Time to serve Andrew Hall, Knightsbridge School

Time to serve

As the world slowly opens up once more, it is important our students participate in some form of community service outside the school walls, says Andrew Hall, of Knightsbridge School

ʻThe confidence I gained from that first work experience helped me grow more independent.ʼ

The phrase ‘community service’ often evokes images of people in orange jumpsuits, picking up litter on the side of the road. The fact that it is so often used as a punitive measure, may explain why many students see it that way, rather than appreciating the opportunities for enjoyment and personal growth that community service offers. The statistics are quite shocking. A census in the USA in 2018 found that ‘across every age group, volunteering has declined since 2005’, even though ‘young adults have expressed the most interest in community engagement in a half-century’. We have had over a year of closed doors and been forced to keep ourselves separate to stay safe. Isn’t this the perfect time for schools to make a positive outreach into their local communities, for the benefit of young people and those around them?

I don’t recall being offered community service opportunities when I was at school, but I do remember 20 years ago, as a fresh-faced Year 10 student in North Yorkshire, going out on my compulsory work experience placement to a local animal feed supplier. I turned up on my first day with my lunchbox and my (far too clean) steel-toe-capped boots. Little did I know, I would end up working there for the next four years on weekends and holidays. I had my first encounter with customers (apparently always right) as well as the responsibility of handling money. I spoke to members of the local community who I would never have normally met, and I worked alongside adults who were not my family. The confidence I gained from that first work experience helped me grow more independent. Sadly, when I became a teacher, I discovered that my first school in Leeds had to stop their work experience programme, as they could no longer find suitable placements for all their students. A survey of teenagers in 2018, found that, ‘83 per cent of UK teenagers would like work experience to be made a compulsory part of the school curriculum; however, over a third (37 per cent) have done no work experience at school.’ This is a story that is playing out all over the country. Could a fresh, integrated, community service programme be the key to filling this void?

Can embedding an ethos of community service throughout our schools benefit not only our young people, but the local community? It could allow our students to see the value of donating time, and not just money, to local causes.

My siblings and I would frequently be shipped off to Grandad’s farm on the edge of the North York Moors, at both harvest and lambing time. It was not just the farming trade I was learning, it was the long afternoons sat in the tractor with my Grandad, or the stolen moments eating homemade cakes with my Nana. It was time spent with a generation I would eventually

ʻA survey of teenagers in 2018, found that 83 per cent of UK teenagers would like work experience to be made a compulsory part of the school curriculum; however, over a third — 37 per cent — have done no work experience at school.ʼ

lose forever. My Grandad would regale me with stories about his experiences, working war agriculture with the prisoners of war from Eden Camp. My Nana was never as forthcoming with her experiences in the munition factory. What a gift my parents gave us by sending us there. I learnt the value of early mornings, teamwork, and hard work at lambing times, I experienced the realworld beauty of life and the heartbreak of death.

Community service placements, work experience and even trips are becoming more frequently tied up with the red tape of risk assessments and police checks. Although the safety of our young people will always be our first priority, we also run the risk of letting our school walls become far thicker, and higher, than we ever imagined. By keeping children rooted in the classroom, behind their desks or screens, they grow more disconnected from the society that surrounds them. We teach them about Victorian society whilst depriving them of the opportunity to experience the modern, growing, culturally diverse city that exists on our own doorstep.

As our city starts to reopen, our parents can (and should) be our first foot in the door to a world of community service opportunities. Charity shops, food banks, libraries, community gardens, pet shelters, nursing homes, all provide safe opportunities for children to learn new skills that will benefit them in the future. With the lack of job opportunities for young

adults, it means any chance for our students to gain real world skills, outside of the classroom, could be more important than ever.

Schools could encourage community service in their cohort by creating student committees that work together to source opportunities and encourage their peers to take part. Awards can be created to honour students who go above and beyond to support their community. Weekly school assemblies can be used to highlight work that has taken place that week. If we reward acts of service to the community, like we do our school athletes, we may begin to foster a culture of giving back that truly benefits our local community.

The Duke of Edinburgh Award is a true leader in encouraging volunteering activities for our young people. A quick glance at their website will link you to a wide range of opportunities such as Beanstalk — a national reading charity that provides one-to-one support to children aged 3-13 who would benefit from extra reading support. Reading Leaders volunteers can be proud of the fact that they’ve supported a younger child with their reading skills. You could also volunteer time with The Countryside Restoration Trust which states it is, ‘the UK’s leading charity promoting wildlife-friendly farming and campaigning for a living, working countryside. Support Group working parties help with tree and hedge planting, painting gates, clearing scrub, erecting nest boxes, etc.’ There really is something for everyone.

So, let’s get out into the community, let’s encourage our students to volunteer, and let’s start to open the doors that have been closed for too long. Remember the words of Steve Jobs: “The people who are crazy enough to think they can change the world are the ones who do.” n

Find out more at: careercolleges.org.uk https://bit.ly/3h7gV2E dofe.org https://bit.ly/3x6CNR9 edweek.org https://bit.ly/3hirZbP Andrew Hall is a teacher at Knightsbridge School, a happy and vibrant prep school in the centre of London.