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I wish I knew about participation work when I was a kid

Innes Burns, Participation and Communications Officer for My Rights, My Say, discusses the importance of participation and youth work, and how it provides a space where young people can channel their energy into something positive.

Not to sound like I’m 29 going on 79, but I guess simpler life in the early 2000s meant I was occupied enough. You went to school, you did everything to avoid doing homework when you got home, and then you were out playing football until dark or training with your local boys club.  

…but summer months were short lived and football training was only twice a week. I was never a gamer, so besides the scheduled 7 o’clock MSN or Bebo chat with the girl I’d then avoid in the playground the next day, there was always a missing slot in my week which could’ve fulfilled a passion of mine.  

I didn’t really know what that passion was, to be fair. Part of me wishes there was an out-of-school debating club I could get involved in, but the risk of what I perceived to be cool at that age would’ve shunned any meaningful action towards exploring the idea. 

It’s hard to explain where that came from emotionally. I loved to organise, be part of something, be heard and recognised, have a sense of community for something that actually mattered.  

A short-lived stint in ‘Eco Club’ touched the sides, only for the brutal name-calling that followed to shame me into resigning my membership. It wasn’t the most forgiving generation of playground dynamics.  

This is why, to me, participation and youth work more broadly is so important. Providing a space where young people can channel their energy into something positive, trying new things and develop social skills with others.  

All contributing to this sense of ‘belonging’ which I can’t understate the importance of. 

I’m currently serving as the Participation Officer for My Rights, My Say (MRMS) at Children in Scotland. MRMS helps children exercise their right to be involved in the decisions that affect their education, protected under the United Nations Convention on the Rights of the Child. 

I co-run the ‘Young Advisors,’ which ensures a service that champions the voice of children and young people is also guided by them. You can read more about them here.

I’ve always worked with children and young people, from volunteering at the mutli-sports summer camps in Gracemount to working professionally at the Citadel Centre or Mckenzie School of English in Leith, Edinburgh. There’s something about working with young people that gives me so much fulfillment.  

...and yet it’s not my professional credentials that I lean into on this subject. I grew up in Scotland and I’ve seen around me what boredom does to young people firsthand. Hanging about parks and ‘Oor Wullie’ style mischief paints a picture of a harmless childhood… but when you add violence, underage drinking, drugs, smoking and serious crime into the mix, that same picture starts to look a wee bit bleaker.  

All facets of Scottish society we ought to have more honest conversations about. 

In many ways, we only need to look at ourselves as adults to find out a lot about what kids need. We know what the spiral of, for instance, unemployment to society does to a person. That level of detachment is damaging on so many levels.  

We see the problems that addiction causes. We bemoan the inequality in access to services, and what that means for correlations in criminal activity and poor mental health.  

These patterns are not anything new. We’re all big bairns, to coin an East Coast phrase.  

I wish society as a whole would look at its biggest societal problems through a different lens. One that recognises how the challenges we face in adulthood often echo the struggles we experience as children.  

Scotland has the highest rates of drug deaths in Europe, we have a mental health crises on our hands and our public services are straining under the weight of demand. These issues don’t appear out of nowhere.  

We have to ask ourselves… are we, in part, creating these problems ourselves by failing to properly understand and meet the needs of children and young people? If we neglect those early years, is it any surprise that patterns of isolation, boredom and lack of belonging can later resurface in more destructive forms?  

Maybe it isn’t a coincidence. Maybe it isn’t some largely unexplainable ‘Scottish culture’ that leaves us here… Maybe we just don’t invest enough in our foundations.  

I guess what I’m really getting at is that if we address the root causes of society’s problems, we could ease the pressure on the supply side of our public services. Right now, our systems are overwhelmed with relentless demand. Is it not about time we ask why that demand exists in the first place? Could it be that our children are holding up a mirror to us, reflecting our behaviours, our values and priorities? If we choose to act on it, to invest in prevention, the strain our services will begin to ease down the line.  

Part of that investment is about the kind of relationship young people have with authority. If young people’s main encounters with institutions are ones where they feel ignored, judged or let down, how can we expect them to grow up with trust in society? Authority has to show up for them, because when it doesn’t, young people learn scepticism instead of confidence.  

That’s why participation matters. It’s not just about giving young people something to do, it’s about making meaningful interventions at the development stage and giving them support to break a harmful cycle.  

...and more broadly, it’s about encouraging society to learn from mistakes that are right in front of us. 

Of course, every sector calls for more resources. I’m not saying for a second, despite significant financial pressures in a tough economic backdrop, that Scotland does not already have a wealth of initiatives trying to encourage early years intervention and an incredibly skilled workforce to put this into practice. Like doctors calling for more NHS spending or army officers calling for bigger defence budgets, a third sector worker like myself will always cry out for greater investment in my field. 

This wasn’t a call for more funding, more an explanation why I care so much about the sector I work in. It matters.  

When we think critically about youth and participation work, we start to see how much it connects to the bigger picture. We shine a light on answers to a whole host of our problems in wider society. I like how my contribution to society does so.  

Adult life shouldn’t be about cleaning up mistakes of your past, it should be about fulfilling the potential set by solid foundations in your early years.  

That’s why I’m in participation work. I want Scots before me to realise their potential, or encourage the Innes’ of tomorrow to ignore the haters and carry on with Eco Club.  

Innes Burns is Participation and Communications Officer for My Rights, My Say

About the author

Meet Innes and the rest of the Children in Scotland team

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My Rights, My Say

A support service providing advice and information for 12-15 year olds on their rights to additional support

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My Rights, My Say Young Advisors

Blog: Innes Burns, Participation and Communications Officer for My Rights My Say, introduces our latest youth advisory group

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Embracing the challenges this Remember a Charity Week

During this year’s Remember a Charity Week, Simon Massey, Head of Development & Engagement at Children in Scotland, reflects on the challenges facing many charities and what some of his plans are over the coming months.

Sustainability, budgets, income generation, funding gaps… All things children sector organisations constantly talk about. Things are not getting easier and, after years of austerity, the impact of Covid and the cost-of-living crisis, they feel like they are only getting harder. We know this ourselves, and we hear it from our Members, partners and wider network.

While we have been very lucky to receive extra government funding to expand some of our direct additional support needs services, our work to secure funding or generate income in other areas is becoming increasingly difficult in a very challenging environment.

Many funders are reviewing the way they offer money – this will work for some but put in new barriers for others. More charities are chasing the same grants and funding pots and, ultimately, there just isn’t enough money available. And so many charities, including ours, have seen reductions in capacity and staff taking on additional responsibilities to cover gaps.

With all this mind, we have made the decision to try and invest in our income generation capacity. We have recently re-jigged a vacancy with some other roles which meant we were able to recruit a new Senior Income Generation Officer, Debbie Hunter, who joined us in August. We have also been exploring social investment options and hope to hear soon that we have secured some funding to allow us to recruit to an Income Generation Manager post.

Following a bit of a restructure, this new team (of two!) will sit in my department and coordinate and support income generation activity across the organisation. When it’s broken down, there is a lot going on besides finding and applying for grants and other funds.

We have our Membership service. Pre-Covid this created a small level of surplus but a drop in income due to organisations having to cut what they spend, the need to keep fees as low as possible and our desire to support the sector via a free offer for smaller organisation, means the income just about covers the costs to deliver it.

Our Learning Programme has really been hit over the past few years with a combination of organisations having less money to spend, but also a change in what delegates want post-Covid. In response to this, we’ve streamlined our Open Learning Programme with a focus on our Members’ learning opportunities and the commissioned training offer – something many organisations are finding the best way to meet their training needs. While our partnership with Open University in Scotland provides a gateway to lots of free learning opportunities for the sector.

Despite the challenges in the world of events, our Annual Conference this year was real success. In part because we had such an amazing uptake on Exhibiting opportunities and Sponsors or Partners supporting it. This means we can keep our ticket prices as low as possible to ensure as many delegates can afford to come, while Exhibitors and Sponsors get to raise awareness of their organisations and share the work they do with a super engaged audience.

Then another way we generate some income is through our advertising offer – in our digital News Update or Insight / Children in Scotland Magazine, our bi-annual Member publication. This isn’t a massive income stream, but it provides a great service to people wanting to advertise jobs or promote their services and, from a financial point of view, every little helps!

I am always impressed by the range of things we do at Children in Scotland, but I am also very conscious that the above list of activities and offers is often made to a sector that is struggling and has limited money. This makes it a very hard ‘sell’ and organisations have to be very clear about where they are spending their money. That’s why we always strive to offer the absolute best quality service – whether that’s an event, advertising or joining us in Membership – while also making sure everything we offer aligns with our values and helps us achieve our vision that every child has an equal chance to flourish.

An area we have dipped our toe into over the last couple of years has been fundraising and donations, with some success. Our CEO did her 30 Hills challenge in 2023 and last year we did the Kiltwalk – both showing us that we can bring in some funds in this way, we just need to have the time to coordinate it and get people on board. We’ve also been a member of Remember a Charity for just over two years and have found their information and resources really helpful.

And of course, the money raised through all of these small initiatives helps fund projects, advocacy work, and services that ensure children’s voices are heard, their rights are protected, and their wellbeing is promoted. Our supporters directly contribute to creating positive change in policy and practice, helping us make a lasting difference in children’s lives.

Simon Massey is Children in Scotland’s Head of Development & Engagement

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National Development Team for Inclusion launch “Time to Talk Next Steps”, offering free personalised transition support

Alice McColl, Programme Lead for National Development Team for Inclusion's (NDTi) programme Time to Talk Next Steps, a new service for young people with additional support needs between the ages of 14 and 25 who are unsure about their next steps in life. 

At NDTi we believe that every young person deserves the chance to have meaningful conversations about their ideas, interests, and hopes as early as possible. We know that too many young people with additional support needs don’t get this opportunity. Thanks to Scottish Government funding we are providing Time to Talk Next Steps until March 2026. It’s a programme built on strong evidence so we know that it works!

Back in 2022, young people in Scotland made it clear: they weren't being asked simple but crucial questions like “what is your dream/goal?” or “what is it you love to do?” They highlighted a real need for person-centred planning to encourage and inspire them.

That’s where Time to Talk Next Steps Scotland steps in! We're here to directly address that need, ensuring young people with additional support needs get the dedicated, personalised support they deserve. We're commissioned by the Scottish Government, building on successful pilot work with Children in Scotland and Contact Scotland.

We believe that young people need to enjoy good conversations about their ideas, interests and hopes as early as possible. Our approach is therefore simple and practical, keeping paperwork to minimum. Usually, a dedicated Supporter is assigned to each young person and/or family providing up to 10 sessions on zoom, Teams or on the phone – whatever works for them.

Our primary focus is to build young people’s confidence. We want them to enjoy communicating what’s important to them and to feel able to share their strengths.

Our supporters use creative ways to support young people eg. games, videos, music, art, person centred planning tools and more. Young people can set personal goals, explore future plans, ask their supporter to help them practice saying what they want or need, research options or accompany them to meetings to make sure their voices are heard when discussing their transition.

Requests for support can be made by a young person or by someone on their behalf by filling out this simple form.(If information in Easy Read or another format is needed please email us on tttns@ndti.org.uk)

Free group sessions on transition available for schools and youth groups

Planning Live sessions are fun and interactive virtual sessions for groups. They are about an hour long and can be run for any school, youth group or community group interested in supporting young people with ASN on transition. To express interest in having a session at your setting or to have a chat and find out more please fill in a short form here.

Can you help?

We want to reach young people who don’t have any support at present or have made no plans for the their next steps. They might be out of school or have left a while ago and feel stuck.

We celebrate every contribution young people make. Check out this fantastic short video made by some of the young people to help advertise the programme! Please share it far and wide!

Let’s get talking and make those next steps brilliant! Contact :Alice McColl, alice.mccoll@ndti.org.uk

Alice McColl is Development Lead Children and Young People for NDTi

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Alice McColl is Development Lead Children and Young People for NDTi

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Time to Talk Next steps

This Children in Scotland and NDTi project trialled online support for young people aged 16-25

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A culture of kindness to prevent bullying

Safe Strong and Free’s Kerry Lowe discusses their bullying awareness campaign, and how their awareness resources can help foster a culture of kindness to combat bullying. 

At Safe Strong and Free, we believe that kindness has the power to change children’s lives. A culture of kindness helps to create environments where young people feel safe, valued, and able to thrive. Kindness is about more than good manners; it is about empathy, respect, and the understanding that every person deserves to belong. When kindness is part of the culture, harmful behaviours become less acceptable, and bystanders are more likely to speak up. Kindness does not just prevent bullying; it strengthens relationships and helps people feel safe and valued. Without this foundation, bullying behaviour can emerge, creating environments where children feel unsafe, excluded, and unable to thrive.

Bullying continues to be one of the most common concerns raised by children and young people in Scotland. The Scottish Government’s most recent update to Respect for All: The National Approach to Anti-Bullying for Scotland’s Children and Young People (November 2024) defines bullying in the following way:

“Bullying is face-to-face and/or online behaviour which impacts on a person’s sense of physical and emotional safety, their capacity to feel in control of their life, and their ability to respond effectively to the situation they are in. The behaviour does not need to be repeated, or even intended to cause harm, for it to have an impact. Bullying behaviour can be physical, emotional, or verbal, and can leave people feeling hurt, threatened, frightened, or excluded.”

This definition highlights that bullying is not simply about repetition or intent; a single incident can cause lasting harm. It also makes clear that bullying is both behaviour and impact, and that the effects on a child’s sense of safety, control, and wellbeing are what matter most.

Our new guides for children and young people, and for parents and carers, are designed to provide clear, accessible advice for situations that are often confusing and emotionally charged. For children, the guide explains what bullying is in straightforward and relatable language. It reassures them that bullying is never their fault and offers practical ideas for coping with difficult situations. Children are encouraged to think about strategies to build and maintain friendships, to recognise when they need to reach out for help, and to understand that there are always safe adults they can talk to. Importantly, the guide also includes advice for children who find themselves displaying bullying behaviours, helping them to understand the impact of their actions and to make positive changes.

The parents’ guide provides reassurance and practical strategies for families who are concerned about bullying. It helps parents to recognise possible signs that their child is struggling, to respond calmly and constructively when their child shares worries, and to work effectively with schools. It also addresses the difficult situation where a parent learns that their child may be displaying bullying behaviours. Instead of responding with shame or punishment, the guide encourages parents to approach this with empathy and persistence, helping their child to change and repair relationships.

Both guides stress the importance of avoiding labels. Calling a child “a bully” reduces them to one behaviour and risks defining their whole identity around it. Labels make it harder for children to change. Sometimes, children even begin to believe the label themselves, leading to more negative behaviour rather than less. Behaviour must always be challenged, but no child should ever be defined by it. By focusing on behaviour rather than labels, we give children the chance to change and make positive choices.

The UN Convention on the Rights of the Child reminds us that every child has rights, even when their behaviour causes harm. A child who is bullied has the right to be protected from violence, to be listened to, and to feel safe and included. But the child who displays bullying behaviour also keeps their rights: the right to be treated with dignity, to continue their education, and to get help if they are struggling. Remembering this helps us respond in ways that are fair, supportive, and restorative, rather than stigmatising.

This does not take away from the actual harm bullying causes. The safety and wellbeing of the child who is targeted must always come first. But supporting one child should never mean giving up on another. Both children deserve care. Both need adults who will listen and step in. And both need practical steps that protect their wellbeing and help them move forward.

Kindness also must be more than a message rolled out once a year during Anti-Bullying Week. Assemblies and awareness events can spark useful conversations, but on their own they are not enough. For kindness to truly make a difference, it must be embedded into everyday school life. That means teachers role-modelling respect in their interactions, children being encouraged to support and include one another, and values of empathy and fairness being visible in every classroom and playground. When kindness is lived day to day, children learn that respect and empathy are not just slogans but expectations that shape how we treat each other.

This is where restorative practices play a vital role. Rather than focusing only on punishment, restorative approaches help children understand the impact of their behaviour, repair harm, and learn new ways of communicating. They give the child who has been hurt the chance to have their voice heard and their feelings acknowledged, while also giving the child who caused harm an opportunity to take responsibility and make amends. Restorative practices turn conflict into an opportunity to learn important life skills such as empathy, accountability, and problem-solving.

By working together, families, schools, and communities, we can create places where kindness and respect are part of everyday life, where restorative approaches help conflicts become opportunities to learn, and where every child in Scotland has the chance to feel safe, strong, and free.

About the Author

Kerry Lowe is Chief Executive Officer at Safe, Strong and Free

Safe, Strong and Free

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The Promise Bill: Not the finishing line, but a step towards it

Innes Burns, Participation & Communications Officer at Children in Scotland

‘The Promise’ is a national commitment, taken forward by the Scottish Government, to reform the care system for our children and ensure they grow up loved, safe and respected. It’s built on the findings of Scotland’s Independent Care Review, which identified systematic failures in our current system.

It’s a Promise that is widely endorsed. Nobody wants to see the number of young people in Scotland that are currently lacking in the care and support they need. There is a nation-wide feeling of togetherness on meeting its conclusions by 2030.

This Bill makes necessary strides, but we cannot let this be the end of the conversation if we are to fulfil our wider ambitions.

 

What is the Children (Care, Care Experience and Services Planning) (Scotland) Bill?

The Children (Care, Care Experience and Services Planning) (Scotland) Bill introduces wide-ranging changes to the services and support provided by our care system in Scotland. These changes include:

  • giving people who left the care system before their 16th birthday the right to apply for aftercare
  • requiring Scottish Ministers to ensure care-experienced people have access to advocacy services
  • requiring Scottish Ministers to publish guidance which promotes understanding of “care” and “care experience”
  • giving Scottish Ministers powers to limit the profits that can be made from children’s residential care
  • requiring fostering services to register as charities
  • giving Scottish Ministers the power to create a register of foster carers
  • making changes to the children’s hearings system.

This aligns with The Promise’s direction of travel. It speaks directly to the five “foundations” needed to revolutionise our care sector.

In “Voice,” the Bill sets out a clear need for support-heavy entitlement to advocacy. There is no doubt that rights, on paper, are strengthened for the child in this department. This also helps meet the expectation of skilled support around children and families that The Promise requires within “People.”

In “Family,” there is progress in closing the loophole of those that miss out on help from the Government up to the age of 26 having left care before the age of 16.

In “Care,” we see increased power for Ministers to limit profit-making in residential care. There will also be positive moves in fostering services being registered as national charities.

And lastly, in “Scaffolding,” stigma-absent guidance provided by public bodies, coupled with Integration Joint Boards strengthening cohesion, will lay the groundwork for a system that is dependable: the scaffolding of help, support and accountability.

This intent should be welcomed on all fronts.

 

Why is there a note of caution?

If this Bill is passed through Parliament, we will not wake up the following day in a society in which every child in Scotland is loved, safe and respected. There is still plenty of work to be done to get to this place by 2030.

Whilst this Bill is a useful lever to widen support, strengthen accountability and steer us in the right direction, this outcome will only materialise if several other factors are also heading the same way.

One of which, most notably, is whether funding and resource will be made available to meet ambitious demands. Aftercare expansion, increased advocacy, changes to the hearings system, transitional costs… all this points towards the need for more money and skilled workers able to deliver.

…and this is already sitting in a tough economic backdrop. Inflation continues to add pressure and local budgets are stretched thin with rising demand for services.

Financial pressures will  increase without working co-operation between Government and private sector. Limiting profit and charity status echoes welcomed values in The Promise, but implementing this will not be seamless. Transparency, clear agreements and contingency plans will be crucial to ensuring there is no cliff-edge drop in capacity risked with profit-making organisations walking away from service provision.

And speaking of collaboration… creating a Board tasked with overseeing cohesion does not guarantee cohesion. All stakeholders must be at the table, including the third sector, putting together shared outcomes and a plan that all contributors can feasibly follow through with.

 

A huge step, if taken seriously

This is a well-intentioned Bill and, if taken seriously, is a big step towards keeping The Promise. It widens aftercare, tackles profiteering and pushes for clearer planning across services. This gives Scotland a strong platform to reduce the number of children entering care and improve stability for the care-experienced. If Ministers and local partners follow through with proper funding, support for the workforce and genuine co-design with the third sector, the Bill will quickly turn good intentions into tangible results.

About the Author

Innes Burns is Participation & Communications Officer for the My Rights, My Say service.

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Who are the My Rights, My Say Young Advisors?

MRMS YA_Logo_Colour

Innes Burns, Participation and Communications Officer for My Rights My Say, introduces our latest youth advisory group

All children have the right to have their views considered when decisions are being made about the support they get when they are learning.

Children aged 12-15 in Scotland now have the right to be more involved in the decisions that affect them. My Rights, My Say (MRMS) helps children exercise this right under the United Nations Convention on the Rights of the Child (UNCRC).

In the spirit of championing the voices, views and experiences of children, it makes sense for the service to be guided by them too. That’s where our MRMS Young Advisors come in.

The Young Advisors are a collective of tenacious and passionate young people who help shape how rights are understood and respected in Scotland. They share their experiences, give honest feedback to our staff and work alongside key decision-makers to ensure young voices are heard at every level.

The group is made up of members with lived experience of additional support needs. They help by sharing their perspectives, ensuring the service reflects what matters to young people, advising on how information is presented, helping design and improve resources, and making sure the service listens to and respects children’s voices.

Despite being a relatively recent addition to our organisation, the group’s impact is already significant.

One of the key areas the group identified for improvement was the role of educational psychologists within local authorities. The MRMS Young Advisors have already identified a number of topics and issues that they would like to engage with, including the role of educational psychology, the gender differences in ADHD and Autism diagnoses, and how the My Rights, My Say service can reach more children and young people across Scotland.

One of our Young Advisors led a room of second year educational psychology students to stunned silence as she discussed the benefits of empowering young people. Not the awkward kind of silence either, the kind where everyone in the room is leaning forward, keenly listening to every word. The lecturer asked us afterwards to: “Please tell the Young Advisor again that their insight and honesty taught us all so many lessons in that short two hours.”

A proud day for the group.

The impact and influence of the group is no accident given our processes at Children in Scotland. We implement the work of Professor Laura Lundy in our direct work with Children and Young people. Her ‘Lundy Model’ is used organisation-wide when it comes to

participation to ensure that UNCRC’s Article 12 (Children’s right to be heard) is put into practice.

The Lundy Model provides a structured checklist to ensure the MRMS Young Advisors are able to share their views in ways that are meaningful to them – and we make sure that those views are listened to and acted upon. Maintaining this model in alignment with the work the group does ensures we are truly involving young people in the decision-making process of the service.

The model is divided into four interrelated elements:

Space: Children and young people must be given safe, inclusive opportunities to form and express their views

Voice: Children and young people must be supported to express their views

Audience: Their views must be listened to

Influence: The views must be acted upon, as appropriate

We try to meet Lundy’s requirements by creating a physically comfortable, inclusive space where all young people feel safe to share their thoughts without fear of judgement. This ensures the environment is accessible and welcoming to everyone.

Our Young Advisors are listened to attentively, engaged with and communicated to with different styles and methods to suit various preferences and abilities. We check whether our activities connect with people who have genuine authority, so our Advisors’ voices reach the right audience. We also record and celebrate their achievements, then reflect on the evidence of how these contributions have influenced change.

…and, to date, we’ve done so incredibly well. There has been strong rapport built within the group, creating trust so the young people feel comfortable sharing their ideas openly. We book venues that are clean, comfortable and risk-assessed, containing access to quiet spaces and a diverse range of resources, toys and materials to work with. We provide clear and concise information and guidance, using accessible language so our Advisors can use their voice with confidence.

It might be too early to quantify the impact of the group’s influence at this stage, but we aren’t short of excitement about the direction the group is heading in and some of the work we have planned.

Even more so after a successful application to funding from ‘Young Start,’ a programme provided by the National Lottery Community Fund to help young people become more confident and play an active part in realising their full potential. This will take our current budget levels, covering basic day-to-day running of the service, limited staff hours and equipment, into a transformative position.

An application, by the way, heavily contributed to by our Young Advisors:

“Everything we do is our decision. The first question we’re asked when joining the group is what do you want to do? I do lots of volunteering and it is usually based off what adults tell you. What makes this group so powerful is that we get so say what we want…

“We feel it is important that adults feel comfortable stepping to the side and give us space to take the lead. As our group grows this is how we will continue to develop.

“At the moment we have many more opportunities that we are able to take on - with this funding we would be able to reach so many more people than we currently can.”

I say this with a lot of passion… these are some of the most inspiring young people I’ve ever worked with. They don’t just show up, they give me so much to think about.

When you give young people the trust, tools and space to lead, they rise to it. It’s all about giving them that chance.

They’ve been a pleasure to work with and I can’t wait to see what they produce over the coming years. Watch this space!

About the author

Meet Innes, Participation and Communications Officer for My Rights, My Say

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A new ticketing platform for Children in Scotland events

Children in Scotland has migrated Learning & Events ticketing to a new platform. Monica Sellers explains the move

Finding and using a ticketing platform for events and training seems straightforward, but the deeper you dive into it the more options you realise there are and the more elements to consider you find. Usually you go with what you know – someone on the team is familiar with a platform and you know it will work well enough, so on you go. Sometimes though, you know you’ve been somewhere for a while, and yes, it works, but it could be better. 

At Children in Scotland we prefer to work with organisations that align with our values, and better yet, share common goals. Using a for-profit platform (Eventbrite) to handle registrations for our learning and events was never a great fit, even if it did most of what we needed at the time. Recently the Learning & Events team was introduced to a new platform, Humanitix, which is a not-for-profit ticketing platform that gives 100% of profits from booking fees back to charity. They’re “tickets for good, not greed”.

They’ve also just arrived in the UK, and chosen Scotland as their home base, which shows some good judgement! 

Even with the values alignment, they’re looking to give £500k a year to local charities, mirroring our goal to support Scotland’s children and provide them an equal chance to flourish, there was more to consider before making the switch. 

Within the Learning & Events team we hosted 32 events across our open and member programme in 2024-25. This included our flagship Annual Conference which saw 450+ unique attendees in May 2025 join us in Glasgow across two days. Since 2022 we’ve welcomed more than 5,000 event and training attendees, nearly half of which were in membership with Children in Scotland! 

With so many attendees ticketing may seem like a small piece of the event puzzle but it makes a big difference to accessibility of an event. It’s key to getting it right. 

User experience – with Humanitix, both the UI and its functionality is smoother and more intuitive. Plus, for those of you who need an invoice to issue payment, you won’t need to wait for our team to email back and forth with you, you’ll be able to book on when is convenient for you and have an invoice sent directly! 

Accessibility – Humanitix is built with accessibility in mind. From larger fonts, to bolder contrasting colours, to screen reader integration and more. We want our event listings to be as easy to understand and navigate for you as possible. 

Internal process changes – this is the big one that people outside won’t see but once we’re set up the host side of the platform has myriad tools and structural differences that will lessen our administrative work. This means we can spend more time planning and delivering the quality of events you’ve come to expect from us.

Pricing – we know how tough budgeting can be for the third sector right now, and Children in Scotland is no exception. With Humanitix we’re paying less than half of what we were with Eventbrite, and we know that the money we spend on those fees is going back to charities here in Scotland. It’s a win-win!

Overall, we’re very excited to make this change and we hope it makes your experience with Children in Scotland events better. If you have any questions about ticketing, training, or events please reach out to our Learning & Events team directly at events@childreninscotland.org.uk

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Already have a ticket for a current Children in Scotland training or event? Don’t worry, your ticket will be moved over at no cost and you’ll receive updates via the Humanitix platform. 

Want to be updated on new and upcoming training opportunities? Join our mailing list. 

Looking to book onto a training? Visit our training and events hub and follow the link to book on. We’ve launched the Humanitix platform and integrated it into our website so you can book from within the Children in Scotland training and event hub just as you could before. 

Monica Sellers is a Learning & Events Officer

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No Wrong Path: Children in Scotland staff share advice on SQA results day

Today, Tuesday 5 August, young people up and down the country will be feeling a mixture of excitement and nerves as they receive their exam results.

Whether planning to head off to university or enter the world of work, finding out what grades they have achieved can be an overwhelming moment for many young people, and so to put minds at ease and celebrate every win, Children in Scotland staff have opened up about their own career journeys. Here, discover their advice and learn why there’s No Wrong Path.

Billy Anderson, Head of Services

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After leaving school at 15 with five O Levels, Billy started a two-year YTS (Youth Training Scheme) to become an Agricultural Engineer, following that career for another six years before working as a welder making agricultural feeding equipment. After later working in car body shop, he decided to enrol on a social care course at college while taking on two mentoring roles for teenagers via the Youth Justice and Integrated Substance Service.

After completing his college course, he signed up to study for a degree in Health and Social Studies, later working for the NHS and the Aberlour Child Care Trust. Having retrained and changed careers, he says there’s lots of different ways to pursue your passions.

“After I finished my degree, I worked for NHS in community health development for a year or so, and then focused on children and young people with a role at the Aberlour Child Care Trust,” he explained. “Eights years later, I went to Australia and volunteered with a few children's charities. When I came back to UK, I started working at Donaldson's Grant Aided Special School, and after four years, took on an associate role with Children in Scotland.

“I eventually left Donaldsons to work part-time for Children in Scotland as a Senior Officer coordinating My Rights, My Say, and at the same time took on the role of Development manager at Circle. I was also a mentor for Autistic adults during COVID for Scottish Autism's Affinity initiative, and two years ago I applied for my current role of Head of Services at Children in Scotland.

“For young people getting their results, it’s important to remember that no matter what the grades, you have time on your side to experience things and work out what really interests you. I never had a clue and started university as a mature student – I don't think I could have gone from school straight to uni as I wouldn't have been ready. To some degree I still don't know what I want to do, but I know where my passion and skills lie, and that is in supporting and helping people to be all that they can. But I really did love painting cars,  too!”

Julie Thomson, Communications & Marketing Manager

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Julie studied Ancient History and Archaeology and French at university, and started working in communications after graduation. She later became a fundraiser and spent several years working at a big hospital in Dublin, however, after the recission hit, decided to move to Edinburgh to study marketing.

She said: “After my degree, I went on about 100 interviews and didn’t get anywhere, so I ended up pulling pints for much longer than I had hoped. That felt like a really low point in my life, and I didn’t attend my 10-year school reunion because I felt rubbish and didn’t want to tell anyone what I was doing.

“However, I happened to meet someone with a digital startup, and although I didn’t know anything about this area, she gave me a shot. I kept shaking the cocktails while also getting to know all things digital marketing.

“I finally got back into charities, and I have been doing comms and marketing ever since. I love the idea that there’s #NoWrongPath and I wish I could have heard it a bit more in my 20s!”

Angus Doyle, Designer

Angus completed a degree in Scottish history at the University of Edinburgh and was set on a life in academia. Things change however and, after developing his passion for graphic design into a career, he’s been Children in Scotland’s designated pixel-pusher for six years.

“I was good at school. From an early age, most subjects came easy to me, and I’ve been fortunate in that so many things fascinate me. I knew from the age of about four that I was going to go to university. It was drummed into me by my Mum that that’s ‘just what you did’ after school.

“I had a great time and thoroughly enjoyed my studies, had some great social experiences, and made some of my closest friends, who remain a big part of my life in my mid-30s. I moved up from Manchester to Scotland and I’m still here! I got a good degree and was all set to do a masters in Canada with thoughts that I’d probably go onto a PhD and a life in academia. But, in the year after my undergraduate degree I began to reflect that I wasn’t sure that all of that was I really wanted.

“I had ended up in history after discovering that one of my GCSE choices – graphic design – was oversubscribed. Initially disappointed, I soon found that I’d landed with the best and most influential teacher of my life (shout out to Mrs Leckie!) – and soon enough, a GCSE became an AS-Level, an AS-Level became an A-Level, leading on to my four years at Edinburgh.

“But I’m not a historian and, in a roundabout way, I’ve come full circle as I now happily make a living as a graphic designer. In the background, design had remained a serious hobby of mine – something I did for the sheer creative pleasure of it, fitting passion projects around my studies. This evolved into creating logos and posters for friends’ events during my uni years. As my portfolio developed, I started to pick up commissions and, as that snowballed, it eventually developed into a full-time career.

“For a long time, I worried about whether I was doing the right thing. Was I wasting my degree and all my studies to develop a career I’d had no formal training in? The answer, of course, is NO! I don’t regret the time spent exercising that academic muscle. It was endlessly fascinating, and I remain passionate about history and the humanities. Following that interest was an end in and of itself, even if I ‘didn’t do anything with it’. Equally, I didn’t need a degree and could just as easily have ended up where I am without it.

“I’ve been very lucky in that I’ve been able to pursue two genuine passions, and that one of them led to a career in the end. It was quite a long road and the main thing I’ve learned is that things change. You change! Life is full of second (and third and fourth) chances, and what feels like the most important thing at 16, 17 or 18, might not a few years down the line. Things aren’t set in stone so be patient and never rush becoming you.”

Judith Turbyne, Chief Executive

Black and white headshot of a woman with short dark hair. She is smiling at the camera. She is wearing dangly earrings, a white lace top, and is standing in front of the water, with a town visible on the other side.

From working front of house at the Assembly Rooms during the Fringe to becoming a life model while completing her PhD, Judith has done a lot of what she calls “fun jobs” – and not so fun ones, too. Starting her time at university focused on chemistry, she later transitioned to study psychology, which led to a voluntary role with an organisation in Guatemala.

She explained: “After my role in Guatemala, I went back to studying economics, politics and sociology in International Development, and I also did a PhD on empowerment in development. Over that time, I worked in Central America and the Caribbean with a couple of organisations, as well as in London and Dublin, but family eventually drew me home and I worked with the Scottish Charity Regulator before I was given the great privilege of taking up my role at Children in Scotland.

“It’s so important to do something that will ultimately bring you some joy. Looking back on my career, it looks like I had some planned-out career path, but I have tended to follow my interest and passion. There is absolutely no pressure to find out what you want to do when you are just coming out of school. You may be lucky and the first thing you do will be the thing you want to do forever. But for many people, it is a journey – and it can be a convoluted one. Work might not always be fun, but trying to find the fun, the passion, and something that keeps you enthusiastic, is worth so much more than the money.

“The truth is, I still don’t know what I want to be when I grow up. And that is also okay.”

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What pupil support staff said

Following the delivery of Children in Scotland’s #KeepThePromise Pupil Support Staff Learning Programme, Sophie Elliott reflects on what we heard from pupil support staff and why Scotland must support the workforce to Keep The Promise. 

In 2020, The Promise said “Schools in Scotland must be ambitious for care experienced children and ensure they have all they need to thrive”. The Promise Plan 24-30 makes clear that all those working with care experienced children and young people should be supported to play their role in creating education settings which provide a sense of belonging and respect children’s rights. However, we understand that support and learning opportunities for pupil support staff can sometimes be limited. 

In 2023, Children in Scotland received funding from The Promise Partnership’s Keep The Promise Fund and aimed to address the limitation in learning and development opportunities for pupil support staff by co-producing and delivering a support and learning programme for pupil support staff in Scotland. 

To do this, we carried out a period of engagement work with school-based groups of care experienced children and young people and a new Pupil Support Staff Advisory Group. This informed the development of the #KeepThePromise Pupil Support Staff Learning Programme, which consisted of a blend of in-person events, online practice sharing sessions and a series of eLearning modules. You can find out more about the programme and access the eLearning modules on our website 

In our engagement with the Pupil Support Staff Advisory Group and delivery of in-person events, the team at Children in Scotland heard the views and perspectives of pupil support staff relating to their access to learning and development opportunities. To share this learning more widely, we have produced a paper sharing What Pupil Support Staff Said.  

When reflecting on all we heard in our conversations with pupil support staff, we were surprised by how often we heard staff share they did not feel they had been well supported in their role. Many of the pupil support staff we engaged with said that a lack of support through training opportunities, supervision and access to key information and relevant policy, has continued throughout their time in the profession.  

“In my seventeen years in the role, I have not once been given an opportunity for my development” – attendee at in-person event 

Despite hearing that pupil support staff have felt this way, we also heard in our engagement with care experienced children and young people that pupil support staff often have the strongest impact on their school experience. We were told by several young people that just one positive relationship with a member of pupil support staff has helped them improve their attendance and made them feel more positive about school. The value of pupil support staff to care experienced children and young people must not be underestimated. 

While the pupil support staff we engaged with felt there was a significant gap in support, learning and development opportunities available to them, we observed that their motivation has been persistent. The pupil support staff workforce has continued to drive support for Scotland’s children and young people; however, we must recognise the importance of their role. To Keep The Promise, it is time for Scotland to invest in making improvements to the support, learning and development opportunities available for the workforce supporting children and young people in schools. 

Read more about What Pupil Support Staff Said, and our recommendations for the future of learning and development for the workforce, in the paper here. 

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Sophie Elliott is a Policy, Projects and Participation Officer with Children in Scotland

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Report: What pupil support staff said

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Working in the messiness - How can we make a step change in whole family support?

Children in Scotland's CEO Judith Turbyne discusses the challenges and complexities facing Whole Family Support in Scotland. 

There was a lovely buzz at the First Minister’s event on Whole Family Support at the Playfair Library a couple of weeks ago. That buzz lasted all day, not suffering the often-felt afternoon lull. A superficial observation perhaps, but perhaps a good proxy for levels of engagement, interest and commitment.

The sense of a shared understanding was strong. The question wasn’t ‘Should we be properly investing in whole family support? but, ‘How can we do that, and how can we ensure that we have the leadership we need to make that work?’.

One of the slides that was most commented on during the day was how messy and bamboozling the ‘system’ looks to someone who is engaging with different services. But we can’t wait until we can change the whole system to make inroads. We need to go,go,go, prioritising our energy and effort where we feel we can have the biggest impact.

What we mustn’t do is simplify the complexity of the challenge. This often happens as we try to propose solutions to social challenges. We simplify what needs to be done to make it understandable for us, for others, for our campaigns, for our funders, for those we work with, and so on. As H.L. Mencken once said

“For every complex problem there is an answer that is clear, simple, and wrong.”

So, it’s messy and difficult. And we all have roles to play in making the right kind of change to the systems we live and work in. And we have to be committed to working in that messiness.

People often talk about a system as if it sits beyond us, that we need to change the system from outside. But in reality, we are all part of the system. Clearly, some have more power within that system than others. And in some systems, some individuals and groups of individuals will have negligible to non-existent power. But if we start to see ourselves as sitting outwith a system, we diminish our investment in it, and our commitment to doing the difficult work.

So where do we start? Where do we know we can make a difference?

Probably everyone would give a different answer to that question. But here are three of the crucial ones.

Priority: We need person-centred, community solutions. Fourteen years ago, the Christie Commission underlined how important it was to invest in prevention. And the earlier you create access to the right support, the more likely you are to create more positive outcomes. We need to work quickly towards a situation where, in every local authority area, all families have access to a place where they can seek support in a community based, person centred and non-stigmatising way. There are good examples across the country of where this is happening and we can identify and build on those, ensuring that universal provision can act as a base from which any necessary specialist provision can be sought.

Priority: We need to fund differently, and we need to fund better. And we need to do that urgently. There are recognisable reasons for the systems that have been put in place, but the unintended consequence is that we have created an ineffective system that creates a lot of ‘busy’ work, taking away from the time and energy that could be spend working with and for those babies, children and young people and families we are seeking to support. We need to be braver about how we fund. It needs to be longer term, outcome focused and based on collaboration and trust. And this means not only looking at grant funding, but also at procurement and commissioning. And we need to shift the balance of funding so that we have more to spend in the preventative space.

Priority: We need to invest in collaboration. Collaboration it is complex and can be hard. We have to recruit and support our leaders in a way that ensures that collaboration is fundamental to their work. And this collaboration needs to be across all sectors. The third sector has been a key deliverer of services at community level for centuries and it is essential that there is a real parity of esteem. It needs to be involved from planning onwards as we try to ensure that we are optimising our services on the ground.

We have a great opportunity in Scotland to make this happen. When I am feeling a bit gloomy about what is happening here, I cheer myself up by thinking about all the strong policies we have that embrace our babies, children, young people and families: GIRFEC, the Promise, the Child Poverty (Scotland) Act, the incorporation of UNCRC. So, we don’t need more legislation. The job is to take the passion that was felt in that room and let it ignite. In that way we have a chance of making lasting change and ensuring that we can really fulfil our promise to our children; that their rights will be respected.

About the Author

Dr Judith Turbyne is the CEO of Children in Scotland

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Insight magazine, Issue 6

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