It can be simply defined as a process of non-formal learning in a formal setting. Research suggests that “if formal educational institutions need to expand their remit from a subject-led curriculum to a more student/learner-led curriculum youth workers are well placed as effective partners”. The definition of youth work in these institutions is broad and not everyone may agree on exactly how it is defined. It is not our intention to spark debates about whether mentors, counselors, careers advisers and learning support assistants can be regarded as youth workers in universities. Rather we are providing working examples of different types of youth work carried out in formal educational institutions.

It is not a definitive/exhaustive list. These examples are aimed at showing the scope and importance of partnership working in youth work in formal educational institutions; to encourage youth workers not currently engaging with universities to consider ways of doing so, to help those already working in formal educational institutions to identify other approaches to engaging young people.

Why is youth work in formal educational institutions important?

All comprehensive educational institutions have a number of students who, for a host of reasons, are unable to cope with the daily requirements of modern life. Because of troubled home backgrounds, absence of appropriate role models outside school, substance abuse outside school and a whole range of other problems they can be destined for failure before they even arrive at school. Their anger and frustration often leads to confrontations with teachers leading ultimately to exclusion. A youth worker is an independent person to whom the children can turn to for nonjudgmental advice and support. This person has the skills and experience to liase and negotiate with families and outside agencies, and to help them to find their way through the education system. (S)he can take the load away from teachers and keep them free to do their job in the classroom without the added burden of disruption. Importantly a youth worker can also do a vast amount to broaden the range of experiences available to the children in school. Often these are the activities that can channel children away from destructive and negative influences into positive directions, which raise their selfesteem and let them experience success.

You may ask a questions: what’s the difference between a teacher and a youth worker?

A teacher is there to help children learn their subject in the classroom and through the programme of extra-curricular activities. Teachers are experts in a subject area. They can only do their job effectively when the young people attend regularly, are properly equipped and their lessons are free from disruption. However the vast majority of teachers view their jobs far more widely than mere delivery of skills and knowledge and care passionately about the broader welfare of their pupils. However they are not social workers and it is simply not feasible for them to provide formal counselling or support over the many problems young people encounter outside school.

The presence of a multi-disciplinary team in school can do a vast amount to support teachers in their work and reduce the risk of exclusion for the most vulnerable pupils. A youth worker helps young people learn about themselves, others and society through non-formal educational activities which combine enjoyment, challenge and learning.

In general, youth workers work with young people aged between 11 and 25 particularly those aged between 14 and 19, in order to promote their personal and social development and enable them to have a voice, influence and place in their communities and society as a whole. Youth work is conducted according to a set of values which include a commitment to equal opportunity, involving young people as partners in learning and decision making and helping young people develop their own sets of values.