1

SCHOOL AWARDS: OUR IMPACT

The Mark Evison Foundation was created in 2009 to promote the personal, social and physical development of young people.
Our School Awards, open to 16-18 year olds at participating schools, provide individuals or teams with up to 500 of expenses
funding, plus guidance as needed, to carry out a difficult challenge entirely proposed and planned by themselves. As of
summer 2014 we have supported 60 individuals under this scheme, who have thought up and completed a range of physical,
creative or leadership/community projects (for brief accounts of the challenges, written by our award winners, see
www.markevisonfoundation.org). Through these awards, we aim to bring out the best in young people.
1

By 2014, having established partnerships with around ten schools, the Foundation began expanding its reach, while also
carrying out an evaluation of our impact to date. A survey was completed by about one-third of previous award winners
(detailed results are available on request); we also requested feedback from teachers at some of the participating schools
(Mossbourne Academy, Archbishop Tenisons School, Dulwich College, Charterhouse, Feltham Community College). This
feedback, alongside our experience so far, forms the basis of how we have assessed our impact.
Why do schools get involved?
While working to expand our partnerships with new schools, we have contacted headteachers, heads of sixth form, and
teachers responsible for enrichment or for UCAS applications at schools around London. Discussions we have had have
indicated some of the reasons our awards appeal to schools:
Teachers appreciate that the challenges are not predefined (as in Duke of Edinburgh, The Challenge, etc.) but
instead push teenagers to come up with their own ideas. This is valuable, said one teacher, since the transition at
A-level to more independent, less spoonfed thinking can be difficult.
For some schools, the financial opportunity is very significant: in one school that has recently started working with
us, 46% of students are on free school meals.
Part of the challenge at state schools, as one teacher told us, is making sure pupils have the same extracurricular
opportunities as private schools; the chance to apply for an MEF award can help redress that imbalance.
Sometimes, students are discouraged by parents or by their culture/religion from exploring outside of their immediate
environment. One teacher who came on board recently said it was because she was keen to get them out of their
North-West London bubble.
Teachers support a challenge that is non-academic: it emphasises other values and gives non-academic students
a chance to excel.
Our presentation, and our classroom sessions working through students ideas, can tie in well with a schools
schedule of enrichment activities (usually weekly) these can cover anything from active citizenship, to
fundraising, to sports. Enrichment coordinators need to fill those timeslots with inspiring speakers and activities that
contribute to personal development.
Some teachers emphasise the potential benefit for their less confident students; others say their most sporty or most
ambitious kids will be keen to apply. Our awards are open and accessible to all types of student, because we define
challenging in relation to the previous experience of the applicant.
Schools may have a particular strength in sports, or media, or arts all are eligible for a School Award.

Teachers perspectives of the School Awards:

The opportunity seemed perfect for our school. Many of our students come from families who are first generation immigrants and/or are
financially disadvantaged; consequently they are fairly insular and rarely venture from East London. The School Awards give them an
opportunity to embark on an adventure. And they enable students to initiate an idea, organise and carry out their project independently.
Although we run enrichment projects here, this does not afford the same opportunity for complete independence.

1
Our Major Awards have a similar purpose, but are open to 18-30 year-olds and involve more demanding challenges with funding of up to
5000. The impact of our Major Awards is dealt with in a separate document.

2


The fact that it is open to any student and was also not linked to academic achievement meant that it was all inclusive, which is
very appealing.

My school is in a socially and economically deprived area and I have made it an aim to ensure that my students have the life chances
that other young people get. I also think that schools should focus on developing the whole student and this can get lost among academic
pressures These awards are very different [to other extracurricular opportunities] as they are student-led and they give students an
opportunity to do something outside of their comfort zone.

The MEF Award stands among the many projects we support that show that learning goes on beyond the classroom and that adventure,
risk taking, doing something at which you might fail and which you will find really hard and which cant be tutored, but that you have to
plan and do on your own is one of the ways through which you learn clear life-lessons. The key note is the self-planning. Of course there
is a hidden hand of teachers to make sure they dont make too many silly mistakes but really, perhaps to a greater extent than with other
more formal schemes, this is something which demands a great degree of initiative and independence.
Why do young people apply for an award?
We aim to give awards to those who would not otherwise get the opportunity to see through their idea. However, we do not
select students on the basis of means-testing or previous achievement; rather, we ensure that this opportunity is open to any
16-18 year-old at our partner schools, who is ready to take on a personal challenge.
Young people apply for a mixture of reasons, but usually one or a combination of wanting to do something fun together as a
group, or wanting to challenge themselves and take up the opportunity to do something they have never done before. A few
also cite more altruistic reasons: wanting to be involved with a charity / fundraise, or to give back to the community or do
something meaningful.
In some cases, applicants already have a strong idea of what they want to do, and the award offers them a chance to finally
carry it out. But in other cases, hearing about the award prompts them to think up and plan a project. They may have a few
diverse interests or goals which they then combine to make a challenge; or they have ideas to do something already, and the
application process encouraged them to take this idea further and make it more difficult.
Having got to know dozens of young people through these awards, we have found that they do not only appeal to the obvious
high achievers or star pupils; often, it is the quieter but more focused student who sees through an application from start to
finish, and completes a challenge.
The award appeals to a very broad spectrum in my experience: from a neer-do-well band to the cleanest-cut NCO in the CCF. But all
had ambition.

Not necessarily high achievers, often those who are looking to take up a challenge that will take them out of their immediate
environment.

The boy who won the award [last year] was an average student, but gained hugely from the experience. This year we had applications
from across the spectrum of ability and disciplines.

The boys who have come forward often have more to them than we realise until theyve engaged in the Award and its then that theyre
seen in their true colours. I can think of a few cases where boys brought to my attention first through the Mark Evison Award in Year 11,
have gone on to Prefectship and other high offices within the school who might not have otherwise had the confidence to put themselves
forward.

(Responses to the question, What kind of students does the School Award scheme appeal to?)
How does the application process benefit students?
To apply for an award, students must not only come up with an idea for a challenge but also prepare a detailed plan and a
budget breakdown of all their costs. They then present their idea to our selection panel, which chooses a maximum of one
proposal per school.
We work with a wide variety of schools, in which teenagers receive varying levels of support from teachers and parents. Some
students find the application process quite difficult the first time theyve had to prepare such a detailed plan and defend it in
front of a judging panel. This in itself can be a valuable learning experience.

3

The written application was a long process and was the first time I had filled in an application like it, so it was a good experience for future
form filling. I think we should have planned the presentation more. It was very difficult.
The application process was good for me and has helped me so much since. Once I got started it wasnt so hard and also the financial
side was good as well as I had to prioritise.
(Award winners responses to the question, How did you find the application process?)
Teachers also point out the value of the application process:
Students gain many transferable skills: they have to present their project in a persuasive manner; give reasons why they would like to
complete a challenge; demonstrate their ability to organise the project, be good team players, create budgets and portray themselves as
enthusiastic and motivated applicants. This is the sort of thing that stands them in good stead for university and job applications.

Preparing the application is a real challenge for most: to cost and plan and present is a life skill. And losing out, failure, is an important
part of education.

They dont have to do this for anything else and it is really good for them to do a presentation in front of people they do not know.

Students have to use their collaboration skills to come up with an idea, time management skills to stick to the deadline, research skills to
look up travel options, accommodation and locations for their challenge and they have to prepare and execute a presentation. I have
taught many students things which are life skills! For example, looking up and booking train times online, plotting routes on maps and
managing a budget.
What do they learn about teamwork?
Though we also give awards to individuals, the vast majority of our School Awards given to date have been shared among
teams of two or more.
For many teenagers, a School Award is the first opportunity to travel independently without teachers or parents present. Given
the challenging nature of the projects, teamwork is an important factor for completing them, and a significant part of the overall
experience. When asked them how their group worked out, the vast majority of respondents were overwhelmingly positive,
and some explicitly made the link between good teamwork and overall success of the project. And one award winner, who
went on a painting and camping trip with two others, one of whom she didnt know, said the lack of technology meant they
embraced each others company even more we worked so well together.
It was strenuous so we did argue and clash on a few occasions but we kept going and overcame our difficulties.
The challenge bonded us as we were together constantly and we had to motivate each other on the way. All of us are still very close
friends.
Brandon and I were a pair and we looked out for each other during our ride. He would often help me with my French as he was far better
and I would look after the logistical side of things such as planning how to get to places, reading signs, etc. We supported each other on
whenever we felt like giving up as we did feel like quite a few times.
Being close friends we worked well together. There may have been some tension but it was dealt with and we had a lot of fun.
(Award winners responses to the question, Did your group work out well once doing the challenge?)
What do award winners learn about preparation and planning?
Many award winners tell us that the preparation takes more time than they expected, and some said that fitting it in around
schoolwork and other activities was difficult; they also hinted at the sacrifice this involved. Some even find the preparation the
most difficult part of the whole process.
Fun and exciting, but a lot of research and time spent planning
The preparing stage was the most difficult. We were much less organised in working out what we needed and how much. It took a lot
more work than we expected.
It was very time-consuming, but time spent doing something I love it was done at school so very difficult to fit around other activities
and academic work.

4

It was slightly stressful We didnt have a lot of input from elders, which meant we were independent a lot. It took a lot of patience and
time, but we were able to reach agreements fairly easily. There were some last minute changes, such as food, but that was easily dealt
with. We all had our individual tasks, which I think made things work out well.
(Award winners responses to the question, How did you find the preparation stage?)
They also learn about budgeting: our evaluation found that almost half of award winners realise that their initial budget is not
correct. Many seek additional funds (on top of the maximum 500 award) in advance; the surplus needed ranges from 100-
300. They obtain additional funds from friends and family, by looking for sponsorship from local companies, or by organising
fundraising events such as cake sales, sometimes with the support of their school.
How do they experience the challenge?
Most of our award winners find their challenge harder than they expected. Doing something for the first time seems to entail
both highs and lows: one award winner called the experience a rollercoaster. There are tough moments often more difficult
than previously imagined but also rewarding and/or fun experiences.
On day one [we had] the heaviest packs and realised the enormity of our task. The experience was painful but rewarding.
[I felt] exhausted at the beginning, proud and excited by the end. The rain was very demoralising, seeing the south coast of France and
Mediterranean was inspiring.
I was really happy, through the six weeks of the summer project I saw the players grow in confidence, ability and skill.
Every stage of the build we completed I felt very proud and it was great achieving something with my friends.
The first day was very difficult as it was the most tough for manual labour, but also it rained for the whole day. However, we stuck with it
and by the next days it got much easier and less wet, which made it a much more enjoyable, rewarding experience.
Despite being exhausted from drumming for roughly 8 hours I absolutely loved the experience. It was fascinating for me to see how a
recording studio works.
I was able to connect to nature and myself more than I ever did back in London. I had a few issues back in London in my sports and
social groups that I was able to either choose to ignore or come up with a solution So you could say the experience was life changing.
(Award winners responses to the question: How did you feel while you were actually doing your challenge?)
On completing the challenge, the overwhelming feeling is one of pride and a sense of achievement as well as a certain
amount of relief.
Very accomplished and proud to complete it.
Delighted to have completed a vast challenge at such an early age.
I felt extremely proud of myself and my friends after wed completed the challenge. I learnt that I am capable of more than I once thought
and I am more confident in my abilities.
It was very satisfying, we had done something none of us expected we could do.
I felt proud but also glad it was completed. I think the group felt closer and that we had worked well as a team and managed to complete
something we had no experience with, without any help.
Hearing the songs for the first time made me very proud of myself and the group.
(Award winners responses to the question: How did you feel when you completed it?)
What is the longer term impact of completing a challenge?
For many award winners, completing a challenge has a direct impact on their confidence and independence, and often, a new
realisation as to how much they can achieve. That prompts them to think more about their future and to seek out opportunities.
They also learn valuable skills. That includes the practical skills needed to actually carry out their challenge the
sporting/physical or technical or creative techniques that mean they can now repair their own bike, do DIY at home, or have
better knowledge of camping, for example. But many award winners also highlight soft skills like organisation/planning
which have helped them organise other activities since communication, leadership, or teamwork.

5

Confidence in my planning abilities - since the bike ride Im always the one out my group of friends who plans the holidays and plans our
days out. Confidence to get out of my comfort zone to do stuff - Ive been putting myself forward for many more things. Felt more like a
leader.
Independence and internal strength
When applying to my new school, I talked about the challenge, and they were very impressed. It also made me a lot more confident to
take on new projects.
I learnt how to plan a project and teamwork skills. I learnt that I am very determined, but that I also need other people to help.
I realised how much I could trust and work with the other members of the group. It has definitely given me the confidence to follow
dreams or things I want to do in the future. To take on challenges.
I got more independence and have taken on more challenges/experiences I would not have gone for in the past.
The whole process made me realise that even things that seem like an unattainable hope can be made into a reality with hard work and
great support.
We continue to use music writing skills that we developed during the process.
Teamwork; safety and building skills; planning
Greater organisation and ability to work in a team... [I am] a better leader at school through my role as prefect.
I formed new friendships and a lot of great memories. I was able to think about my future and what I want to do. I became more confident
as a person and also felt if I can handle this, I could handle anything.
(Award winners responses to the question: What did you get out of it? and: Have you used any new skills since completing your
challenge?)
Teachers also notice the impact on their students:
Completing a challenge has built students confidence and given them experiences that otherwise would be unavailable to them. Our
student who completed a cycling challenge in France had never visited a foreign country before.

It gives them the confidence to rely on themselves they can make things happen. We do so much for our pupils that many lack self-
reliance, and this is a useful corrective.

It has raised the profile of the students among their peer groups and younger pupils. Its almost invariably given them a boost of
confidence and an aspiration to do more to serve others and to dare to take risks. In the recent past we have boys who were not
particularly big characters within the school until they undertook the Mark Evison challenge. Now theyve emerged as leaders of our
charitable projects and leaders of pupil voice forums within the school in a way that might not have happened otherwise.

[Our first Award Winner] has been transformed by it. He has gained hugely in confidence as a consequence and it definitely helped with
his UCAS application, without a doubt.

My students talk about their challenges as if they are the best thing that they have done in their whole school career and it has definitely
inspired every single one of them to be more adventurous and do more with their time. One of my students who was really quiet and
lacked a lot of confidence took part in a cycle ride from London to Brighton. During the process she had to phone a hotel and the bike hire
which she did not feel comfortable doing but had to do. When she returned from the trip, she offered to speak about it in assembly to the
whole Sixth Form as she had enjoyed it so much and learnt so much from it! Her confidence has grown massively. Another student who is
not academic was inspired to explore gap year options because the cycle had given her the knowledge that she could do things on her
own and taught her that she was more resilient than she thought. She has applied to work for Camp America.

We also asked award winners what advice they would give to future applicants. All their responses focused around two key
points: planning, and ambition. That suggests that important lessons have been learned on both counts.
Do your research. Dont be scared to try and do what you always wanted to do. Think of something really challenging
Be ambitious, you are more able than you realise and can push yourselves very far
Be as detailed as possible, especially when it comes to finance and what youll be doing, and how
Make sure you plan out everything in advance. Go for any idea we thought our idea would be too ambitious, but it was not in the end.

6

Be ambitious about what you want to do, as the opportunity wont come round very often!
Choose something you are passionate about. No challenge is too big
Focus on having a strong idea, then work on the practical points
Plan and rehearse your application presentation thoroughly. Make sure you have a clear, detailed plan for your project
Plan for all eventualities and ensure that you are fully prepared for the task. Be ready to raise more funds should it be necessary as some
costs will always be forgotten
(Award winners responses to the question, What advice would you give to potential applicants?)
What do award winners do next?
Though the Mark Evison Foundation supports one-off challenges, we see these as a springboard for a young persons next
steps in life. We keep in touch with all previous award winners where possible, and invite them to the several events we host
each year. Above all, we are always proud to hear of their successive achievements.
Since completing their School Awards, some award winners have taken on bigger and bolder challenges: one climbed Mount
Kilimanjaro, one completed the Duke of Edinburgh Gold award, one cycled the 100km London Nightrider race, and one spent
a year studying in Canada. In some cases, completing a School Award has been a direct factor: by giving them the confidence
to aim for that higher target, or by serving as a positive example of character that can be cited in an interview or application
(as for the student who went to Canada).
When asked if they would do a similar (or harder) challenge again in the future, all respondents in our survey said yes; often,
they have more ambitious ideas: going away for longer and further away; or doing the same project on a bigger scale (e.g.
involving more people).
Spreading our impact even further
Since we started giving awards in 2010, we have witnessed their impact, and the comprehensive feedback gathered this year
has confirmed this. Designing, planning and completing a challenge that is harder than anything a young person has done
before can greatly boost their self-confidence. It builds key life skills such as organisation, teamwork and communication. And
it encourages them to look beyond their immediate environment, and to actively seek out opportunities to challenge themselves
and pursue their interests.
Schools benefit, too, seeing students become strong role models able to inspire their classmates. And offering MEF awards
enables schools to respond to growing calls for our education system to promote learning that is much broader-based than
just academic achievement.
The Foundation is committed to reaching many more young people through its School Awards as well as through our other
schemes, the Major Awards and the Australian Outback Award. Our medium-term strategy is to maintain and build on the
links we have developed with our current partner schools, while also expanding the scheme into additional schools interested
in participating. By the end of 2014, we expect to have presented our School Awards in assemblies at more than 15 new
schools. We are also actively building links with other organisations in the youth development and education sectors.
Since its creation in 2009, the Foundation has been almost entirely driven by volunteers committed to the values of the
organisation values inspired by Mark Evison himself. We continue to keep our costs very low thanks to ongoing pro bono
support, but to efficiently manage our growing relationships and expanding programmes, we now employ one part-time
member of staff. And while our funding initially came entirely from private donations and fundraising events, we are now
seeking to diversify our funding streams for greater sustainability and to allow us to expand our reach. The limited financial
outlay just 500 per School Award is an investment that goes far beyond the duration of a short-term project: partners,
sponsors and supporters are very actively helping prepare a young person for real life challenges ahead.