Project information

Changing Behaviour, Reducing Crime

‘Face It’ is Khulisa’s flagship youth programme, which supports pupils in schools and PRUs to develop emotional resilience and tackle the root-causes of their disruptive behaviour. It also provides behaviour-management training for teachers, parents and others who care for vulnerable young people.

September 2018 - July 2019

Charity information: Khulisa

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  • Need


    School exclusion doesn’t deal effectively with the root cause of a child’s disruptive behaviour & leaves them lost and disillusioned with the world around them. It also increases their chances of offending.

    The HM Chief Inspector of Prisons report found that 85% of young offenders had been excluded from school before they came to prison and a 2013 report (University of Edinburgh) found “pupils excluded from school are 12 times more likely than other children to be jailed as adults.”


    The most common reason for pupil exclusion
    (and a contributor to poor teacher wellbeing) is disruptive behaviour; we intervene at this high-risk transition point, and help young people resolve their issues early. With our help, vulnerable young people are able to: improve their behaviour (98%) improve self-confidence (47%), develop stronger social connections & increase self-motivation (79%). By understanding themselves and their needs better, they are able to make more positive life choices.

  • Aims

    Aim 1

    To increase emotional literacy, resilience & well-being in all students.


    » We help students to recognise the three levels of violence and greater awareness of their damaging effects.
    » After teaching students about the 3 levels of violence, and other behavioural triggers, students are introduced to alternative coping mechanisms.
    » Group activities lead to improved listening skills and greater empathy for others and enhanced self-expression and self-awareness.

    What success will look like

    Using pre and post-programme evaluations. We use well-recognised wellbeing questionnaires e.g. Reactive Proactive (RPQ) and the Short Warwick-Edinburgh Mental Wellbeing (SWEMWB).

    Aim 2

    To improve well-being for staff & students by creating a safe, nurturing environment at the school


    » We train and coach teachers and support staff by embedding restorative tools/techniques (i.e. dialogue and responsibility vs punishment and blame)
    » We support parents/carers to understand and manage their children’s behaviour by helping them to develop stronger relationships.

    What success will look like

    We use regular short surveys & ongoing feedback from staff, students, facilitators, parents and support workers to assess our interventions & the impact on school culture.

    Aim 3

    To improve student behaviour and attainment at school


    » We improve students' consequential thinking and awareness of the impact of violence and behaviour on others.
    » We equip pupils with more positive coping mechanisms to stress and anxiety. We also flag undiagnosed mental health issues or other concerns.
    » We help the school to involve parents in student education and improve family relationships at home.

    What success will look like

    As well as formal feedback, we use quantitative and qualitative data obtained pre and post-programme gathered from the schools’ SIMS (School Information Management System).

  • Impact


    Our programmes are proven to support young people to improve their behaviour, enhance their emotional wellbeing & lessen their aggressive tendencies. It is also shown to equip teachers with the skills they need to creative a restorative culture.
    We will demonstrate success through by measuring improvements in attendance, attainment, the students' sense of self-worth, belonging and overall emotional well being. Long term we can measure how well the school adopts & implements Khulisa's methodolog


    One risk is pupils being too traumatised to join a programme. To prevent this, we apply a rigorous criteria to assess a young person’s suitability, we also have a robust safeguarding policy and ensure all facilitators are therapeutically trained and complete regular supervision. Another risk is sufficient funding not being secured. We have a strong fundraising plan & maintain a healthy reserves position & we ensure all contracts are fully cost recoverable & review our funding position monthly.


    Donors to this project will receive a written evaluation report and a series of case studies 12 months after the project start date. They will also receive monthly updates by way of our e-newsletter, our social media and newly launched website. The content will be drawn from facilitator reports.

  • Budget

    Budget - Project Cost: £38,940

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      Amount Heading Description
      £13,684 Facilitators (Core Programme) This supports the delivery of up to 4 core group sessions, with 12 pupils per cohort
      £6,039 Facilitators (1:1s) This supports the series of pre and post programme assessments (which assess and embed learning)
      £8,967 Programme Design / Delivery The initial design, the ongoing programme amendments and the overall partnership management
      £2,400 Monitoring and Evaluation This supports the ongoing collection, analysis & evaluation of programme data (+ dissemination)
      £3,000 Programme Materials This includes programme collateral, art materials, workshop materials and travel costs
      £4,850 Charity Overheads A contribution to project governance & the charity's back-office costs (e.g. Rent, ICT equipment)

    Current Funding / Pledges

    Source Amount
    Esmee Fairbairn £30,000 Guaranteed
  • Background


    We intend to run the 'Face It' programme at London East Alternative Provision, an inclusive school which offers lifelong support to pupils who have been excluded from mainstream education, or those who have had a challenging start in life. The curriculum focuses on providing a balanced, accessible and relevant range of learning experiences for each student. Securing funding to run 'Face It' at this school will allow us to expand our support to up to 50 students with multiple & complex needs.


    Students who are at risk of offending and/or have been excluded from mainstream education. Young people who are experiencing multiple and complex disadvantages e.g. poverty, homelessness, mental health issues and children who have been/are in care.

    The broader community that support these pupils will also benefit from our programmes, including teachers, support staff and parents/carers, as we’ll help young people develop stronger social connections through greater self-awareness and empathy.

  • Why Us?

    Why Us?

    Khulisa has been working to make schools and prisons, safer and more nurturing environments since 2007. We have supported over 3000 young people to break the cycle of crime & violence by empowering them to make healthier life choices which ultimately change their lives. Our programmes are proven to improve wellbeing, to decrease offending and to transform entire communities. We’re listed on the Youth Justice Board for Effective Practice & supported by the MOJ, Cabinet Office & Home Office.

    Read more about the Charity running this project.


    Cara Cinnamon

    Cara is responsible for supporting Khulisa’s income growth and will ensure we are able to raise the funds we need to run the project.

    Lisa Rowles

    Lisa leads on designing and developing Khulisa’s programmes and facilitator training and will ensure the programme is high quality and high impact.

    Damian Castello

    Damian a qualified counsellor and has more than 6 years’ experience delivering Face It in schools; he will be the Lead Facilitator during the project

    Zoe Twidle

    Programme manager and one of the senior facilitators, 5 years experience delivering programmes in schools. She is a Level 3 Qualified Counsellor.


this is enough to ensure one pupil receives group and 1:1 wellbeing support from trained therapists

"38 (of 40) boys have shown significant behavioural and academic improvement since participating on the course. All were considered to be at high risk of exclusion from school. Now, they are calmer, relate better to their teachers and peers, attend classes regularly and engage in their learning."

Deputy Headteacher, Rokeby School