Problem
- Attaining good levels of literacy and numeracy is associated with a reduced risk of economic disadvantage, unemployment and poor health.
- To improve outcomes for young people, it is now a condition of funding for schools and colleges to ensure those who failed English and maths at 16 (those that did not receive an A*-C grade) re-sit one or both of the subjects as part of their study programme.
- However, only one in four of those who re-sit pass at the end of the year, and Further Education colleges, where 50% of re-sit students continue their studies, despite their best efforts, often struggle to improve pass rates.
Many students are disengaged and lack confidence. Some young people simply don’t have access to someone who asks them about their learning. Family or friends may not feel confident about their own skills, or know what the student is up to in class. This is what the Behavioural Insights Team focused on trying to change.
Solution
- They designed a trial and invited students to nominate a ‘study supporter’ – a parent, older sibling, mentor or friend – to receive regular text messages, written in conjunction with English and maths tutors.
- These messages prompted the supporters to start regular conversations with the student about their studies: chatting through a recent topic, or encouraging revision for an upcoming test.
- Over 1,800 students across 9 further education colleges took part: half their study supporters were sent texts, and half were not.
Impact
The supportive text messages resulted in a 7% increase in attendance and 27% increase in attainment for students whose study supporters were texted, compared to those who didn’t receive texts.
In other words, in every class of 25 learners who receive the programme, the approach generated 1 additional GCSE A*-C (grades 9-4 in the reformed system).
The trial showed that targeted outreach to parents, mentors and peers can make a real difference for students, and at a low cost – less than £10 per student for the year.