Source: Go-Givers Case Study focus groups, York Consulting 2013, Base = 98

PUPILS LIKE…

Go-Givers puppets

Go-Givers Kids’ Zone

Go-Givers characters

Go-Givers song

100%

98%

96%

...and being taught

through Go-Givers lessons

58%

96%

From 10 in-depth case studies of Go-Givers schools, York Consulting concluded that:

would like to get more involved to support their local community

learned that we all had similarities and differences

feel they are more understanding of the needs of others

would know what to do if they saw someone in trouble or being bullied

like giving to others

learned that not everyone has the same rights (others knew it before!)

79%

77%

76%

47%

PUPILS SAID THAT BECAUSE OF GO-GIVERS LESSONS...

75% 73%

feel more sorry for people affected by problems

learned how to help the world

67%

58%

36%

are more confident talking about problems people have in the world

TEACHERS LIKE…

ease and adaptability of lessons

100%

opportunities for literacy development

...and how the characters provide necessary

detachment to deal with socially sensitive issues

age-appropriateness of lessons

www.gogivers.org

EMPATHY

COMMUNICATION AND CAMPAIGNING SKILLS

ABILITY TO SPEAK UP ON ISSUES

SENSE OF COMMUNITY

AWARENESS OF THE WORLD

helps develop children’s:

An independent evaluation by York Consulting

measured the impact of Go-Givers online lessons/

resources and the Make a Difference Challenge social

action project. This leaflet highlights the main findings.

Visit http://www.gogivers.org/about-us/research-evaluation/ for more

are registered to use resources on the Go-Givers website

Approx.

37,000 staff

in over

10,000 schools

totalling over

46,000 educators from

around the world

Source: Pupil Survey database, York Consulting 2013, Base = 961

CONFIDENCE AND AGENCY TO TAKE ACTION NOW... ...AND in the future

90.4% 85.3% +5.1%

+3.4% 79.8% 83.3%

79.4% 84.7% +5.3%

76.8%

44.2%

83.5%

50.9%

+6.7%

+6.7

Our community is

being harmed

because people

don’t care enough

about each other

+3.9%

+14.7% 67.1% 81.8%

If I see people

suffering I

sometimes know

what to do about it

77.0% 80.9%

EMPATHY

Take part in a

peaceful protest

Write to an MP

or councillor

47.1% 57.4% +10.3Write a letter to

a newspaper

I try to help

improve my

community

It’s important for

me to find out what

is going on in the

news

I am likely to give

some of my time to

help people in my

area

People do better

if they are part of

their community

+3.7

+6.9

91.9% 88.2%

I feel responsible

for making our

community a

better place

75.6% 82.5%

COMMUNITY

I think it is

important to

share what I

have with other

people

If I have pocket

money, I might

give some of it

to charity

+3.8%

+7.8%

88.9% 85.1%

66.8% 74.6%

Philanthropy

59.2%

Talking about a

place in the world

where there is

conflict

53.0%

Explaining my

point of view about

an issue people

disagree on

Speaking in front of

my class about

something in the

news

64.1% 74.8%

60.1% 68.5%

COMMUNICATION SKILLS

To make something better, when I grow up I am likely to...

+8.4%

+10.7

+6.1%

Results from York Consulting’s pre/post longitudinal survey

of 961 pupils show that children made progress in all

attitudinal statements relating to caring and community

after taking part in the Make a Difference Challenge.

I would be good at...

Pupils showed increased confidence in speaking up or representing

their own views on issues they care about. Although baseline levels were already high, pupils’ sense of social

and civic responsibility increased after taking part in the project.

The highest percentage change of all attitudinal statements

reflect pupils’ recognition of our insufficient care for on another.

Almost two-thirds of attitudinal statements showed

statistically significant change between pre and post

questionnaires. We discovered that the Make Difference

Challenge has significant impact on these outcome areas:

Statistically significant percentage increases indicate that children

gained more positive attitudes towards giving their time, support,

or money.

Sizeable percentage changes across attitudinal statements show

that pupils feel they are more likely to participate in campaigning

activities as adults after taking part in the project.

Pupils placed high value on their likelihood to participate in social

action after taking part in the project.