Reach Foundation and Lift Schools have launched a new pilot to tackle disengagement in years 7-9

I have recently read an interesting story in TES about Lift Schools and Reach Foundation launching a new pilot to tackle disengagement in years 7 - 9, including testing out a later start day.

The recent findings from Lift Schools’ Key Stage 3 Cliff Edge report are interesting and of course I am commenting as a non-expert (!), but as a mother of four children I'm engaged by educators trialling new things to support our young people.  

The Cliff Edge Report shows that engagement among students in Years 7 - 9 is plummeting (combined with a stark drop in their sense of belonging compared to primary school). We know that chronic absenteeism isn’t just about attendance - it’s a symptom of a deeper crisis and all issues are not clear cut and linear. 

It looks like the new pilot will explore later start times, plus reducing the number of teachers per student to foster stronger relationships and developmental alignment. 

But does a later start really work? Well time will tell, and I shall be following this pilot with interest, as international evidence suggests it can. A later start has been found to lead to improved attendance, better academic performance, and increased sleep duration for adolescents. 

Students want to feel known and noticed, I know my children do, who doesn't? I know my lovely children thrive on structure and continuity, and I believe most parents would say the same. In an increasingly digital age, human connection and sleep are also vital.
 

If we know adolescence is a unique developmental stage, is it right to design schools around rigid chronological structures? Should key stage three be the testing ground for a more personalised, stage-sensitive model of education?  

Ill be following this pilot with interest, and hope to bring more comments as it develops.