Students, teacher and parents have found the BCA processes invaluable and very enriching:
- To raise the confidence of school pupils in meeting people in different circumstances from their own
- To challenge assumptions around difference between people for example: disability, age, race and resulting exclusion in both school and the wider community
- To foster relationships and creativity between the generations
- To offer opportunity for active citizenship
- To raise the school’s profile in the community
Things People from Schools Have Said:
Students, teachers and parents…
“I’ve never made so many friends in a day!” said by a young volunteer working with disabled peers, their teachers and his contemporaries
“It hit a spot – the inclusion thing – which is a bit of a barrier at the moment” said by a parent of a child with autism, who had not before been able to participate in integrated schooling or workshops
“It was new to work in a group in this way. As a teenager you don’t get a chance to interact with the different generations. You might think you can’t learn from the older generation – but you can!” said by a student volunteer who had been working in a residential home and supporting participants to paint
“It takes courage to drop our labels” said by a student who had been working as a partner participant with one of her teachers, and finding to her surprise, a kindred spirit. Adults on the programme echoed this sentiment too, especially care staff
“It was a seminal experience for me and years later I still recall the insights I gained, the experience I had, and the pleasure of making such surprising friends” said by a university student looking back on a BCA programme years earlier
“You don’t freeze when confronted by people who are different – you either melt or change” Community Volunteer helping on a young people’s programme for those with and without disabilities
“Mouths that didn’t respond to outside events gradually began to smile, giggle, then miraculously, chatter. Brains that seemed locked out of reach became engaged in activities and other people. Eyes that were dead and listless began to sparkle as labels such as ADHD and Autism fell by the wayside” said by a professional musician and teacher participating on a programme
“The sensitivity training they received prior to the project was particularly valuable in raising their awareness of the needs of others” said by a teacher working with a guide company who were working on a joint programme with a club for young people with learning disabilities
“It was extremely refreshing to be treated as an equal – not just a student” said by a school volunteer, working alongside care staff and residents and the BCA team
“The morals which I wish were more sacredly practised by the human race and kept as a commandment, is: ‘Never judge people by their appearance…’ Unfortunately it seems to be human nature to judge and discriminate against others who are different” – School pupil volunteer
“Do it again? I would jump at the chance!” – School volunteer
“I believe that the workshop always benefits both parties” – School volunteer