I’ve worked in frontline youth practice for 13 years across North East England, Scotland, and Nigeria, spanning detached and outreach work, educational settings, and specialist roles focused on substance misuse. Working alongside young people in different contexts has given me a broad range of experience. At the heart of my work is a relationship-based approach and a strong commitment to inclusive, youth-centred practice.
At the NYA Academy, I work with learners to develop both their practical skills and theoretical understanding of youth work. I facilitate learning sessions, assess and support learner progress, and draw on my own experience to link learning to real-world practice.
Change in the making
Michael Young,
NYA Academy Tutor
I am passionate about youth work because it combines my commitment to education with a values-led, relational approach. I was drawn away from traditional teaching due to rigid boundaries that can limit authentic relationships with young people. Youth work breaks down those barriers by positioning us as trusted adults, allowing us to build meaningful, voluntary relationships based on respect and trust.
I became a JNC-qualified youth worker seven years ago, and completing my Youth Work degree significantly strengthened my reflective practice and understanding of outcomes. Working with young people over long periods can be challenging, especially when progress is not immediately visible or does not look like a traditional “success.” Positive outcomes can present themselves in many ways, often over longer timescales.
Small steps, lasting impact
In a long-term project on substance use in a secure setting, one young person initially refused to engage but continued attending weekly. By the end, they completed feedback, listing what they had learnt and saying they had looked forward to each session. Though not obvious at the time, the work had a significant positive impact.
Another young person I supported recognised that their substance use was causing problems, but they weren’t ready to stop. With my professional training in this specialised context, I adopted a patient, skills-informed harm-reduction approach, focusing on small achievable steps – such as exploring safer choices and identifying triggers. Progress was gradual, with periods of disengagement and relapse, yet I remained consistent and available. Over time, the young person reflected on their goals and eventually chose to engage with specialist substance misuse services. By avoiding pressure or judgment, I helped create a safe space where they felt empowered to make changes at their own pace.
The Level 3 Diploma in Youth Work Practice explores this through the Effective Outcomes Based Youth Work unit, emphasising the importance of capturing successes, challenges and outcomes at all levels.
Where experience meets accreditation
Qualifications can feel daunting, especially in adulthood when there are more responsibilities to juggle. If you are returning to learning or undertaking a professional qualification for the first time, it’s important to remember that you already have many of the skills and knowledge needed. In most cases, you are already doing the work in a youth work setting. The qualification recognises your practice and helps you build a portfolio to demonstrate impact.
The NYA Academy supports learners to develop and reflect on their practice, rather than starting from scratch. Most importantly, you are not expected to do this alone – support is always available. Completing a youth work qualification strengthens your understanding of the professional frameworks that underpin practice and makes you a more effective youth worker.
From disruption to connection
The NYA Academy’s intermediate CPD course Safeguarding in a Youth Work Setting, deepened my understanding of safeguarding processes, including risk assessments, thresholds of concern and effective signposting. It reinforced recognising the limits of my knowledge and knowing how to access further support. I became more confident in identifying concerns and ensuring young people were supported through the correct pathways, rather than trying to manage situations alone.
Early training in supportive environments also helped me overcome challenges. I often struggled with confidence and applying theory in real-world situations, and not all approaches went as planned.
For example, during a series of school workshops around alcohol, the session quickly fell apart despite careful planning. Resources were discarded, and half the group left. It became clear the young people needed to build trust first. Working with the school, we shifted focus to simply getting to know them. Over time, we were able to deliver the full programme.
The Level 3 Diploma encourages critical thinking about tricky situations through units such as Reflective Practice, Group Work in Youth Work Settings, and Work-Based Practice. I learned the value of reflection, supervision and seeking guidance, and that being a youth worker is about continual learning rather than being the “expert.”
Leading change through learning
These lessons now underpin my current role. I support youth workers by creating safe spaces for learning and encourage them to see challenges as opportunities for development. By sharing experiences and fostering reflection, we ensure that practice remains relational, values-led and focused on meaningful outcomes for young people.
