When a young person takes part in meaningful social action it can improve their grades, transform their character and grow their sense of well-being.

Those who take part are also more likely to feel engaged with their school or college, and ultimately develop the skills employers want.

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Most young people get involved in social action through schools and colleges.

When they do, the majority take part because they want to get involved, not because they have to. From stimulating peer tutoring in the classroom, to partnering with local organisations to help their students make an impact or creating whole school activities to improve the local community; schools and colleges can support a wide variety of social action.

Over the last three years, more and more primary and secondary school teachers indicate that they see social action as part of their school’s culture and practice.

However, fewer than a quarter say that the majority of their students take part regularly. Primary school teachers are also less likely to say social action is embedded into their school’s culture – just 48% of primary school teachers believe it is compared with 73% of secondary school teachers in 2018.

Young people from lower-income backgrounds are less likely to participate.

When polled, teachers that work in schools with a high proportion of low-income young people are less likely to say social action is a part of their school’s culture & practice than those who teach more affluent students. Many young people from low-income backgrounds are not accessing the wide range of benefits that participation in social action can provide.