“I’m going to ask my mum if I can come every week.”6 Main Themes from our Mental Health Manifesto Project from Oct- Dec 2024
A Thematic Analysis of Field
Notes from Oct-Dec 2024
Prepared by: Dr Michaela James Swansea University,
Jessica Hope Single Parents Wellbeing
Funded by The National Lottery Community Fund and in Partnership with Mental Health Foundation, Swansea University and Public Health Wales, the Mental Health Manifesto is led by Single ParentsWellbeing (SPW) CIC, based in Cardiff.
The project aims to engage with children and young people (10-24 years) from single parent households to co-design and deliver what they need to create positive pathways to a mentally healthy future. During the project, beneficiaries are given the opportunity to make new connections, have their voices heard and build positive foundations for their future.
1. Engagement in Activities
It is important to recognise that engagement does not happen automatically. Various factors will influence whether a young person feels comfortable to join in. The activities observed in Oct-Dec 2024 highlight that engage is more likely when you provide hands-on, dynamic, and playful activities. These tend to draw more participants than those that feel too structured or passive.
Events that included physical movement, creativity, or an element of surprise were particularly successful in maintaining engagement. For instance, one event featured a lucky dip as a fun incentive, which proved highly effective in encouraging children to take part.
One key factor that has helped to maintain lots of engagement in activities is the inclusion of a diverse range of options. By offering a variety of activities tailored to different age groups and interests, there is something for everyone to enjoy.
This approach has not only ensured that individuals are entertained and satisfied but has also contributed to the overall success events. It creates a lively, engaging atmosphere that fosters a stronger sense of community and encourages greater participation from all involved.
“The different types of activities helped the session flow well”
(Staff)
Another important factor that has significantly enhanced engagement in activities is the use of incentives. Offering rewards has proven to be a powerful motivator, particularly for the young people, who tend to become more involved and contribute actively when they know they will be receiving something as a reward. The young people are often visibly excited and very vocal in expressing their joy when receiving rewards. One staff member noted
‘Leaders Unlocked said at the end of the session that they would get gift cards for all the C4C’s, which they were all very excited about.’
Gift cards in particular seem to be a highly appreciated incentive, generating lots of excitement from the young people.
"Having the lucky dip really encouraged kids to write out the Co-Pro questions.” (Staff)
Small incentives, such as stickers, certificates, or words of encouragement, can make a meaningful difference. Some events used structured rewards, such as mini trophies or medals, to celebrate achievements. Incentives formed a subtheme.
These small but meaningful actions help build confidence and encourage continued participation
in future activities.
"At the end we handed out trophies and miniature football stress relievers to everyone for attending the course, they all had sweets and chocolate too. Plus they got to take home a regular football each as a memento.” (Staff)
A key factor in engagement is ensuring that young people have options. This gives a sense of autonomy and agency. Furthermore, it gives options, providing a range of opportunities means that more individuals can find something they feel comfortable participating in.
Events that allowed young people to choose how they engaged, whether through team games, creative workshops, or quiet activities, saw higher levels of participation from staff observation.
“Splitting into 3 different smaller groups with each group doing a different task. This made it easier for those in the groups to be able to share more of their ideas and get more involved rather than one or two dominate the group discussion.” (Staff)
The choice to engage also helps with young people who are not comfortable engaging straight away. Creating a welcoming atmosphere where young people can observe before joining in helps ease anxiety. This is something that SPW does very well. This was evident in one event where two brothers initially hesitated to participate but eventually felt comfortable enough to engage after seeing others enjoying themselves. Recognising that engagement happens at different paces is key to ensuring all young people have the opportunity to take part.
A frequent observation around engagement at SPW events is the creation of safe and inclusive environments. For some families, particularly those from SPHs or those facing social barriers, these events provide vital opportunities for children to interact in a positive setting.
A standout observation from the fields notes has been about attendance.
Staff noted “The event sold out, with no dropouts or cancellations.” which is a great reflection of engagement in sessions, particularly given issues observed around engagement and attendance in the last report.
This theme is reoccurring in the field note observations, with that it highlights the great work SPW are doing to encourage active engagement in a variety of ways. To achieve this, events should be designed with variety, choice, and encouragement in mind. Incentives, inclusive approaches, and a welcoming atmosphere all contribute to stronger participation.
When young people are given opportunities to engage at their own pace and in their own way, they are more likely to form positive connections, develop confidence, and return for future events.
By taking these insights into account, charities and community organisations can create meaningful, accessible opportunities that genuinely engage young people.
2. Need For Support
One of the themes that has consistently shown up is the need for support. This has come up in the form of school support, mental health, and neurodiversity. Young people across various activities and discussions expressed a strong need for better support in different areas of their lives, particularly in school, mental health, and navigating challenges. This has been a consistent theme throughout the field notes. Interestingly, the need for school support has appeared again.
School Support
During one of the C4C sessions the young people had some conversations about the school system. They expressed that they thought the school system doesn’t teach them many things that are important for their futures ‘like politics and about money’. This suggests that many young people feel that more of a focus needs to be put on subjects and topics that teach them more valuable things for their futures. They also came up with some suggestions for school improvements, with one young person suggesting that there should be a ‘one hour lesson a week in schools teaching young people about mental health.’ They said that this could help prevent people from struggling with mental health conditions and improve everyone’s understanding of mental health.
School is a crucial part of young people’s days, but many feel it lacks support, especially for young people from SPH. A recurring theme in discussions was that school impacts mental health.
"School 100% affects mental health in that it affects all areas of your life and is a formative phase of your life." (Young Person)
"If I had a magical wand, I would fix the school system." (Young Person)
They explained that there is a lack of trust and a belief that teachers sometimes dismiss the struggles of students from single-parent households, as one young person noted,
"Teachers shouldn’t think young people from single-parent households are giving excuses for things; they are more often than not, giving valid reasons."
Another area of concern was the inflexibility of school uniforms and how this impacts students from different cultural backgrounds.
Such statements highlight the need for schools to be more inclusive and responsive to young people's needs. In a previous report, it was mentioned about building supporting resources for schools and this theme provides weight to that being a key area of work that SPW should look to complete.
Mental Health Support
Access to mental health support in schools was another area for support. This recommendation stresses the importance of mental health support to ensure young people receive the care they need. Similarly, it was raised that there should be a better awareness and training for adults to recognise and support mental health.
“There's an assumption that poor mental health is obvious and that people can pick up the signs, but it's not obvious."
Several young people shared their coping strategies, including forms of support such as pets and journaling. Similarly, the importance of sleep in maintaining mental health was discussed. Resources such as clips from films were used to demonstrate ways of coping and dealing with negative mental health, for example, “We watched the ‘silenzio Bruno’ clip from the movie ‘Luca’ where Luca calls his negative inner voice ‘Bruno’ and tells him to be quiet.”. This provides young people with a visual representation of ways to navigate and cope with negative thoughts.
Neurodivergent Support
A recurring conversation is around neurodivergent young people, including those with ADHD, dyslexia, autism, and OCD. A key takeaway was the need for schools and youth settings to be more adaptable and accommodating.
"Dyslexia, ADHD, Autism, and OCD are all conditions among the young people, and we need to remember to adapt to their needs accordingly." (Staff)
"Our new young person put headphones on when things became louder in the room and then quickly needed a calm space when everyone turned up." (Staff)
This observation underscores the importance of creating environments to help individuals feel more comfortable and engaged. Proactive approaches to supporting neurodivergent young people by incorporating tools and strategies that cater to their needs are essential and something that the team have been able to do well over time.
There is a consistent need for support with SPW’s activities but also in external settings such as school. Mental health and neurodivergent support can make a profound difference in the lives of young people. By listening to and acting on their perspectives, organisations can help build a stronger support system that truly meets the needs of young people. There is a need to provide reliable, co produced toolkits for organisations.
3. Personal Growth and Leadership
Personal growth and building leadership have been evident, especially in the context of relationships. Clear examples of this growth include young people working together effectively as a team, as well as some young people making a conscious effort to include new members. Additionally, moments of empathy, such as offering support when others are upset, highlight the development of deeper peer connections and emotional intelligence among the group. These behaviours not only reflect personal growth but also the strengthening of bonds and the development of leadership within the group.
“When the young person got upset during the naughts and crosses game, one of the young people gave them some of their big chocolate coin that they got for winning the game.” (Staff)
“One of the regular young people made an effort to ask the new young person questions about themself and helped to make them feel included.” (Staff)
Participation in the various activities that SPW has planned has played a key role in their personal growth and ability to form meaningful relationships. Across different events, it is evident in the field note reporting that young people have demonstrated leadership, built their confidence, and developed positive relationships with staff and other attendees.
Many young people showed leadership when given opportunities to take the lead or support their peers.
“One of the young people came a couple of hours earlier and made soup. They seemed to really enjoy making the soup...” (Staff)
“One of the regular young people made an effort to ask the new young person questions about themself and helped to make them feel included.” (Staff)
In a football session, a staff member took on the role of goalkeeper, which encouraged others to try it as well. This representation helped motivate young people to step out of their comfort zones too. This role modelling is really important for growth opportunities. Similarly, during a large meet-up event, a young volunteer helped at the gift-wrapping station, showing confidence and interacting with parents and children.
In creative and social settings, leadership also emerged through guidance and encouragement.
Participation in the various activities that SPW has planned has played a key role in their personal growth and ability to form meaningful relationships. Across different events, it is evident in the field note reporting that young people have demonstrated leadership, built their confidence, and developed positive relationships with staff and other attendees.
Many young people showed leadership when given opportunities to take the lead or support their peers.
“One of the young people came a couple of hours earlier and made soup. They seemed to really enjoy making the soup...” (Staff)
“One of the regular young people made an effort to ask the new young person questions about themself and helped to make them feel included.” (Staff)
In a football session, a staff member took on the role of goalkeeper, which encouraged others to try it as well. This representation helped motivate young people to step out of their comfort zones too. This role modelling is really important for growth opportunities. Similarly, during a large meet-up event, a young volunteer helped at the gift-wrapping station, showing confidence and interacting with parents and children.
In creative and social settings, leadership also emerged through guidance and encouragement.
Participation in group activities helped young people forge new relationships and strengthen existing ones. A football session that coincided with a birthday became a meaningful experience for all involved, as teammates and coaches came together to sign a card and share cupcakes. This simple act can make people feel valued.
The power of shared experiences in relationship building was also evident in a board game session.
“Playing Uno as a group helped everyone bond, including both the young people and staff members. It’s a game that everyone seemed to enjoy, and there was lots of laughter.” (Staff)
“It was particularly interesting to see how quickly relationships were built between staff and young people, largely due to the nature of the event. The music played a key role in making connections, especially since many of these young people didn’t have established relationships with the staff facilitating the session.” (Staff)
Similarly, at a music session, the music itself played a significant role in forming connections between young people and staff who had not met before. The event naturally fostered a sense of camaraderie and comfort, making it easier for young people to engage with one another. For the most part, the field notes show that relationships are often strengthened through moments of kindness and understanding.
Opportunities for self-expression and identity exploration have demonstrated personal growth. These moments of openness and reciprocated understanding contribute to a more inclusive and accepting environment.
The experiences captured within these sessions highlight how personal growth and relationship building are interconnected. When young people are given the chance to lead, support one another, and reflect on their identities, they develop confidence, empathy, and a stronger sense of belonging. By fostering environments that encourage engagement, young people can continue to grow into confident, socially connected individuals who contribute positively to their communities.
It is an interesting observation in the field notes that by focusing on creating engaging, safe and inclusive environments can allow relationships to thrive without the need for intervention or facilitation.
4. Empowering & Inclusive Spaces
Spaces play a crucial role in how young people engage, feel supported and ultimately, learn and thrive. A standout has been being outdoors and connected with nature has had a positive effect on young people.
"Being outdoors and engaged with nature had a positive impact on both young people and staff." (Staff)
That’s not to say that indoor spaces do not matter. They do, especially when sensory and accessibility elements have been considered. Having quiet, relaxed spaces with soft seating and gentle lighting helped young people feel at ease, making interactions feel more natural.
"The two in-person conversations worked really well; we were in a relaxed/quiet environment which also helped. There were sofas and nice lighting which helped the young people feel at ease/more natural." (Staff)
"The convenience, along with being surrounded by nature and a good walk, is great for wellbeing." (Staff)
Having a venue with a café, toilets, and easy access to transport ensures that everyone can attend without cause for worry. This is an aspect that the project has been continuously navigating.
Familiarity with a location can remove barriers to participation, as it makes people feel safe and comfortable. One event was particularly successful because it was held in a trusted community space, making it easier for local residents to attend.
"The venue worked well for our event because it is a familiar and trusted place for the community. By holding the event there, we removed the barriers of people having to come to us; instead, we went to them. This was evident as many attendees were local and expressed interest in learning more about SPW, as they had never heard of it before." (Staff)
One young person, who had been struggling with school, shared how much they looked forward to participating:
"This is the first thing in my week that I’ve actually become excited about going to.”
A big part of empowering spaces are the people in them too. One young person expressed their appreciation for a conversation with a staff member, saying,
"It was lovely speaking to S – she was so kind. I hope she found our conversation useful. I thought it went well. It’s such a shame that the others couldn't make it; it’s such a good idea."
"C4C events have genuinely changed my life." (Young Person)
When new participants feel welcomed and eager to return, it reinforces the success of an inclusive space.
A common theme that can be seen throughout the field notes is positive feedback. The team consistently receive lots of positive feedback from both the young people and parents. A consistent message that can be seen throughout the feedback is the significant impact that the events organised by SPW have on those who are involved. The appreciation expressed by those involved highlights just how valuable these experiences are, with many noting how the events have made a positive difference in their lives. It is clear from the feedback how grateful people are to SPW and the staff for creating these opportunities and ensuring they run smoothly and creating a strong sense of support and community.
‘The new young person said that they had really enjoyed the session and said ‘I’m going to ask my mum if I can come back every week’. The new young person also said that their favourite thing about the session was ‘all the nice people here and all the different personalities’.’
One of the C4C’s said ‘C4C events have genuinely changed my life’.
Empowering and inclusive spaces create opportunities for young people to engage, connect, and grow. The feedback from participants underpins the value of creating safe, welcoming, and accessible environments that support wellbeing and ultimately, encourage participation. By continuing to prioritise these aspects, organisations can ensure that young people feel empowered, included, and valued in every space they enter.
5. Future Ideas
Throughout SPW’s engagement with young people, there is space for them to share their ideas and co produce activities. A key point in this set of field notes was how to meet the needs of both young people and parents in shared spaces. One idea that emerged was to create a parent zone where parents could connect and take part in an activity alongside their children.
“One idea could be to set up a 'parent zone' where they can connect and participate in an activity, even something simple like playing Uno or using the wellbeing cards we already have.” (Staff)
A dedicated space for parents can ensure that they feel included and engaged while also respecting the boundaries of young people. This idea reflects the wider theme of fostering supportive environments that cater to different needs within the community. A potential collaboration opportunity with a wider SPW project ‘Thrive’ could be an informative way of providing these opportunities and making them meaningful for all.
Young people designed a newsletter. They provided creative input and were vocal about how they wanted the newsletter to look and feel. This sense of ownership not only increases engagement but also ensures that the final product genuinely reflects their voices. This inclusion is a great way of also designing work that feels representative of young people and would be relatable to those who are yet to engage. This is a future idea which has had some embedding into the project but could be used much more going forward.
When young people were given the freedom to choose which group they wanted to help out with, they were much more engaged.
"Letting the young people decide what group they want to help out with means that the young people in that group are more receptive and seem to be more involved and give more input because it’s something that they are interested in." (Staff)
This underpins the idea that when young people have autonomy in decision-making, their commitment and participation naturally increase. SPW are already very good at giving autonomy but future work could look to
continue protecting this or finding other ways (for example, building on the newsletter idea). Supporting young people in exploring their thoughts and experiences was part of this theme. Providing a list of prompts helped them think about what to include in their journals for example, making it easier for them to express themselves. This ‘structured’ guidance was useful in encouraging them to reflect and engage in meaningful expression. These prompts are great to engage thinking without taking over discussion.
Discussing future activities with the young people led to a range of ideas, including visiting the cinema, going to a trampoline park, and taking part in craft activities. This shows an interest in a real mix of social, creative, and active experiences, reinforcing the need to offer varied opportunities that cater to different interests.
By continuing to listen and act on their ideas, we can create experiences that truly reflect their needs and aspirations.
Lessons Learned
Adapting to Change and Last-Minute Adjustments
A key theme in recent events has been the need for flexibility and quick thinking when plans change unexpectedly. In one example, a coach was unavailable but gave notice in advance, allowing staff to prepare accordingly. However, last-minute changes can still be challenging. One young person, originally not expected to attend, decided to come at short notice. This required swift adaptation, as staff had not yet finished discussing the situation with the parent.
Fortunately, it was observed that the coaches handled this well.
"SB talked to YP1’s parent before he came on to the pitch to remind them of the rules and talk about what had happened the previous week." (Staff)
Another event faced sudden scheduling changes due to cancellations by C4Cs. This required quick adjustments, including "canceling some staff members from coming in, changing the times of the reverse mentoring conversation and moving one conversation online." Ensuring that a team member is always available to respond to such changes could improve event management.
"For events with more people like this one, we need at least one person on hand to respond to any last-minute changes and be there at least two hours before." (Staff)
Event Planning and Promotion
In this block, one mini meetup had to be cancelled due to no sign-ups. In another instance, an event was not promoted as effectively as usual due to "staff illness, staff transitions (leaving and starting), and the lack of a current lead for Newport events." To improve attendance and engagement, a more structured approach could be implemented. The team have suggested that moving forward, "each event will be organised four weeks prior whenever possible," and "each event going forward should have its own marketing plan, including a social media strategy." It is clear solutions are in place but implementing them is the next step.
Ensuring clear and correct event information is essential. One parent and young person got lost because of an incorrect address. Similarly, another issue arose when a dining option was found to be closed for renovations. Verifying logistical details ahead of time will help avoid such issues. Feedback from young people and parents suggests that event timing significantly affects attendance and engagement. For example, "three young people found the 10:30 AM start too early." Adjusting event times based on participant availability and preference could help ensure smoother experiences. Another issue arose when a young person attended without a parent or guardian. To prevent confusion in the future, "we need to ensure advertising clearly states that all young people must be booked via the website and forms filled out if attending without supervision."
Attendance and Engagement
Managing attendance remains a challenge, although there has been positive aspects of attendance recently. At one meetup, "seven people signed up; however, only four turned up." Understanding the barriers to attendance and implementing reminders could improve turnout. The format of some sessions needed to be adjusted based on attendance.
"the original plan was to do the guest speaker session where we had a facilitator come in to help run a workshop. However, because there were not many young people, we decided to postpone it and do a social session instead." (Staff)
This flexibility allowed young people to still engage, and the facilitator was able to "meet the young people that were there."
On this note, attendance has been positive and has been able to engage a diverse range of participants of different ages. Ensuring that activities suit the age range and interests of attendees is important. In one case, "the young person was also a bit older than the other young people; this could be why they found it a bit difficult to socialise with the others." Providing clearer age guidance or structuring mixed-age interactions more intentionally could help improve inclusivity.
Engaging with the broader community remains a key area to explore for growth. During an event, "we were approached by a single parent father and young people from the youth centre. Next time, we should ensure we have leaflets and contact details available to hand out." Providing outreach materials in advance and having a team member at the entrance to greet and guide attendees proved beneficial. Leafleting ahead of time was suggested to improve local engagement. This proactive approach could help broaden participation in future events.
Managing challenging situations has emerged as a key theme throughout the project. Given the nature of the work, particularly in engaging with young people and parents, it’s inevitable that difficult situations will arise from time to time. The ability to respond effectively and manage these situations is very important. The team is great in this regard, consistently demonstrating adaptability and flexibility and navigating these situations in a way that leads to positive outcomes. Their ability to adapt and respond not only helps to resolve issues but also creates an environment where everyone feels supported.
“One C4C after 5 mins snatched the notes pad off another C4C and said ‘my turn to take orders’ and this caused a minor argument. I stepped in and put in the 15 minute in each job rule. They agreed and worked well!’” (Staff)
These lessons learned from the events highlight some areas for improvement or consideration; structured event planning and promotion, clearer communication, flexible timing, better venue coordination and increased community outreach. By implementing these lessons, future events can be more engaging, accessible, and beneficial for young people and their families.
Recommendations
These findings hold valuable implications for young people from single parent households and suggest potential strategies and points to consider for the future and for the development of a mental health manifesto.
The key recommendations from these field notes are:
1. Activities should remain varied, hands-on, and fun. Offering choices and small incentives, like gift cards or rewards, has proven to be effective. Ensuring a mix of movement, creativity, and social elements will help sustain participation and excitement.
2. There is a clear need for better support in schools. They should offer mental health education and be more adaptable to individual needs. Creating toolkits for educators and youth workers could provide practical ways to support young people.
3. Encouraging leadership roles, whether through structured tasks or informal peer support, will help build confidence and personal growth.
4. Young people feel most comfortable in environments that are familiar, accessible, and designed with their needs in mind. Establishing parent zones could also ensure that families feel supported while maintaining a youth-focused environment.
5.Clear communication about locations, times, and requirements will help avoid confusion and increase turnout.
Find out more about our young person’s project and how to get involved here.