Scottish Mentoring and Leadership Programme: interim report - qualitative process and impact assessment

Appendix 3: capabilities and statements

• I feel more confident in social situations (Increased social confidence)
• I am more comfortable speaking to other people (communication skills)
• I feel better about myself (self-esteem)
• My relationships with the people I live with are better (enhanced social capital: family relationships and improved relationships with peers, families and key adults: family wellbeing)
• I have more people I can talk to about things (enhanced social capital: social networks)
• I feel happier (Improved health and wellbeing: happiness)
• I feel less anxious (Improved health and wellbeing: anxiety)
• I am getting on better with my friends (Improved relationships with peers, families and key adults)
• I have more belief in my ability to do well in school/gain qualifications (increased academic confidence: growth mindset)
• I am aiming higher in terms of what I would like to do after school (higher aspirations: young person)
• I am thinking more about the subjects I need to choose at school to help me get the kind of job I might want in the future (Subject / course choice: subject choice)
• I am doing more things that might help me get the kind of job I want in the future (engagement in wider activities: Participation in employability activities)
• I plan to stay on longer at school than I did before (Increased engagement in learning: staying on rates and subject / course choice: qualification level)
• My attendance at school has improved (Increased engagement in learning: attendance)
• I am doing better in my schoolwork (increased attainment/achievement)
• I know more about the kinds of jobs I might like (understanding world of work)
• I feel more confident about doing well at a job in the future (Understanding world of work: workplace confidence and employability skills)
• I feel more involved in school decisions (stronger young person voice in schools: participation in school decisions)
• At school, I have been able to put into place some of the leadership skills I have learnt (stronger young person voice in schools: leadership skills in practice)
• I am getting on better with my teachers (improved relationships with peers, families and key adults: Relationship with teachers)
• I find it easier to talk to teachers (improved relationships with peers, families and key adults: Relationship with teachers)
• I am more comfortable speaking to my mentor than I was at the start of the mentoring (Improved relationships with peers, families and key adults: Relationship with mentor) – used in MCR interviews only.
• I am doing more activities out of school (Engagement in wider activities: Participation in extracurricular activities)

How to access background or source data

The data collected for this social research publication:

☐ are available in more detail through Scottish Neighbourhood Statistics

☐ are available via an alternative route

☒ may be made available on request, subject to consideration of legal and ethical factors. Please contact social-justice-analysis@gov.scot for further information.

☐ cannot be made available by Scottish Government for further analysis as Scottish Government is not the data controller.

This research was carried out in accordance with the requirements of the international quality standard for Market Research, ISO 20252.