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Our Partners
We work with a range of important stakeholders who share our goal to improve the lives of children and young people.
There's a growing recognition of young people's desire to represent themselves and participate in research about them. They want to engage with research that interests them and aims to improve their lives.
Collaborations with children and young people are central to much of our work. We are developing partnerships with organisations, practitioners and policymakers involved in improving the lives of young people, who are involved in shaping the Centre's priorities. That's so we can understand how we can better support them.
“The North East Child Poverty Commission (NECPC) is a regional, cross-sector network that is working to end child poverty in the North East.
“Using data and evidence, NECPC advocates for change in policy and practice at a local, regional and national level. We are working towards our network’s shared vision - that all growing up in our region are healthy, secure and can have the best start in life.
“We want every child to participate and thrive in education and extra-curricular activity. Our children should be free to pursue the things they love, with exciting futures ahead of them, and benefit from everything our beautiful region has to offer.
“Since 2019, NECPC has been hosted by – but is independent of – Newcastle University. Partnering with and having access to the world-class academic expertise, research and networks at the Centre for Children and Youth add enormous strength, value and rigour to our work.”
“We started working with Lucy Tiplady from Newcastle University at the start of our Breeze Forest school project.
“The project began researching the impact of forest schools on the emotional wellbeing of children and young people. This developed into a long-term research relationship, invaluable to the project and the Scotswood Garden.
“Lucy worked with us and our partner schools to develop a theory of change, detailing how we hoped to achieve our desired outcomes and the steps to accomplish this. This was a helpful process, teasing out the causal factors at play in a complex process, but made easily understandable.
“Lucy worked closely with us and the schools to design the monitoring and evaluation. She was involved throughout the project, and the research fed into ongoing planning and delivery, informing the project's development.
“The importance of personal interaction cannot be underestimated when working with teaching staff. This is vital for children and young people with high social and emotional needs and is a key element of this research partnership.”
“The pilot year evaluation helped us achieve funding for a three-year continuation. Joint dissemination of our findings through conferences, network meetings, and publications has helped to increase the work's impact and raise the garden's profile.
“The recently published final evaluation clearly shows the impact and importance of our work to partners, including funders. It provides a decisive contribution towards the emerging evidence base for forest schools.”
You can read the Breeze project report here: