AEF BOXsmart - Positive Pathways project

AEF BOXsmart Course Programme for Teens in Harlow – Quarter 2 Evaluation (July, August, September 2025)

The AEF Smart Course programme has delivered substantial progress towards our intended outcomes, demonstrating both planned achievements and valuable, unintended successes. One of the core objectives was to increase engagement and positive outcomes for NEET (Not in Education, Employment or Training) participants. We are pleased to report that six distinct employment pathways have been created, enabling these young people to transition into meaningful roles with real prospects for personal and professional growth.

A further key outcome was to expand opportunities for vocational development. Through successful collaboration, apprenticeship opportunities were offered by local employers, including Contour Roofing and City Used Furniture. These apprenticeships provide practical on-the-job training, equipping participants with valuable skills and a direct route into sustained employment.

Our partnership working with educational institutions has also yielded significant results. Passmores and Leventhorpe Secondary Schools have both integrated the AEF Boxsmart course into their curriculum, targeting 'at risk' students during school hours. This innovative use of the programme has led to improved engagement and wellbeing among students who were previously struggling within mainstream education.

In addition, an unintended yet highly positive outcome has been the establishment of a new partnership with David Lloyd. This collaboration now offers enrichment opportunities for young people, supporting their physical and mental wellbeing through access to high-quality sports and leisure facilities. The provision of these opportunities has further enhanced the overall impact of the AEF Smart Course programme.

Overall, the reach and engagement of the target audience have exceeded expectations, and our capacity to forge new partnerships and secure further resources has greatly strengthened the programme’s delivery. These successes reflect the dedication and collaborative spirit of all involved, ensuring the ongoing relevance and positive impact of the Smart Course initiative.

Social Skills evidence (Young people)

We have observed notable improvements in young people's social skills throughout the Smart Course programme. Feedback from participants, teachers, and partner agencies consistently highlights increased confidence in communication, greater teamwork, and enhanced ability to resolve conflicts constructively. Many NEET participants who were initially hesitant to engage in group activities now demonstrate a willingness to collaborate and support their peers, as evidenced by their active involvement in apprenticeship placements and enrichment sessions.

Further, regular monitoring through participant surveys and staff observations revealed that young people were more comfortable expressing their ideas, taking on leadership roles in group settings, and building positive relationships with both peers and mentors. The integration of the AEF Boxsmart course within school settings has been particularly effective, with teachers reporting improved classroom behaviour and social interaction among previously disengaged students. These outcomes indicate that the Smart Course programme has played a significant role in fostering essential social skills that contribute to personal development and future employability.

Mental health and well- being evidence (young people)

Throughout the duration of the AEF Smart Course programme, we have gathered substantial evidence demonstrating improvements in young people's confidence, emotional well-being, self-esteem, and resilience. Regular feedback from participants, as well as input from teachers and partner organisations, consistently highlights a positive shift in self-perception and mental health among those involved. Many young people who initially presented with low self-confidence or anxiety have reported feeling more comfortable in group settings and more willing to express their thoughts and feelings openly.

Structured activities within the programme, such as group discussions, leadership opportunities, and enrichment sessions at David Lloyd, have provided safe spaces for young people to take risks, make mistakes, and learn from them, all of which have contributed to building resilience. Staff observations noted that participants are increasingly able to manage setbacks and persevere through challenges, often displaying a more optimistic outlook towards their personal and academic goals.

Participant surveys conducted before and after the course show marked improvements in self-esteem, with many young people rating themselves higher in confidence and emotional regulation. Anecdotal evidence from NEET participants and those previously disengaged from education points to a renewed sense of purpose and ambition, as they successfully transition into apprenticeship placements or further education. Teachers have also commented on the improved emotional well-being of students, noting reduced incidents of disruptive behaviour and an increased willingness to seek help when needed.

Overall, the combination of targeted interventions, supportive mentoring, and access to high-quality enrichment activities has played a pivotal role in nurturing the confidence, self-esteem, and resilience of young people engaged in the AEF Smart Course programme. These outcomes not only enhance their current well-being but also equip them with essential life skills for the future.

Education, employment or training examples (young people)

Please give examples of changes to education, employment or training status and its Impact. This information helps us understand how the AEF Smart Courses and your delivery is having a positive impact on reducing NEET ( Not in Education, Employment, Training)

Several young people who participated in the AEF Smart Course programme have transitioned from being NEET to positive destinations in education, employment, or training. For example, one participant who had previously struggled with school attendance and lacked direction was supported to apply for an apprenticeship in Roofing. With ongoing mentoring and skills workshops, they successfully secured the position and have since reported increased motivation and a clear sense of purpose.

Another case involved a young person disengaged from formal education who, after completing the volunteering course, has applied to enrol in a local college to pursue a vocational qualification in sports. Their social worker noted significant improvements in attendance and engagement, attributing this change to the confidence and resilience developed through the programme.

Additionally, several participants have accessed work experience placements arranged through partner organisations. Feedback from employers highlighted the young people’s professionalism and eagerness to learn, often leading to offers of part-time employment or further training opportunities. These outcomes not only reduce the number of NEET young people but also demonstrate the broader impact of the AEF Smart Course in building pathways to sustainable futures.

Challenging Behaviours evidence (young person)

Throughout the AEF Smart Course programme, a variety of challenging behaviours were observed among young participants, such as low engagement, reluctance to communicate, disruptive actions, and difficulties managing emotions. For instance, one young person initially struggled with anger management and would often withdraw or become argumentative during group activities. By providing a structured yet supportive environment, combined with personalised mentoring and clear expectations, the sessions gradually encouraged this individual to express frustrations more constructively. Over time, they began to participate more positively, demonstrating improved self-regulation and willingness to collaborate with others.

Another example involves a participant who frequently arrived late and avoided group discussions, displaying clear signs of low confidence and trust issues. Through consistent encouragement, role-modelling, and opportunities for leadership within the group, this young person started to attend regularly and contribute ideas, eventually taking on a peer mentor role for newer members. The progress made by these and other participants highlights how the AEF Smart Course’s tailored approach—emphasising empathy, positive reinforcement, and practical skill-building—has helped transform challenging behaviours into opportunities for personal growth and social development.

Challenges: Provider feedback

During the course of the project, several challenges emerged which required ongoing adaptation and problem-solving. One of the main issues encountered was fluctuating attendance, particularly during periods of poor weather or when sessions coincided with school holidays and other community events. To address this, communication with participants and their families was increased, and reminders were sent in advance of each session. Flexibility in scheduling was also introduced, allowing for alternative session times and occasional catch-up opportunities for those who missed out.

Another challenge related to the location and accessibility of the venue. Some young people found it difficult to travel to the site, particularly those living further afield or with limited access to transport. To mitigate this, travel support was offered where possible, and sessions were occasionally held in alternative community spaces closer to participants’ homes.

Reflecting on these experiences, one improvement for future iterations of the project would be to conduct an initial survey of participants’ preferences and barriers regarding timing and venue location, ensuring that the programme is as accessible and convenient as possible from the outset. Additionally, strengthening partnerships with local schools and youth organisations could help to boost attendance and provide further support for those facing logistical difficulties.

Youth Justice: young people vulnerable to/on the cusp of or known to agencies but not yet criminalised/ Those currently under Youth Offending or other youth justice agencies.

Amongst young people identified as being vulnerable to, or on the cusp of, involvement with youth justice agencies, as well as those currently under Youth Offending or related services, several positive changes have been observed. Participants in this category have reported a greater awareness of the consequences of their actions and an increased understanding of how to make constructive choices in challenging situations. Notably, there has been anecdotal evidence of reduced engagement in anti-social behaviour (ASB) and a decline in incidents of community disruption attributed to the group.

Some young people have expressed feeling less vulnerable and more empowered to resist negative peer influence, citing the supportive environment and targeted interventions as key factors in this shift. Staff have also noted improved relationships between participants and local agencies, with a number of individuals demonstrating a willingness to engage in restorative activities and community projects. While it is too early to quantify long-term reductions in offending, early indicators suggest that the programme is contributing to a safer and more positive environment for these young people and their communities.

Unique: how many young people have been supported at your AEF Smart Course programme in the past 3 months?

55

Attendances: total number of young people at your AEF Smart course programme in the past 3 months?

536

Other presenting issues:

In addition to the risks associated with offending and anti-social behaviour, a range of other presenting issues have been identified among the young people attending the Smart Course programme. Many participants face challenges linked to mental health, including anxiety, depression, and low self-esteem, which often impact their ability to engage positively in education or community activities. There has also been a noticeable prevalence of family instability, such as parental separation, bereavement, or strained home relationships, which can exacerbate vulnerability and hinder resilience.

Substance misuse, particularly relating to alcohol and cannabis, has been reported by a number of young people, sometimes in conjunction with wider risk-taking behaviours. Additional concerns include school non-attendance, risk of exclusion, and learning difficulties, all of which can contribute to social isolation and reduced opportunities. Some young people have disclosed experiences of bullying, both in person and online, while a few have presented with emerging concerns around exploitation or unhealthy peer relationships. These presenting issues highlight the importance of holistic, multi-agency support tailored to the complex needs of the group.

Quotes and feedback from young people,

"Before I started the AEF Smart course, I didn’t believe I could change. Now, I’m thinking about my future for the first time and feel more confident in myself."

"The group sessions helped me realise I’m not alone. Hearing from others made me feel supported, and I’ve made new friends who understand what I’m going through."

"If I hadn’t joined, I don’t know where I’d be. The coaches actually listen and care, and that’s made all the difference."

"I used to skip school and get into trouble, but now I’m trying harder because I want to make my family proud."

"The AEF Smart course helped me find better ways to cope with stress instead of turning to things that aren’t good for me."

“I have secured a job and full time employment through the program and so much happier for this. I honestly didn’t think I would get to this place”.

“I have had amazing experiences and opportunities through CLCS, going to Wembley watching a world heavyweight champion ship in Box!”

“This club is apart of my life and daily routine, I volunteer, train and learn here! More than I have ever achieved opposed to School which just wasn’t for me.”

These quotes exemplify the positive impact of the programme, highlighting the sense of support, increased self-belief, and motivation fostered among participants.

Quotes and Feedback from schools, agencies, parents/carers.

“We’ve noticed a real improvement in attendance and engagement from students who have participated in the AEF Smart course. They seem more focused, confident, and eager to contribute in class,” reported one local secondary school teacher.

“The difference at home is remarkable. My son talks openly about his goals and manages his stress much better. The support and structure from the programme have had a lasting impact on our family,” shared a parent.

“From a youth service perspective, we have seen a reduction in risk-taking behaviour and an increase in positive peer relationships among those attending the course. It’s clear the intervention is making a tangible difference in their lives,” observed a representative from a statutory agency.

Collectively, this feedback demonstrates that the AEF Smart course is valued not only by participants, but also by the wider community, reflecting meaningful and positive changes in the lives of young people.