Our Theory of Change illustrates what we do, why we do it and how this gives our Young People the best chance to get into sustained Education, Employment or Training once they become RugbyWorks alumni!
Our young people appear to struggle in a traditional classroom setting and tend to emerge from school with substantially lower levels of education attainment. We help them to develop key life skills that will stay with them for the rest of their lives. The framework of skills is based on research carried out by Youth Employment UK 2017 highlighting five key life skills employers identified as the most important:
3. Problem Solving
Young people involved with our interventions tend to have their best experience with us outside the classroom and learning these skills through rugby based active learning. Once learnt and developed these skills can be transferred into the world of work and employment, enabling our young people to live positive productive lives.
Our young people are not exposed to enough high-quality career guidance that promotes social mobility. Without thishey can often be left with little knowledge or guidance on how to make the next step following school. We want to raise their aspirations and provide as many opportunities for growth to our young people as possible. The raising aspirations cornerstone is based around Gatsby good career guidance - 2014
Our young people are less active than the average young person and are more likely to develop long- term health issues as a result. It is essential that we offer those we support the opportunity to increase their physical activity levels and develop life-long healthy habits that will improve and maintain their physical health. We also build links into, and create potential pathways into community sport.
Our young people experience risk factors that mean they are more likely to suffer from poor mental health. We want to ensure that the young people we support are equipped to deal with the challenges of the modern world. We help our young people to develop resilience, personal responsibility and an understanding of their own subjective wellbeing.