Making a difference

Our education programmes successfully reduce prejudice and discrimination and creating lasting change. Each year, the University of Kent analyse evaluation data gathered from our programmes to assess the impact of our work.

Read our impact reports

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Our impact in numbers

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	Of young people aged 11-16 progress in their attitudes towards at least one group of people different from themselves.  This is a significant advance even on the previous year’s very strong findings (in 2019-20, 77.1% progressed in their attitudes). It means that, during the Covid pandemic, even though many of our programmes were newly adapted for delivery online, our impact increased by 20%.
	. of young people maintain their improved attitudes 18 months to 2 years after completing the programme.
	. Young people with the most negative attitudes make the greatest progress: their degree of change is three times greater than that of others.
	. of young people make significant progress in knowledge about prejudice and the harm it can cause.

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So...

The good news is, we are achieving our goals. We are also able use this analysis to see where we need to improve our programmes to ensure we continue effectively tackling the root causes of prejudice and discrimination with, and for, the next generation.

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The programme's focus on the Jewish experience of Anne Frank and the Holocaust does not limit its impact to attitudes towards Jewish people. On the contrary, this focus provides the basis for improved attitudes towards a wide range of other social groups who are typically targets of prejudice and discrimination. The programme acts as a route into generalised prejudice reduction.

(Changing Attitudes of Young People Towards Other Social Groups, University of Kent, 2019)

How we evaluate

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Young people complete our Contact Star and Workshop questionnaires both before and after participation. These questionnaires are a bespoke evaluation method developed for us by social psychologists at the University of Kent. They measure our attitudes and beliefs toward different social groups.

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Focus groups provide in-depth feedback on the impact of the programme

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Teachers also provide feedback on the changes they have seen in their school after we have worked with students there. Through Key Link Schools we track impact over two to three years.

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Measuring impact on our wider audience. This is harder to measure but is a key objective for us.