As a learning partner with expertise in place-based and systemic change, Renaisi has drawn on its hypothesis of the three key elements that are critical to systems change to explore how partnerships have been preparing to create change in their places over the last year.
Kezia Jackson-Harman, Senior Project Manager – Place and Systemic Change:
“Carrying out systems mapping across the Connected Futures places has been an incredibly valuable learning process. It has helped partnerships to interrogate the problems around youth unemployment and to dig into what is driving the issues that young people are experiencing, often having very difficult conversations about attitudes, stigma, and neglect, in a safe environment that centres young people’s voices. From this we have been able to understand what is distinct and what is similar in the systemic issues faced by young people across the UK.”
Here’s what they’ve learnt about creating system change with young people in places…
How are partnerships learning about what is really driving young people’s experiences?
Each of the Connected Futures partnerships have been interrogating the factors driving young people’s experiences through activities such as peer research, surveying, and collaborative workshops. Each partnership has collectively mapped its youth employment ‘system’, exploring what it looks like through the eyes of different stakeholders.
Looking at these systems from multiple lenses has led partnerships to a better understanding of how these systems work, and the deeper factors that hold them in place. For example, the East Midlands partnership has found that young people with Learning Disabilities and/or Autism Spectrum Conditions are often viewed from a deficit approach (what they can’t do, instead of what they can do), and are denied agency when thinking about their future. This means they often lack options and opportunities that other young people are afforded.
How are partnerships shifting attitudes and narratives that are causing harm? And creating new, more hopeful stories?
Involving young people in the consultation process, and in decision making roles in the partnerships has been particularly powerful in challenging harmful mindsets. Not only has this helped to shift existing perceptions around young people within the system but it has changed young people’s perceptions about themselves and what they are capable of. For example, in Hull, Hastings, and Lewisham, youth researchers have shared how being involved in the project has helped them recognise the importance of their voice. Whereas previously they might have felt their input was not valid or useful, they now see the value of their insights as a young person.
As partnerships are moving towards developing solutions based on their findings from Phase 1, they are looking to begin challenging the status quo. For example, the Blackpool partnership is working with schools to develop wider measures of success within education that account for social, emotional, and practical skills, as well as academic achievement. Through this they are challenging some of the harmful beliefs around what is valued in school.
How are partnerships building new, different, and lasting relationships?
Through the consultation process, partnerships have been able to build new relationships between system stakeholders, bringing together actors who can work together to improve outcomes for young people. For example, the partnership in Brent brought employers together in workshops and focus groups. This process built lasting connections between employers, who now share a collective sense of responsibility towards supporting local young people and are committed to sharing learning on how this can be done effectively. Facilitating relationships such as these ensures system actors work collectively to address challenges facing young people.
To find out more about our learning from the Connected Futures process take a look at our Insights Report and the visual guide ‘systems iceberg’ that we have developed.
