Impact in Numbers
Statistics only tell a small part of the story of VbE. Below are a charts showing a small selection of outcomes following introduction of VbE.

Resilience

The decline of components of student resilience and wellbeing during the school life cycle. VbE provides an environment that mitigates many of the negative outcomes of the current school system.

Students at effective VbE schools achieve a higher levels of resilience. In terms of resilience, they experience greater academic success, more stable relationships, the capacity for persistent problem solving and constructive leadership skills. Students with depleted components of resilience are more prone to drug and alcohol problems, are more violent, are prone to leave school early, display behavioural problems, and experience increased levels of depression and anxiety.



The figures are based on research of around 100,000 school students in Australia in 2015/16. VbE is helping extend the research to the UK. Our experience so far is that UK students parallel the Australian system of declining resilience and wellbeing.

The Resilience survey is available to UK schools, with professional support available where the survey reveals student outcomes in need of attention.


Academic Attainment

Improvement in GCSE results at Stamford Welland Academy in the year of introduction of Values-based Education.




Improvement in academic performance at Chantry Primary School since commencement of Values-based Education.




Behavioural Impact

Improvements in behaviour are reported throughout VbE schools. We have not formalised the impact into statistically analysed charts. But Bath Spa University carried out research into a similar field to VbE, Emotion Coaching. Below are the statistically significant changes they found after the first year of coaching, relative to the year prior to the coaching.


Melksham Oak Community Secondary School, Wiltshire, UK


Tolerance

The impact on tolerance at Porchester Junior School in Nottingham, following the introduction of VbE.



The figures represent the pupils' self-assessment of their level of tolerance with 0% being completely intolerant and 100% being completely tolerant.

The school has created a poster with the pupils' comments that support and explain their self-ratings.
Download: To download the poster, click here (format: pdf, size: 1.3MB)


Lowest 20th percentile

Improvement in pupil engagement of bottom 20th percentile of Airds School Cluster, since commencement of Values-based Education


Airds School Cluster, New South Wales, Australia



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From My Heart
Neil Hawkes


This is a book that guides readers on how to bring values into their consciousness, thereby improving their well being and that of their family, community and working environment.