The British Sociological Association

Empowering Youth through Belonging and Purpose: A Study of Pedagogy and Well-Being at the Lighthouse Communities Foundation
Dr Aditi Athreya (Research and Documentation Lead at Lighthouse Communities Foundation - left top) and Ruchi Mathur (Co-founder and Vice Chairperson of Lighthouse Communities Foundation - left bottom)

Most studies of the pedagogies of bell hooks and Paulo Freire focus on traditional classrooms in schools or institutions of higher education. However, the classrooms at the Lighthouse Communities Foundation (LCF) are different: the learners are school and college dropouts, young parents, all in one space. LCF is a non-governmental organization that helps skill youth from disadvantaged backgrounds. The LCF classroom fosters a sense of belonging and purpose, liberating rather than constraining the learner. The aim of this study is to understand what makes learning at LCF more effective and how its pedagogy empowers the youth, contributing to their overall well-being. Through key-person interviews, this study will explore how youth who have undergone vocational and skilling courses at LCF experience freedom, which gives their learning meaning. This research will contribute to a more nuanced understanding of Hooks and Freire’s theories.

Persistence as Liberation: Coaching towards Academic Success
Melanie Law (Academic Coach at University of Wolverhampton)

Coaching disrupts the stereotype of a uniform, homogenous student body. By acknowledging individual biographies, cultural contexts, and unique strengths, educators can dismantle the myth of a one-size-fits-all approach to student support.

Coaching becomes a beacon for students navigating complex academic journeys. It shifts the focus from deficits to assets, encouraging resilience and growth. When students feel seen, heard, and valued, they persist—even in the face of adversity.

Our coaching approach aligns with the spirit of resistance. It challenges dominant ideologies, disrupts oppressive structures, and empowers students to reclaim agency. Vincent Tinto’s research on student success underscores the importance of belonging and engagement. Coaching becomes a catalyst for this sense of belonging, fostering persistence as an act of liberation.

Coaching should be embraced as a transformative force—one that defies norms, celebrates diversity, and propels students toward their fullest potential. By coaching from a position of strength, we pave the way for an inclusive, liberatory education—one where every student persists, thrives, and shapes their own narrative.