When students lead: Humanutopia

When students lead: what we’re seeing at Dixons Fazakerley through work with Humanutopia 

We know that giving our students responsibility leads to powerful things and aligns with one of our key drivers: autonomy. This isn’t token responsibility with a badge or a title, but something that genuinely matters to them and has a positive impact on others (which happens to align with another key driver: purpose). 

That’s what’s been unfolding at Dixons Fazakerley Academy over the past several months, through our partnership with Humanutopia, an organisation which delivers transformational programmes for students in school. 

What started as a one-day programme has quickly grown into something much bigger and our students are reaping the benefits of this work which includes developing character. 

Starting with a simple question: who am I? 

We invited Humanutopia to deliver their flagship programme: Who am I? to around 140 of our Year 10 students. 

The programme challenged our students to reflect on the person they are today and what influences have contributed to that – sharing both the goodness and complexities of becoming the person they are now. Students were asked to consider changes they would like to make, having reflected on their experiences. 

Every single student left the session with three personal commitments, which shifted things from engaged listening to active ownership and gave clear takeaways for each of them. 

At the end of the day, students were invited to take part in something more: the Heroes Journey mentoring programme. Of the 60 students who took applications homes, around 55 came back the next day, ready to commit. 

These students went through a focused training programme, preparing them to mentor younger peers. The programme supported them to hone their listening skills, and how they show up for and support others. It helped them to develop genuine peer relationships provided through a mentoring lens. It supported and promoted character development, something which matters deeply, and set them up with some core skills that will support them in life. 

Seeing the impact 

Every Year 8 student at Dixons Fazakerley Academy has now been paired with a Year 10 mentor, with whom they meet regularly. And, more interestingly, many pairs have committed to more time together beyond the structured sessions. 

Around half of the mentoring pairs have chosen to meet outside of timetabled time—just to check in with each other. A clear sign that the work of the programme is having a profound impact on our students. 

Graham Moore, CEO, Humanutopia noted: 

“I started teaching in 1986, and to see these relationships blossom has been one of the highlights of my career. 

“Year 10 students are stepping up in ways you don’t always see in a classroom. They’re more focused, more patient, more aware of others. They’re showing up early, ready to take their role seriously.” 

Not only has the programme equipped our Year 10 students with valuable skills that will support them throughout their lifetime, the Year 8 students have responded to it with confidence; being more open and sharing more of themselves; feeling more comfortable navigating a mentoring relationship, but with someone only slightly older to them so it’s relatable. 

The connections the programme has created have been powerful. Students who would never normally cross paths are building real relationships. Our older students are becoming role models, equipped with the skills to guide, advise and listen deeply. Skills that will benefit them their whole lives. 

Programme development 

The Humanutopia programme will continue with our students, and we are excited to see how much further its impact can reach. 

At Dixons, we talk a lot about developing the whole child. We know that important lessons happen both in and outside of the classroom and we are proud to offer enrichment provision that fully supports all students to follow their wider passions alongside their studies. Programmes like this are teaching our students core skills and also helping them to use those skills for the benefit of others. 

They create space for students to reflect, to grow, and—crucially—to contribute to something meaningful beyond themselves.