bbc.com
Teenage Mentorship Program Improves School Attendance
A London and Manchester-based charity program pairs teenagers struggling with school attendance with toddlers, resulting in significantly improved attendance and self-esteem for the teens.
- How does the program contribute to the improvement in teenagers' attitudes and self-esteem?
- The program fosters a sense of responsibility and empowers teens to learn from their interactions with the toddlers. Power2 reports that 78% of participants improved their attitude toward learning, and 83% showed improved self-esteem, suggesting a significant positive impact on their overall well-being.
- What is the primary impact of the teen-toddler mentorship program on teenagers' school attendance?
- The program more than doubled school attendance for Yasmin, a 13-year-old participant who previously had significant anxiety about school. Another participant, Miller, who struggled to stay in class due to high energy levels, also saw improved focus and attendance.
- What are the broader implications of this program for addressing school avoidance among teenagers, considering the rise in absenteeism since the pandemic?
- Given the near doubling of school absence since the pandemic (reaching 17.79% persistent absence in 2024/25), this program offers a potentially valuable, scalable intervention. Its success suggests that addressing the underlying emotional and social factors contributing to school avoidance, rather than solely focusing on academic performance, can yield substantial improvements in attendance and engagement.
Cognitive Concepts
Framing Bias
The article presents a positive framing of the mentoring program, highlighting its success stories and positive impacts on teenagers' school attendance and confidence. The headline and introduction immediately focus on the positive transformation of Yasmin, a teenager who significantly improved her attendance. While acknowledging the issue of school avoidance, the article primarily emphasizes the solution offered by the program, potentially downplaying the complexity of the problem and other potential solutions. The inclusion of statistics about school absence serves to underscore the need for intervention, further reinforcing the program's positive portrayal. However, the article also includes perspectives from experts who offer additional advice for parents, suggesting a balanced approach despite the overall positive framing.
Language Bias
The language used is largely positive and encouraging, focusing on words like "positive impact," "improved self-esteem," and "confidence." While these words are not inherently biased, their repeated use creates a consistently optimistic tone that may overshadow potential drawbacks or limitations of the program. The use of quotes from participants and experts reinforces the positive narrative. However, there is no overtly negative or loaded language used.
Bias by Omission
The article focuses heavily on the success stories of the program without delving into potential negative aspects or limitations. It doesn't discuss the cost of the program, its scalability, or its long-term effectiveness. There is limited discussion of alternative approaches to school avoidance, which could be seen as a bias by omission. While acknowledging that school avoidance is a complex issue, the article largely centers on this single solution. The article also lacks information on the selection process for participants, potentially leaving out important details about the program's reach and impact.
False Dichotomy
The article doesn't present a false dichotomy in the sense of offering only two options. It acknowledges that school avoidance is complex and presents multiple perspectives and solutions. However, the emphasis on the mentoring program might subtly suggest it as the primary or most effective solution, potentially overlooking other equally viable approaches.
Sustainable Development Goals
The program directly addresses SDG 4 (Quality Education) by improving school attendance and engagement among teenagers. The initiative demonstrably increases school attendance, improves students' attitudes toward learning, and boosts self-esteem—all key components of quality education. The program tackles the issue of school avoidance, a significant barrier to achieving quality education, particularly in the wake of the pandemic. By providing mentorship opportunities and fostering a sense of responsibility, the program empowers teenagers to overcome challenges and succeed in their education.