The importance of agency
By Will Durham
As we reach the end of our financial year, we are busy preparing our first annual report alongside our ongoing work. It is a valuable opportunity to reflect on what we have made possible through funding and collaboration. Over the coming months, we will share a series of case studies on projects we have supported, alongside the wider report.
One of the key drivers behind our work at the William Ellis Trust is helping pupils develop their sense of agency: their ability to act independently, make informed choices and create positive outcomes in their own lives and in the lives of others. This idea is coming increasingly into focus as one of the key challenges facing young people as they prepare to take their next steps in a rapidly changing world.
The excellent Radical podcast, created by Amol Rajan, explored this subject recently in conversation with James Kanagasooriam. James, a renowned pollster and political researcher, spoke about a lack of agency as one of the most powerful sentiments expressed across the Western world today. By helping pupils build confidence in their ability to influence their own circumstances and those around them, we can support their journey towards becoming future leaders in many different ways.
One of the first new pieces of funding we agreed this year was an honorarium to enable Margot Lagard, a teaching assistant at the school, to lead the school’s work towards achieving the UNICEF Rights Respecting School Silver Award.
We caught up with Margot recently to hear more about this work.
She told us: “This year we have focused on embedding children’s rights into the culture, curriculum and daily routines of the school. I have recruited a team of Student Rights Ambassadors who have led assemblies, tutor-time discussions and events linked to key UNCRC articles. These include participation (Article 12), freedom of expression (Article 13) and the right to education (Article 28). As part of this, we have run student-led campaigns on equality and wellbeing, as well as curriculum-based projects exploring how these articles relate to the wider world.”
Feedback from our Student Rights Ambassadors has been overwhelmingly positive. Here are a few excerpts from pupil voice gathered as part of this work. The photograph accompanying this article shows some of the ambassadors leading an assembly during Mental Health Awareness Week.
“Being a Rights Ambassador has made me more confident. I know how to speak up for myself, and for others.”
“I like the way we talk about real issues, not just school things. It makes us feel as if we can change things.”
“I feel like we get listened to. Our ideas do not just stop in tutor time, they get used.”
Reflecting on this feedback, Margot told us that “students consistently report feeling more empowered, more included in school decision-making, and more aware of their own rights and responsibilities. This has strengthened our culture of respect, belonging and agency across the school.”
This is an area of work we are keen to continue supporting and developing. Our wider focus on community and entrepreneurial skills is intended to help pupils develop a spirit of hopefulness in response to the difficult world they are inheriting. There is much more to come.
If you would like to practise a little of your own agency, why not consider joining our Rather Use Than Fame Club? By doing so, you will be purposefully joining our community of donors dedicated to supporting us to build on the work we make possible. You can learn more about the club on its page on our website which you will find here.