident to try things — it doesn’t matter if it doesn’t go right [the] first time any more, and I know I can keep it going.”
Through linking veterans with at-risk youth, SkillForce is a great example of how all students are taught to succeed — so long as educators are prepared to think outside the box.
Wenna Price is an independent education consultant with a background in teaching, teacher training, and curriculum design. Reach her via Twitter.
SkillForce instructors begin as early as elementary school, when the transition to middle school can be difficult for students. At middle school, Zero Exclusion is a program designed to change attitude and behavior through active-learning and team building activities, like hiking, rafting, and group problem-solving. Another program, Community, Character, Contribution, targets middle and high school students to help them develop personal and career goals through year-long activities in their schools and communities.
While the programs often pull students out of the classroom, educators say the payoff is worth it. “Being outside the classroom shows students that learning is not something bound within four walls,” says Leanne Dorn, faculty leader at the Cherwell School in Oxford. “Success is measured not in grades but in the physical completion of tasks, which is a hugely motivating experience for some students.”
SkillForce relies on the military background of its instructors, which officials credit for making the program successful. The programming draws heavily on skills and attitudes developed through serving in the military, including selflessness, endeavor, and loyalty. Additionally, many of the instructors come from similar backgrounds as the students, making it possible to build trusting relationships and mentorships. Dorn believes that some students can really benefit from the informality of a Skillsforce session. “Being able to call the leaders by their first name can remove the barrier which is often the ‘them versus us’ mentality held by some at-risk students,” she says.
About 86 percent of students who completed a SkillForce program said they felt more positive about school, and 77 percent reported treating their teachers with more respect. “I like way we learn,” says Teegan, a student at Oldham Hulme Grammar School in Greater Manchester. “I feel more confident to try things — it doesn’t matter if it doesn’t go right [the] first time any more, and I know I can keep it going.”
Through linking veterans with at-risk youth, SkillForce is a great example of how all students are taught to succeed — so long as educators are prepared to think outside the box.
Wenna Price is an independent education consultant with a background in teaching, teacher training, and curriculum design. Reach her via Twitter.
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