The  report to the COVID Inquiry has now been completed. It has been sent to the COVID Inquiry team and you can access the report here. Below you have a summary of some of the key points and links to the conversations that PVM had with people, to give you a preview of what the report includes. 

Links to extracts from 6 of the 22 participants

Keymn explains why having an understanding of the value of lived and living experience is training that healthcare professionals must have.

Miro explains why society has to re-think and understand disability differently.

Amanda tells us why COVID information was not fully accessible for Deaf people and what could have been done differently. 

Andy explains to Isaac the reasons for involving people with lived and living experiences.

Hameed discusses both the positive and negative aspects of the pandemic.

Baroness Brinton talks about health and social care problems that were highlighted during the pandemic.

Links to full conversations with all participants

The PVM process starts with individuals narrating their experiences, facts and feelings. We did this by talking to 22 people as part of the joint work with DRUK, so that the lived experiences of Deaf and Disabled people could be input to the COVID Inquiry.

There was one point in the process, where the information given by individuals seemed overwhelming. This was partly because everything felt important and relevant, but also because the task of determining key themes seemed a difficult or limiting process.  For example, when it felt as though every point people made was important, it then seemed like we might be trivialising the topic if we tried to distil it to a few main aspects.

However, the PVM process means that meaning emerges, although this doesn’t happen by magic.  We listen and highlight what we think is important. We might colour code, group together or count how often topics are talked about. We also consider how frequently a contributor might return to talk about a lived experience, as an indication of how strongly they feel about the issue.

For the COVID Inquiry work, we began with some open questions to allow people to give their lived and living experiences in a broad way and in their own words. As the work progressed, and by the time we had recorded 10 narratives, we were able to include some more focussed questions, e.g. Other people have said _____, did you find this was the same for you or what was your experience of this? There was definitely the need to balance the open questions against more focussed ones, because we did not want to lead the participants down a specific route, but we were aware that being able to give the COVID Inquiry team specific details would be important.

In the report we’ve included direct quotations from many of the people who shared their lived experiences. Where necessary, we’ve also offered explanations, based on the conversations and online sense making workshops we held. This is because we wanted to clarify for the Inquiry why particular aspects were different or difficult for Deaf and Disabled people. The key points from the report are:

·  There was confusing and frightening information from national government and local authorities to Deaf and Disabled people.

·  COVID both highlighted and exacerbated existing systemic problems and Inequalities (including racism, ageism and ableism) within statutory services

·  Even though there is legislation, little understanding exists about Deaf and Disabled people’s needs.The report is comprehensive and has had an emotional impact on some readers. We hope it will give people’s voices meaning so that the COVID Inquiry can make recommendations that will support Deaf and Disabled people, together with their carers. As Keymn Whervin stated in the foreword to the report: “The Inquiry must ensure that people affected by COVID have their voices heard, particularly in respect of how we co-produce health and social care”.

Isaac Samuels

Back in May, the EUARENAS project held its first Community of Practice (CoP) in-person session as part of a project meeting in Reggio Emilia. The CoP is made-up of folk from research, services, policy and communities across Europe and the group is interested in learning and developing their knowledge about how democracy works in local communities, and how citizens (in the broadest sense of the term – i.e., people who live in a place) and communities can be more involved in local democracy. As part of this session, we delivered an introductory activity that looked at the future of democracy in Europe – this blog shares with you some of the ideas from this session…

Democracy Now

When reflecting on what democracy feels like where they live and work, the CoP members noted points such as:

• Citizens feel removed from the political process – they perhaps don’t care or feel powerless to affect change 
• There was a sense that ‘European identity’ is being diminished 
• Growing complexity administration and bureaucracy causing blockages and disconnect 
• Truth and trust doesn’t feel valued 

A key question being posed, was is democracy really working? Are current structures really supporting the practice or principles of social equality – or are they unwittingly helping maintain inequalities? 

The future we’d like to see

Given that some of the points above point to a ‘crisis in democracy’, CoP members had some interesting ideas about how this could look very different. These ideas included:

• Citizens having more agency and involvement in democracy – moving to ‘deep democracy’, going beyond just voting and being involved in deliberation and decision-making 
• Having a ‘value-driven’ democracy 
• Local government with the competencies to support new ways of working with citizens and involving them in local democracy

Ideas for getting there

So, given that the CoP members would like to changes from the current situation, we spent some time thinking about how we might get there. Thinking and suggestions in this area were:

• Mainstreaming of existing practices such as participatory budgeting, citizen assemblies, crowdsourced law – so that these become the new ‘status quo’
• Adopting test and learn approaches as a way that experimentation can be done and actively learned from
• Find ways of celebrating and connecting up the small changes that are taking place – this will help people see that progress is being made, even when it feels like things are changing too slow

The full results of this workshop will be combined with more detailed work done with residents of different cities across Europe to produce an insight briefing focusing on how people across Europe are currently experiencing democracy and their ideas for the future.

This will be released in Autumn 2022 – watch this space!

This week, members of the PVM team have been in Palermo, along with partners from the CONTINUE Project, to deliver training on Knowledge Exchange activities and share updates on work package progress. A representative from Gorse Hill Studios – our local partner based in Stretford, Greater Manchester – also joined us, for a week of shared learning and development.

We kicked off the week by exchanging key learnings from stakeholder interviews which partners had conducted with people in their local communities. The interviews were with a range of different people including teachers, youth workers and representatives from local government and explore their thoughts on how the COVID-19 Pandemic has impacted the lives of young people. Each partner presented the key learnings from each of the interviews, then we moved on to discussing how we could share this information with other people working in the field.

As part of the training, the group exchanged ideas for activities that could be used in the knowledge exchange event to facilitate discussion – ideas ranged from the Fishbowl technique to Focus Groups, creating safe spaces and World Café. We were then provided with a template session plan which each of us will adjust to suit the needs of the groups we’ll be working with.

Partners are now fully equipped to organise and deliver their knowledge exchange events. This stage of the project will be wrapped up by the end of September. Each partner will then write up a set of local policy briefings (using the learnings from the KE events) which will be shared in the hopes of influencing change.

A further Pan-European Knowledge Exchange event is set to take place by late November, combining the learnings from the local sessions and building further understandings – this will feed into a final Pan-European Policy briefing which is set to be released in the New Year.

The TNP took place the day after the training sessions and enabled partners to update on the progress of the project and discuss future plans.

Stay up to date with project happenings on the PVM blog and be sure to follow us on social media for more frequent updates. 

Last week PVM took part in a two day training workshop in Vilnius, Lithuania as part of the CONTINUE E+ Project.

Young mentors from across Europe came together – including Georgia, a Project Worker with PVM – to learn about mentoring and social actions. The training was facilitated by Active Youth and Artemisszio and included a range of interactive activities that helped broaden the mentor’s understanding of how to develop social actions with young people. The workshop consisted of step by step activities which helped them explore social issues, identify what impact these issues have, then produce their own social actions to combat the negative effects.

Hate speech, inequality in the workplace and discrimination towards refugees were all topics that the mentor’s explored. They even got the chance to put their ideas into practice, demonstrating their social actions in Vilnius town centre! The social actions ranged from street theatre, flyer campaigns and public discussions and helped the mentors to gain valuable experience, which they can now pass on to the young people they are working with in their communities.

The next stage of the CONTINUE Project will put the learnings of the Lithuania training into practice. In the case of PVM, Georgia will be working with young people from Gorse Hill Studios in Trafford. They will work with Georgia to develop their own social action project, based on the findings of the Community Reporting sessions and Conversation of Change event that they have been involved with earlier in the project.

We’re really looking forward to seeing what emerges from the next stage of the project, remember to stay tuned for updates!

The CONTINUE project supports young people experiencing social exclusion to tackle the specific challenges COVID-19 in terms of staying connected and integrated into European communities. The project is being delivered by 8 NGOs from different European countries who are experienced in youth education and community based activities. The work involves storytelling, social action projects, policy development, knowledge exchanges, an outreach campaign and the creation of an online platform. As part of the CONTINUE project, each partner organisation has delivered a series of story gathering and curation workshops with young people from varying locations across the UK and Europe. The findings of the workshops have fed into the creation of a series of insight reports which provide an overview of young people’s experiences of the COVID-19 Pandemic. In the UK, People’s Voice Media worked with young people at Gorse Hill Studios in Stretford, Greater Manchester and the key findings cover a range of topics including education, social media, mental health and wellbeing.

Education

“I was terrified to go back to school because I’ve missed all the work.”

The transition to and from online and in-person education was challenging for young people to adapt to. Some felt being at home provided a better space for concentration and focus due to fewer distractions, whereas others struggled with finding the self motivation required when studying from home. Lockdown meant that young people had more free time to spend at home, some used this time to complete homework, whereas others focussed on developing new skills and hobbies. Overall there were mixed feelings about how COVID-19 had impacted the young people’s experiences of education, some were less bothered about what they had missed out on, as they didn’t enjoy school with some feeling happy about not being there. Others found being away from school stressful as they were concerned about catching up on work and wanted to know when things would go back to what they were used to. When lockdown restrictions were lifted, most young people felt happy to be back in school, particularly when they reunited with friends, although social distancing took some time to adjust to. Wearing masks and remembering the rules was difficult at times and there was a sense of panic around returning to school with restrictions still in place. Young people also reported how they struggled with behaviour when returning to school, highlighting how they had previously been kicked out of school for bad behaviour. From these findings it is clear that young people would benefit from more support with transitioning in and out of the different learning environments that have been created as a result of COVID. Additional help would minimise stress and ensure young people feel as though they are keeping up with work, particularly those who struggle with self learning, concentration and behaviour. More awareness and understanding of the potential panic caused by changing restrictions would be beneficial as the situation around COVID continues to evolve.

Social media 

In an ever more secluded environment, social media provided a means of keeping in touch with friends and family and staying connected with the outside world. However as time went on, many young people began to feel frustration towards connecting with people online. One young person felt social media provided a valuable means of escape:

“I immersed myself into a creative world and understood others’ worlds by withdrawing from social events.”

In embracing social media they found a sense of self they hadn’t discovered prior to the Pandemic. Nevertheless in their story they highlight how social media can easily become a toxic environment, particularly when the focus shifts to gaining and maintaining a following. Allowing young people to explore their relationship with social media and realise the potential benefits and harmful effects is vital in ensuring they build a healthy connection with it.

Mental health and emotional wellbeing

“After COVID I lost a part of myself, but gradually I’m finding them.”

Young people’s mental health and emotional wellbeing was heavily impacted by COVID-19 and the consequential lockdowns and restrictions. There was a significant number of stories which referenced how stress levels were heightened throughout the pandemic, particularly due to fears around restrictions constantly fluctuating. The continual disruption to young people’s routines and daily lives, combined with being instructed to stay at home caused stress levels to rise, as did the ongoing news broadcasts and updates and the expectation to continue with school work. Boredom was another common emotion experienced by the young people during the pandemic. Although they had extra free time to spend relaxing and doing hobbies with some appreciating the time to recuperate and understand their emotions, many felt trapped having to stay inside. The lack of interaction with people outside of the home contributed to feelings of depression, isolation and loneliness and whilst social media provided a means of staying in touch, it felt more distant than in-person communication. In one case a young person’s social anxiety worsened as they felt they started to forget how to communicate with people. Some storytellers report a rise in confidence levels whilst others felt it was reduced, but what is clear is that the majority struggled with maintaining their mental health and wellbeing. The feeling of being pushed into a new environment without feeling prepared for change causes panic and worry – more support is crucial in order to provide young people with coping strategies for dealing with traumatic experiences such as COVID.

The key learning from the stories include:

• Education: More flexibility and support for young people when adjusting to new learning environments would minimise the impact on their education and ensure they feel confident in their ability to keep up with work.
• Attitudes toward lockdown and restrictions: The production of clear, concise and accessible information specifically catering to young people with regards to the implications of the pandemic would make it easier for them to abide by restrictions and feel more informed.
• Mental health and emotional wellbeing: Young people need to be equipped with effective coping strategies for dealing with traumatic experiences such as COVID-19 to minimise the risk of poor mental health and emotional wellbeing.
• Social media and connections: Young people should be provided with a supportive learning space to explore their relationship with social media and the potential benefits and harmful effects it can have
• Building bonds: People working with young people need to be observant and aware of young people’s ability and desire to speak out for support to help prioritise their safety and wellbeing.
• Routines and daily habits: Young people have demonstrated a huge level of resilience to the constant disruption caused by the pandemic. The breakdown of routine can have a negative impact on young people’s mental wellbeing as can the lack of rest – would it be possible to give them more control over their routines and daily habits?

The content of this article is based on an insight report produced by People’s Voice Media as part of the CONTINUE project and includes key findings from 15 stories gathered from young people living in Stretford, Greater Manchester in the UK. All of the stories from young people that have been gathered on the project so far can be listened to on the Community Reporter Website here.