Evidence and outcomes resources: Young people (ages 8-25)
Home » Resource hub »
We have sourced some helpful links for organisations working with young people (ages 8-25). You may find these useful in planning and carrying out your outcomes data collection, or in understanding the evidence base for your model. The advice includes
- Existing research and evidence in your sector to help you establish what evidence already exists. This will help you understand the extent to which you need to collect outcomes data yourself, or how rigorous your methodology needs to be.
- Guidance to help you design suitable outcomes or indicators to evaluate your service or programme.
- Existing outcomes frameworks and data collection tools developed by academics or leading charities in the field. The benefit of using an existing framework or measure is that you don’t have to spend time and money developing your own, and you can be more confident in the quality. The downside is that it is not tailored to your organisation, so some outcomes or data collection tools may not be suitable for your context or the people you work with.
Please note that these resources were not identified through an exhaustive review.
Research and evidence
Resource |
Description |
| Teaching and learning toolkit | Summaries of research for teaching and learning. They assess impact, cost and existing evidence across topics such as digital technology, extending school time, reducing class size, etc. (Education Endowment Foundation).
|
| EIF Guidebook | Information about early intervention programmes that have been evaluated and shown to improve outcomes for children and young people (EIF).
|
Guidance
Resource |
Description |
| Centre for Youth Impact resource hub | A set of resources to support you in evaluating your work with young people and to act on insight (Centre for Youth Impact).
|
| Resources for teachers and others working in education | Resources for developing social and emotional skills in children and young people and guidance on evaluating character education in schools (The Jubilee Centre for Character and Virtues, University of Birmingham)
|
Frameworks and data collection tools
Resource |
Description |
| Measuring youth provision | An approach to measuring youth provision including a Framework of outcomes for young people 2.0 (Centre for Youth Impact).
|
| CORC outcomes and experience measures | Information on how to measure children and young people’s mental health and wellbeing (Child Outcomes Research Consortium). This includes tools such as the Strengths and difficulties questionnaire, an emotional and behavioural screening questionnaire for children and young people, and the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS).
|
| Journey to employmenT (JET) | Framework for charities working on young people’s employability. It includes seven groups of factors that contribute to successful job outcomes for young people. It also presents a series of indicators and tools covering each of the factors (NPC, 2013).
|
| WellComm speech and language toolkit | Speech and language toolkits, including screening tools and intervention support, suitable for 6 months-6 years (early years) and 6-11 years (primary). The toolkits require no speech and language expertise (GL Assessment). This is a paid for tool.
|
| 40 Developmental Assets | Framework of strengths and supports building on young people’s assets, rather than emphasising their problems and deficiencies. There are specific frameworks for different age groups: 40 Developmental Assets for Middle Childhood (ages 8-12), 40 Developmental Assets for Adolescents (ages 12-18) (Search Institute, first developed in 1990).
|
We have also captured example educational outcomes, alongside related indicators, and ideas for sources of data. To access this information, download the resource below.
This webpage has been adapted from the Inspiring Impact programme, which ran from 2011 until early 2022 and supported voluntary organisations to improve their impact practice. More information about the Inspiring Impact programme.
