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Student Blog: Stepping Outside the Bubble – What Roots Taught Me About Education and Community

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As part of our Roots Futures programme, Elisabeth took part in a school exchange that opened her eyes to new perspectives on education and community. Here, she shares her reflections in her own words.

 

What made me join the Roots programme was it gave me a chance to express myself and to see how the education system differs between 2 very different schools. As someone who is neurodiverse and has constantly struggled with academics and has always needed and been given support, the education system to me is such a vital part of my life, I have seen some of its failures and success, and have realised that it is such a powerful component in influencing our future, whether we will succeed or fail in life. 

Through Roots, I am able to connect with other people my age, who have also experienced difficulties in their education due to other reasons such as the different quality of education they get. And that is what first hit me, the class divide, the differences in the quality of education we received. I see more clearly now, the privilege I have to be able to go to an Independent school, where we have more freedom and choice, whether it is the ability to choose our A-levels no matter how small the class sizes would be, it could be as small as 7 pupils in one class. It has also made me greatly appreciate all my teachers and the level of support and time they are able to give me in my studies. 

The exchange in actionBy visiting the other school, it made me realise just how separate my school is from the rest of society, it is in its own bubble, where students don’t experience the realities of the world and where there is no strong sense of community. While the state school had a stronger sense of community between the students. Where their community bond goes through the entire school, not just one year group. It made me realise just how important community is, but also about the education system and how across class divide the education people get is completely different. The programme made me more aware of the privileges I have when it comes to the education system. Throughout my entire school life, I have gone to private schools and this programme gave me the opportunity to see just a glimpse of what a state school is like, to experience the environment and to meet and connect with other students, that if not for this programme I would have never crossed paths with. 

For me, this programme has given me the ability not to be afraid to voice my opinions and gave me the confidence to contribute much more to the discussion than before. It has also given me the drive to get out of my bubble and partake in other external activities that without this I wouldn’t have the confidence to do. 

The UK education system is not perfect, no education system is perfect and none will ever be, but that doesn’t mean it doesn’t have to change. It does! Education is necessary, a good education is vital. To make good change, to make progress in society we need education, we need an education system where every student can get what they need from it, they have the support, the access and the resources they need in order to accomplish their dreams. We need an education system that cares.

The programme gave me the chance to have in-depth discussions about things that otherwise I wouldn’t have been able to do and to try to find the solutions for. Whilst people found the programme very impactful in many different ways at 16 and 17 years old, I believe that it could have been much more impactful at a younger age, such as 14 or 15 years old, when they are not stressing so much about A-levels and juggling these with the programme. I believe that for younger years, they would appreciate this opportunity more and hopefully be inspired to continue to make positive change in their community and the wider world. 

Roots has given me hope that there are other people out there, no matter their background, who see the inequalities and unfairness of the education system and many other issues in society and want to do something about it.

Voices Across The Divide Mnchester (3)

Student Blog: Reflections on Roots Futures London Exchange from state school pupil Kieran

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I remember sitting in an assembly being told about the Roots Futures Programme thinking, “Oh this will probably be another boring assembly about something I don’t care about.” But I was wrong, this programme turned out to be exactly what I was looking for, it suited my background very well.

I’m currently studying Psychology, Sociology and Medical Science at Park Academy West London. In my spare time, I do Taekwondo. I am a 2nd dan black belt and also a teacher of the sport. I teach the age range of 4 year olds, to the oldest I’ve taught, 50 years old. Throughout my time teaching I’ve taught several different types of people, of different ages, races, genders and classes, so I get to see a lot of different people’s mindsets and behaviours. But throughout my 5 years of teaching I’ve actually never met a private school young person, this programme gave me the chance to change that.

When I started the programme, I was at first quite nervous. I’ve very much got a set lifestyle, can be quite nervous about doing new things and I had some misconceptions about the lifestyle of private school children that also weren’t helping. For example, I expected all the children to be posh, with incredibly rich parents, but I was quickly proven wrong. The students of our partner private school led relatively normal lives, only it seemed to me that in some ways they were much more fortunate than the majority of the country, causing them to be able to spend money on luxuries like a private school.

My favourite day was our visit to our partner private school, as I got to see the campus and get a sense of the lifestyle. It was a once-in-a-lifetime experience and I even got to meet the principal. I was also able to ask him multiple questions, which he kindly answered! I also got the chance to ask some of the students questions, such as ‘do they feel disconnected from society because their schooling is being done privately?’. The majority of students said ‘yes’ to this question.

Kieran with one of his school exchange partners, Elisabeth

Another particularly interesting moment was when the young people from our partner private school came to our school for a visit, I got to see their young people’s reaction to our school. They found our school to be very busy, with a large number of classrooms and a lot of students all fit into just one building, whereas their school has fewer students, but with multiple buildings and campuses.

I have been reflecting on a couple of the key things that I have taken away individually from this experience. Firstly, it changed my mentality towards private school students and their lives. My assumptions of what a private school student’s life was like changed. I used to believe that they were sort of inhuman, but I now see them as more likeable figures, with many chances that they should embrace. 

Secondly, I realised how much of an advantage private school children can have over state school children, due to financial wealth, smaller class sizes (anecdotally the biggest class I saw was around 8-10, compared to our classes of 30) and access to resources (for example, I even saw a Forge at the private school!). There were of course also other resources much more similar to ours, but the amount of money put into it was evidently quite different. 

As a group, something that we took away was that we learned about ourselves and our strengths. We learned that we have quite a strong sense of community in our school. At our state school, it feels like we make a great effort to speak to, include and get along with each other. Comparatively, at our partner private school friendship groups seemed much more separate from each other and appeared to struggle more with this aspect.

This experience has shaped some of my beliefs and hopes for our future. I hope that one day my state school will have the amount of financial support that many private schools have, with a similar amount of opportunities such as visiting multiple countries like Poland, Belgium etc (as those at our partner private school did). I now believe that private school institutions could support these changes by investing more money into their local areas and schools, which are less financially fortunate, to give other children outside of their school community an opportunity that they wouldn’t have due to lack of funding. 

My big dream for our society is that one day all schools will have the funding that our partner private school does, with an equal amount of opportunities given to all young people, no matter race, gender, class or wealth. One way this could be done is through better government funding, as not all parents are equally financially fortunate. I hope the private school system becomes more involved with the state school system and we can all live in one society, without any limitations.

I hope this experience gives young people a new point of view and can change our perception of society to help create a better and brighter future in education, as it did for me. I’m still in contact with some of the people from the other school including Elizabeth! I’ve made some actual friends from it and I’m very happy I signed up

Thank you to all who made this opportunity possible and I hope to be able to do something similar again.

Voices Across The Divide Mnchester (1)

Voices Across the Divide – Bootham Quaker Independent School Meets Leeds East Academy

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The Roots Futures school exchange programme continues to evolve and its core mission remains clear—encouraging understanding, empathy, and collaboration among students from diverse backgrounds. Participants like Alex, Bailey, and Anneliese share how the experience broadened their perspectives, from discovering new school settings to discussing shared challenges and aspirations. While there were some nerves and room for improvement, the programme left a lasting impact, fostering curiosity, connection, and mutual understanding.

 

Alex,14, from Bootham Quaker Independent School meets Bailey & Anneliese 14, from Leeds East Academy 


Some opening thoughts…

Bailey: ‘I really enjoyed Roots as it was a whole new experience. Who knew that there was a school down the road where they went in on a Saturday, but also that had the most amazing facilities like huge pitches for football and a swimming pool. This is out of this world!’

Alex:  ‘I didn’t consider signing up to the programme because it sounded interesting, I did it because it looked fun (in the present, I can now see how it is very much both)… As young people on the programme, though we were from different schools, we were very similar. We both lived in Yorkshire, had similar opinions and liked similar music.’

 

What were some of the things that you loved most? 

Bailey: ‘How relaxed the private school’s setting was and the fact that people were so welcoming and kind to us.’

Anneliese: ‘The thing I enjoyed the most was getting to meet people I probably will have never met and the experience of seeing a private school.’  

Alex: ‘The group as a whole also talked about problems young people face. One thing I didn’t realise was how underfunded schools are in the UK. The programme was very informative in this way and I am grateful for what I have learnt.’

 

Something that stood out to you about the other school? 

Anneliese: ‘‘Family dining’ [at the other school] was awesome, a real game changer, a different way of having lunch with friends.’

Bailey: ‘I will never forget that the food at the private school was free and you could basically have what you like’

Alex: ‘Visiting the other school I was personally very nervous. I had absolutely no idea what to expect… Pulling into the carpark, we got our first view of it. It was HUGE, simply enormous, easily 2 or 3 times bigger than my school. The classrooms were individually detached rooms with ventilation and water pipes running in from the ceiling. Things such as computer labs and a library were placed in the open between the classrooms. I was told it was like that because of a miscommunication when it was being built; apparently the architect forgot to install the heating or something… Going there was very nerve racking, but the pairs were different this time and I had a lot in common with my pair, which was good.’

 

Something that was tricky or that you would have liked to be different about the programme?

Anneliese: ‘The thing that I enjoyed the least was not being able to experience the private school for more than one day. It may have been fun to experience staying overnight and having the life of a boarder. It would be better if you could have swapped schools for like a week and experienced all aspects of their life and not just for a day.’

Alex: ‘Everyone in the programme from my school was freaking out a bit when we saw our paired school’s bus drive into the carpark for the first school swap day. We were paired up and, to be honest, I don’t think the student I was paired with liked me very much. Maybe I was a bit full-on, maybe I was really boring I don’t know, but I showed them around my school and tried to make sure they knew where they were going. Overall that bit didn’t go amazingly for me, but it was still good talking to my pair and other school’s students because they were very interesting and funny.’

 

Some closing thoughts on the programme?

Bailey: ‘I loved feeling part of a community and feeling that my opinions mattered and counted’.

Anneliese: ‘Thanks for this opportunity to be part of the Roots experience.’ 

Alex: ‘At times it was awkward and perhaps some things weren’t as great as they could have been, but I genuinely really enjoyed it all. Meeting new people, going to a different school, and of course eating pizza. I would highly recommend it to anyone considering applying for the programme.’

At the end of each programme, participants gather to build their vision of a UK that serves all young people. Below is the vision created from the collaboration of the two schools.

Voices Across the Divide – Bootham Quaker Independent School Meets Leeds East Academy


Learn more about Roots Futures

Voices Across The Divide Edinburgh

Voices Across the Divide – George Watson’s College Meets Castlebrae Community Campus

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In these two reflections, students from diverse backgrounds share their personal experiences during the Roots Futures Programme. Florence reflects on how stepping outside her comfort zone helped her connect with others and better understand the experiences of private school students, while Sofya highlights the power of open dialogue and learning from different perspectives. Both blogs reveal the transformative impact of the programme, showing how it encourages students to challenge assumptions, embrace new ideas, and grow through shared understanding and collaboration.

Florence, 14, State School Participant

Did you know that 75% of students in diverse learning environments report higher levels of engagement?


A number of studies in recent years have discussed the impact of diversity on student engagement. Research from organisations like the American Educational Research Association (AERA) and The National Educational Association (NEA) support the idea that diverse environments improve student outcomes, including engagement. Education is ever evolving, and schools are looking for ways to better prepare students for the real world. This is where the Roots Futures Programme comes in.

I’m a Nigerian 14-year-old high school student and I’m passionate about psychology and the brain’s influence on human interactions. I’ll describe myself as a creative learner and curious thinker with multicultural roots. I found Roots incredibly impactful, and I think sharing my thoughts will be valuable for others who might be interested in taking part in this programme.

At first, I was a bit nervous about joining the programme because I wasn’t sure if I was going to fit in or if I would be able to connect with the other school’s (George Watson’s private school) pupils. I wondered if I was even going to be contributing anything valuable to the group. This thought definitely changed after the first couple of meetings. I realised that everyone was welcoming, and I felt more comfortable the more I spent time with and got to know the group. I think it was when I shared my perspective on problems in society that I discovered my contributions during discussions were not only being heard, but also appreciated by the group. I offered new perspectives, collaboration, creative problem solving and active listening to the group. The diversity of our group was what made our discussions so dynamic, and I became more confident in my ability to contribute meaningfully.

Some of the biggest ways in which the programme impacted me was how it made me rethink a lot about myself and the community around me. I started to see that in many ways there was not much of a difference between my state school and George Watson’s private school. We both shared many similar problems and concerns for our schools and society. It also made me realise how important it is for young people to have a voice in shaping our society and how at the end of the day, social issues affect us all. Finally, I began to question things that I had previously taken for granted, such as the education system.

One of the most memorable moments for me was when we discussed problems in our community and ways to create changes. It was both inspiring and challenging. It made me realise that real change takes a lot of effort and commitment. But it made me hopeful, hearing everyone’s ideas made me excited to imagine what we can achieve together.

The programme has made me rethink what I want to be as a person. Talking about problems in society and creating solutions for those problems has made me want to become someone who actively contributes to positive change in my community, regardless of whether it is through leadership or simply being a good role model for others. 

I envision a society where everyone feels included and heard, regardless of their background or circumstances. A place were young people like us are empowered to take action and make a difference in our community. Taking part in Roots has further heightened that vision. For this vision to become a reality, I think society needs to prioritise inclusivity and create more opportunities for young people to be actively involved in decision making. We need better access to resources, mentorship, and platforms where diverse voices are not only heard, but valued.

The group and I also discussed the importance of education that emphasises on equality, mental health and supporting young leaders with tools and confidence to drive change. All of these would be key in making this vision possible. At the end of the day, we are the leaders of tomorrow.

Our society needs to place more attention on youth inclusive opportunities like Roots for us to engage in decision-making processes and address systemic inequalities that limit people’s access to resources, education, and opportunities. The programme really helped dismantle stereotypes and promote inclusivity. It made me appreciate the value of different educational models. It also prepared me and gave me a better perspective of the diverse world I’ll face beyond school.

I hope this information is enough to properly express how lovely the programme has been and how it affected me! …and if that doesn’t convince you, there’s always the free snacks and meals that are provided, maybe they can do the job.

Sofya, 14, Private School Particpant

My name is Sofya, I come from Edinburgh, and I go to a private school. I am very fortunate to be presented with that opportunity.


I grew up with parents who had their fair share of varied schooling, and a background from multiple countries. As a South-Asian American, born and raised in Scotland, I’ve always been very invested in my education, and have been given materials to help me with that. All of my friends until I was 14 had been from my school, and so before the programme I had no previous knowledge of our education system in different schools in the current day and age.

For me, the Roots Futures programme was an experience I’ll never forget. I had the opportunity to meet people my age, with different experiences and environments, and minds far brighter than my own. As worried as I first was, contrasting in my maroon school uniform, piling out of the minibus with my friends for our first in-person meet at our partner state school, I found some level of relief that this programme could lead me to friends that didn’t live in the more privileged corner of Edinburgh I never had to venture out of. I felt ashamed at my ignorance for the longest time, how I never understood how difficult it can be to succeed in education with the many setbacks that every kid I just met had to go through.

I can come off as cynical at times – often pointing out the flaws of our political and education systems – but the stark reality of what could appear to be the slight differences and falling pebbles that build up into a rockfall of mismanagement and kids worried about their futures is what hit me like a truck. The fact that our government seriously disregards the futures of the majority of children in this country in such a large way that they are much less likely to ‘academically succeed’ and be financially stable enough to do whatever they want to do in life is massive failure on their part, and in some sense on ours.

Roots didn’t just give us the ability to discuss and learn from each other about the highs and lows of our school systems, but the chance to do something about it. We spent time considering exactly what we want to change, education wise but also generally about our society. The culture of Scotland, the environment, mental health support, the economics and politics and all of the wonderful things that make up the fabric of our communities. We celebrated the positive elements but questioned the more negative aspects, and I took those thoughts away with me when the programme ended.

I’m honestly so glad I did Roots, as it gave me a new view over the world I live in, like when you don’t know how to read, but once you can it’s impossible not to see words everywhere. I want a world that’s fair for everyone, fair for my peers in a system that doesn’t support them as well as it could currently, but is so full of the potential that I saw in the students I met through Roots (and more that I never got to see). I want to be the person that gets far enough that they can come back and fight for the better, and it’s very heartwarming to have met people who agree with me.

I enjoyed the physical immersion of going back and forth between schools on our School Swap Days, the Vision day where we built slogans and dreams together as one, and most of all, the moments that I got to share of being kids trying for better but having fun, with a few people I can now call my friends.

At the end of each programme, participants gather to build their vision of a UK that serves all young people. Below is the vision from Florence and Sofya’s programme.

Voices Across the Divide – George Watson’s College Meets Castlebrae Community Campus
Voices Across The Divide Manchester

Voices Across the Divide – Cheadle Hulme School Meets St Peter’s RC High School

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These two reflections capture the unique experiences of young people from different educational backgrounds as they participated in the Roots Futures Programme. Each student brought their own expectations, faced new environments, and ultimately gained fresh perspectives on themselves and the world around them. Toby, from a Cheadle Hulme private school, shares how the programme challenged stereotypes and opened up meaningful dialogue, while Jorja, from St Peter’s RC High state school, reflects on how it helped her grow in confidence and embrace new opportunities. Both students’ journeys highlight the power of cultural exchange in shaping young minds.

Jorga, 13, State School Participant

Before I had joined Roots I was a quiet person and very closed off to new ideas as I was worried about others and how they would see me as a human being. 

Through the programme however, I have become more open to a wide variety of opportunities that have helped me express my viewpoints on and within society. I realised that everyone is human with emotions and stories that others don’t have. I saw that everyone is unique in their own way based on their lifestyle and upbringing. 

Now I am more available to new possibilities in my life and I have been shaped into a more understanding and considerate person regardless. The programme had also inspired me to express my opinion to contribute to any changes that need to be done to break stereotypes and shape lives so everyone has an equal chance to be the best they can be. My view on the world has changed as stereotypes that I, and many other people had too, were broken. I know that everything I have learned will shape me into a better person in the world and even if I may not make a BIG change, whatever I do will still be recognised in a positive way. 

The programme has helped me build my belief in myself to continue to strive at every chance I get. 

Toby, 13, Private School Particpant

Coming into the programme, I wasn’t really sure what to expect. 

The only thing I knew was that I had the opportunity to share my opinion on how many people think students that attend private schools live. During our first meeting as a group (both schools), a lot of the time was spent getting to know everyone and talking about our initial ideas. By the time people started finding their feet and opening up, I couldn’t wait to say how I felt about the questions that were asked of us. There were many parts in the online meetings where I felt that the idea that someone else came in with was either inaccurate or stereotypical. But it was so great to see how open and honest everyone on the programme was and that everyone was open to giving constructive ideas rather than definitive answers.

On the first School Swap day (where students from my private school visited the state school that we were paired with), I was more excited than nervous, mainly because I knew what State primary schools were like but I had never been to a State Secondary School… And it was indeed very different from what I expected; it was a lot busier but people were much less separated than in our school. At lunch all year groups were able to mix. During lessons, the tables also had more pupils sat together and talking and collaboration were encouraged when working through questions.

When the other students came to Cheadle, they seemed a lot less alienated than how we felt and were a lot less interesting to the students at Cheadle. The State School young people were very questioning and seemed impressed by the facilities we had available at our Private School. They had actually an almost identical reaction to mine when I first came to the school.

Overall, the programme was a really special and a fun experience. It opened my eyes up to a lot of new views and perspectives and I feel that by being on the programme, I was able to facilitate others to do the same aswell.

At the end of each programme, participants gather to build their vision of a UK that serves all young people. Below is the vision from Jorga and Toby’s programme.

Voices Across the Divide – Cheadle Hulme School Meets St Peter’s RC High School