Early support, lasting change: how to tackle negative attitudes to gender and masculinity

The college has focussed on organisational change to processes and staffing to meet some of the challenges from changing attitudes to gender and masculinity, arising from harmful online content and increasing mental health issues. The college has moved away from a punitive disciplinary policy to a positive relationships policy, based on relational and trauma informed practice. The policy focuses on de-escalation and working to understand triggers for negative behaviours, reducing reliance on exclusion.  

The approach is helping young men (who are disproportionately represented in the behaviour system) feel that the college is invested in their success. The college has invested in training student mentors in emotional literacy, chaplaincy and listening  services and has introduced a student assistance programme providing 24/7 support, counselling and advice.  

The college restructured its student support system by splitting traditional pastoral  roles into two teams. One team is responsible for tutorials, attendance and routine  pastoral support. The other team is made up of dedicated student mentors who provide intensive support for higher-risk learners, many of whom are male.

Outcomes for students who received targeted support and interventions have improved significantly for the college. The college has also developed an internal risk identification system using enrolment and background data. Students identified as higher risk even before starting college, receive contact and support, helping build positive relationships early into their college journey. This approach has contributed to reductions in early withdrawal, ensuring more students are remaining in education and training.  

The college has a strong approach to partnership working. Successful partnerships include joint leadership of a Sheffield NEET task force, information and best practice sharing between education providers, and engagement with DfE regional improvement  teams. Community partnerships are also seen as essential, for example through King’s Trust programmes, bringing employers and external speakers into the college and using employer academies and business partnerships to help raise aspirations.  

However, whilst one-off enrichment activities and motivational sessions can be enjoyable and beneficial, resources are better invested in structural changes, staff development, long term partnerships and long-term support mechanisms.