Author: Gopika Gopakumar Moothedath
When we began our role as Researchers in Residence with the Mayor’s Office in Bath, our task seemed straightforward: review the data and understand what was happening across schools in BANES. The numbers were clear. But after conversations with the Mayor and council members, we realised something important - data can tell us what, but it rarely tells us why.
So our focus evolved. Our mission now is to listen for and capture the stories that shape children’s sense of belonging, engagement, and attendance — inside and outside the classroom. Because if education is empowerment, then understanding the stories behind it is essential.
A night at the Abbey
That shift in perspective came into sharp focus one Wednesday evening at Bath Abbey earlier this month.
More than 200 children stood in bright yellow T-shirts behind an orchestra. The Abbey hummed with anticipation as parents waved and children giggled. Then the conductor lifted the baton and waved it in the air like a magic wand. For the next one hour, music carried us through galaxies and planets.
The children sang with confidence and joy. There was no hesitation, no visible fear; only energy and pride.
This was not simply a concert. It was a performance organised by a charity that provides music lessons in schools, particularly for children from disadvantaged backgrounds, nurturing confidence and self-belief.
As we left the Abbey, Yusuf and I found ourselves asking different questions:
- What is it about experiences like this that ignite such excitement?
- How do parents and teachers value these moments of creative learning?
- How might joy and confidence translate into better attendance and deeper belonging?
- And crucially, how do we gather these stories with the sensitivity they deserve?
Listening differently
We wanted to avoid the traditional researcher role of simply asking participants to fill out forms for a survey. If we are seeking stories, we cannot rely on traditional surveys alone.
Instead, we believe there is no better way to reach children than through art and creativity itself. As our project progresses, with children adn young people, we will use creative, art-based activities. Flashcards prompt conversations with phrases like:
- “I like coming to school because…”
- “School makes me feel…”
Children respond through drawing, writing, and discussion. We are not testing them. We are giving them space — a canvas to show us what school feels like. With teachers, we will invite reflection through prompts around:
- Belonging & Safety
- Barriers to Engagement
- Building a Thriving School
Rather than formal evaluation, these conversations will focus on everyday moments, the small actions that quietly shape a school’s culture. By gathering open narratives, we hope to see patterns in what helps children feel safe, valued, and motivated.
Looking Ahead
In the coming weeks, we will continue listening, to parents, children, teachers, and organisations across Bath who are creating empowering educational experiences.
A recent progress meeting with stakeholders, the Mayor, and council members made one thing clear: this research is only the beginning. It forms part of a wider Mayoral vision, one where academic research meets lived experience, and where storytelling becomes a bridge between policy and practice.
Because education becomes truly empowering when we do more than measure outcomes. It becomes empowering when we listen to the stories that make those outcomes possible.
If you’re working in these areas, whether locally, nationally, or even internationally, and would like to get in touch, Yusuf and I would love to hear from you. Please do comment below or email us directly.
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