Released today, our Three Thousand Voices research offers a compelling look into the reality of growing up as a child or young adult in south east London. While we strive to understand our diverse groups, several insights took us by surprise.
This study is based on the largest survey we’ve conducted across our schools and colleges. Its goal: to ensure the experiences of our learners shape and guide our priorities.
One significant finding highlighted a sharp decline in the number of students who reported having a reliable person to confide in as they transitioned from age 11 to 12/13. At age 11, over 80% of students felt they had this support; by ages 12 and 13, that figure dropped to under half.
We recognize that moving from primary to secondary education can be tumultuous, but the steep decline in feelings of security is concerning.
This research reflects the ‘Year 7 dip’ noted in national studies, yet our local findings offer deeper insights.
For instance, we identified that loneliness is a key issue for some children entering secondary school. At a time when puberty, new peer relationships, and academic pressures converge, many students feel they are losing their trusted adults.
This underscores that structural changes in education carry emotional repercussions, and we need to acknowledge the vulnerability of trust at this stage.
The theme of loneliness appears throughout our research. It was surprising to find many young individuals expressing a desire for assistance in forming friendships.
Traditionally, loneliness has been viewed mainly as a problem for older individuals, but it is evidently not restricted to them.
These are thoughtful, grounded priorities
With austerity leading to the closure of numerous youth clubs and the pandemic further limiting connection opportunities, many students reported having few chances to engage in activities outside school, thus relying heavily on school-based provisions for social connections.
This generation is actively asking for support in making and maintaining friendships.
Moreover, the importance of belonging surfaced repeatedly in our findings. Learners who had faced exclusion from mainstream schools shared feelings of neglect and discrimination.
These are not merely abstract issues; the lingering sense of injustice impacts attitudes towards both education and society long after the exclusion itself.
While we often discuss inclusion, the profound effects of exclusion on friendships, trust in adults, and self-perception emphasized that this cannot be treated as a secondary issue.
Perhaps our most consistent and alarming findings relate to the well-being of LGBTQ+ learners, particularly transgender youth. The data indicated lower well-being scores, and focus group discussions revealed the causes: experiences of discrimination, public harassment, feeling unsafe online, and difficulty finding knowledgeable support at home or from services.
In the national discourse, the fixation on restrooms and technicalities overlooks this essential truth: far too many LGBTQ+ young people simply do not feel secure. They seek not the headlines of culture wars but mentorship, safe spaces, inclusive activities, and understanding adults.
Despite the challenges outlined, our research also highlights positive trends and inspiring stories.
When we asked what they would prioritize if they were running our new charity, learners predominantly emphasized mental health support, friendship-building activities, and fostering understanding of diverse identities.
They highlighted the importance of reducing exam-related stress, accessing opportunities to explore new areas, and maintaining physical well-being while pursuing their studies. Many expressed a strong wish to be role models, help their peers, and create a positive impact.
These are indeed thoughtful, grounded priorities. This should not be surprising to us.
This research illustrates why understanding well-being from a local perspective is crucial. While national data can reveal trends, it is only by listening directly to our young people that we can comprehend their intricate realities and take appropriate action.
The solutions to meeting our learners’ needs are evident in their own words. We have listened, and now we understand not just that we must act, but how.
Access the complete 3,000 Voices report here
