Why Research Matters for Practice: What Our Students Can Tell Us About PIE’s Impact

Each year, we take on some students to support our work, and so they can complete work-placements that will in turn, support their research. Since October Emily, Tilly & Holly (find out a bit more about them here) have been getting stuck in with day-to-day PIE life, but they are soon delving into their own research and dissertation writing, so we thought we would take a look at their plans and themes and see how they link to our work!

----------------------------------------------------------

Over the past months, our students have been planning their research, where they are exploring different aspects of PIE’s work — from schools, to holiday provision, to youth voice and social action. While each project focuses on a distinct programme, together they tell a powerful, joined-up story about belonging, wellbeing, voice and opportunity, and the vital role educational social enterprises play in supporting young people and families.

A shared focus: belonging, wellbeing and inclusion

At the heart of all three dissertations is a common question: How do young people feel supported, valued and able to thrive — both in and beyond formal education?

Emily's dissertation explores school belonging, safety and wellbeing, comparing the experiences of refugee and asylum-seeking children with those of their non-refugee peers. It will highlight how feelings of safety, emotional wellbeing and inclusion are deeply interconnected, and how structural inequalities can shape a child’s experience of school. Crucially, it also recognises that many challenges faced by displaced learners — such as identity, bullying, mental health pressures and belonging — overlap with those experienced by all young people in mainstream education.

This reinforces a key insight for PIE: inclusive practice benefits everyone. While targeted support is essential, approaches that centre belonging, voice and emotional safety improve school environments for all learners.

Extending support beyond the school gate

Tilly's dissertation shifts the focus beyond term time, exploring PIE’s Holiday Activities and Food (HAF) programme. Rather than viewing school holidays as a break from support, this research recognises them as a period of heightened pressure for many families — financially, emotionally and practically.

By grounding the research in lived experience and direct observation, the dissertation will highlight how HAF provides far more than food and childcare. It offers:

• Stability and routine

• Opportunities to build social and cultural capital

• Safe spaces for children to develop confidence and skills

• Relief and reassurance for families under pressure

This research reinforces the importance of community-based, relational support, and shows how PIE’s work responds to real, everyday challenges faced by families — particularly those experiencing poverty or food insecurity.

Youth voice, trust and social action

Holly's dissertation focuses on L!STEN, PIE’s youth voice and social action programme delivered in partnership with Stockport Council. This research explores how participation in L!STEN impacts young people’s:

• Engagement with their community

• Confidence in speaking up

• Involvement in social action

• Trust in local authorities and decision-makers

By comparing young people’s attitudes before and after taking part in the programme, the research examines whether youth-led approaches genuinely empower participants — particularly those from marginalised or disadvantaged backgrounds.

The findings aim to deepen understanding of how youth voice programmes can challenge negative stereotypes, strengthen community cohesion and create healthier relationships between young people and those in positions of power. At a time when many young people feel unheard, disengaged or mistrustful of institutions, this research speaks directly to PIE’s mission of enabling young people to shape the systems that affect their lives.

Why this matters for PIE — and why it matters now

Together, these three dissertations highlight why educational social enterprises like PIE are uniquely placed to respond to today’s challenges.

They show that:

• Belonging and wellbeing are not “nice extras” — they are foundational to learning, engagement and future readiness

• Support needs to be holistic, spanning school, community and home life

• Young people thrive when they are listened to, trusted and given real responsibility

• Community-embedded organisations can bridge gaps that schools and statutory services often cannot

At a time of rising child poverty, increasing numbers of asylum-seeking children, growing mental health pressures and declining trust in institutions, this research provides evidence that youth-centred, inclusive and relational approaches work.

Just as importantly, these projects demonstrate the value of embedding research within practice. By opening up its programmes to student researchers, PIE not only strengthens its own evidence base, but also helps develop the next generation of reflective, values-driven practitioners.

Turning insight into impact

These dissertations are not just academic exercises — they are reflections on real lives, real communities and real change. Together, they reinforce PIE’s belief that background should never limit potential, and that when young people feel safe, supported and heard, they are far more likely to thrive.

For PIE, this research doesn’t sit on a shelf. It feeds directly into how programmes are designed, delivered and improved — ensuring that practice remains informed, responsive and rooted in lived experience.

------------------------------------------------------------------------

This research reminds us that PIE’s impact is felt most in relationships — where young people feel listened to, supported and empowered to shape their communities and futures. Good luck to all three of our students in putting their plans into action and writing their dissertations this year!