In the first in our series of articles by our Youth Work Specialists, Rob Morrow, who teaches Levels 2 and 3 courses, as well as CPD courses spanning Participation to Safeguarding, Leadership, and Management in Youth Work, shares his thoughts on the support provided by the NYA Academy to those who have experienced barriers to learning in the past.
Opening doors for those who may have felt excluded from traditional education previously is something which is close to my heart. I should know, I’ve been working in youth work for nearly 30 years, starting out as a volunteer with the North Yorkshire Youth Offending Team, before delivering a detached youth work programme in Pendle for Lancashire County Council, and subsequently moving into a manager role at Rochdale Youth Service. I did this despite an autism diagnosis, school exclusion and sensory sensitivities.
Rob Morrow,
Youth Work Specialist
So, if I can do it, anyone can, but it’s important different learning styles are supported, and people can be open about what challenges they face when learning, so that adjustments can be made.
The NYA Academy recognises the fact that people with lived experiences and diverse needs make great youth workers, as they can relate to the young people they serve.
One standout example is of a single parent from a northern seaside town, who after volunteering at a youth centre, started a girls’ boxing club. Now studying at Level 4 with the NYA Academy, she’s using sport to steer young people away from crime, inspired by a desire to build a safer future for her family.
Sadly, some of the most impactful youth workers are those lacking confidence – people who’ve worked informally for years without recognition or a formal qualification, but here at the NYA we’re committed to empowering learners and ensuring their voices are heard throughout their journey towards accreditation.
The Academy fosters creativity in how learners demonstrate their skills – moving beyond traditional written assignments to include presentations, podcasts, and multimedia projects.
For example, I worked with a learner who ran a youth club but had been out of education for years and although she lacked academic confidence, she was rich in practical skills. Through one-to-one mentoring, encouragement to join a peer support group and introducing her to transcribing tools on her phone, her writing confidence blossomed.
In a recent end of course discussion, a Level 2 learner completed his coursework with an account of his ‘bike-ability’ project, engaging hard-to-reach young people in repairing and donating bikes to refugees and asylum seekers. Despite struggling in school, he explained this was his first formal qualification, and the first time he had felt proud of his writing, highlighting the power of re-engaging with learning and formal recognition of youth workers skills.
Being flexible and accessible to accommodate all learners
By talking about my own barriers, I’ve been able to encourage learners to articulate the types of adjustments that will help. Providing things like extra time, larger print and transcribed materials is a good start, but asking them what works for them is priceless.
Furthermore, as most of our training is delivered online, learners across the UK can train while staying based in their communities. Many come from backgrounds where traditional career paths such as social care, police work or teaching felt out of reach due to a lack of relatable role models.
We’re finding that the flexibility and the accessibility of the Academy’s online learning model is attracting more and more learners who are often balancing parenting, caregiving, navigating language barriers or neuro-diversity conditions such autism, ADHD and dyslexia, as they receive tailored one-to-one support to successfully meet their qualification goals.
I’m passionate about helping youth workers formalise their experience through accredited training. Gaining qualifications can lead to structured employment, better pay, job security, and professional recognition. This is not only helping to strengthen the sector but also helping to break generational cycles of exclusion.
Authentic participation is more than just education as a means to an end. It’s about empowering people to lead and create change on their own terms.
I never thought I’d go back to learning after leaving school, but learning at the NYA Academy is different. If you’re passionate about changing the lives of young people then gaining a professional qualification allows you more choices, better supervision and the ability to truly make a difference – on your own terms.
Our Academy is a dedicated online learning platform offering high quality accredited training and informal learning for everyone in the youth work sector.
or email: Academy@nya.org.uk
