Impact measurement is a crucial part of our work as it not only demonstrates what we do, why we do it, and why it’s important, but it also informs our work going forward.

Our beneficiaries are at the heart of all we do. To really understand the impact of our work you can find out more about the young people we work with in the case study section of this website. 

To offer a summary of the impact of our work, key highlights from 2019-20 include: 

  • Over 750 young people attended programmes
  • 85 different programmes covering wellbeing, employability, education and leadership
  • An overall increase of 7.5% in mental wellbeing across all programmes (measured using (S)WEMWBS scale**)
  • Self-efficacy increased across all programmes with Education seeing an increase of 3.2 points (measured using GSE scale*)
  • 100% of young people by the end of Get on Track for Wellbeing had knowledge of local sports clubs and support networks
  • 72% of attendees on Get on Track for Employability know what their qualities and skills are
  • At the end of Get on Track for Employability 2 out of 3 young people (63%) feel confident in their ability to move into Education,Employment or Training
  • Across On Track to Achieve and AQA Unlocking Potential 84% of young people took personal responsibility for their actions at the end of the programme
  • On our Young Leaders and Ambassadors programme in Northern Ireland 89% of participants made friends from a different religious group

To find out more, view our published 2019-20 Impact Report

You can view previous reports and publications here:

To understand more about the way we work, you can read our Impact Measurement - Theory of Change document.

*GSE: Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health
psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-NELSON.
**SWEMWBS: “Warwick-Edinburgh Mental Well-being Scale (WEMWBS) © NHS Health Scotland, University of Warwick and University of Edinburgh,
2006, all rights reserved”