4.5a What are the effects, if any, of cultural education on outcomes including, but not limited to: attendance/absenteeism; attainment; non-cognitive outcomes (such as creativity); lifelong earnings; employability and wider social impacts like social cohesion. In particular, are there causal, not just correlative, relationships that are based on long-term studies with sustained impacts?
Background
The department is keen to understand how cultural education, whether in educational settings or through less formal routes/environments, helps improve children and young people’s attendance and attainment at school. We are also interested in understanding the value of cultural learning, via the approach set out in the Culture and Heritage Capital programme. In addition, we remain interested in whether cultural learning and enrichment supports children and young people’s mental health and wellbeing, supports community cohesion, and supports them to develop key life skills like creative thinking, resilience, and teamwork. We are interested in how impact can differ, for example depending on the art form or frequency. We are looking to build our evidence base on how specific cultural education approaches can boost skills, support the growth of the cultural sectors and make cultural professions more accessible and impactful on the lives of children and young people.
Next steps
Get in touch with [email protected]
Related UKRI funded projects
-
Navigating Futures: arts education as a route to youth empowerment and pedagogical innovation
This project seeks to enhance engagement with, and impacts from, research and resources produced from a previous project funded under the Global Challenges Research Fund (entitled 'From displacement to development: arts ...
Funded by: GCRF
Lead research organisation: University of Edinburgh
Why might this be relevant?
This project specifically focuses on cultural education's effects on outcomes such as attendance, attainment, and wellbeing of young people, aligning with the question's criteria.
-
Creating Welcoming Learning Environments: Disseminating Arts-Based Approaches to Including All Learners in Their Education
The well-being of children and young people is regularly a cause for concern in the UK at the current time and the role and nature of educational experiences are often drawn into discussions about how children and young ...
Funded by: AHRC
Lead research organisation: University of the West of England
Why might this be relevant?
This project addresses the impact of arts-based approaches on creating welcoming learning environments and supporting children's engagements, which aligns with the question's focus on cultural education outcomes.
-
A critical review of the Creative Partnerships archive: How was cultural value understood, researched and evidenced?
Creative Partnerships (CP) was the biggest and longest running arts and education intervention in the world. It operated in England from 2002-2011 and worked intensively with over 2,700 schools, 90,000 teachers and over ...
Funded by: AHRC
Lead research organisation: University of Nottingham
Why might this be relevant?
While this project reviews the Creative Partnerships archive to understand cultural value, it may partially address the question by providing insights into cultural education's impact on outcomes.