In July 2019 an independent evaluation of the wider DARE project was carried out by Dr Ritesh Shah, University of Aukland, New Zealand.  Dr Shah used the Most Significant Change approach and collected 77 impact stories from children, teachers and parents.  The impact stories relating to SOLE provide a unique insight into the nature of this impact on both children and teachers.  

Last year I started attending the SOLE sessions. In SOLE we had to organise and manage ourselves in groups. The teacher was only there to ask the big question and to take pictures of what we were doing. Together, with the other kids, we had to figure out everything on our own. For example, we had to search the internet and think about where and how we would find the answers to the big question. At first this was hard because we had to learn to negotiate as a team on how we were going to do this, and sometimes we argued. But over time we learned how to work and cooperate better, and to manage ourselves better. I’ve now become much more independent and responsible in my life.

Boy 12, Moldova - My change after SOLE

When we started SOLE, we were asked questions I had never thought to ask before. Things such as “why the sea is salty” or “why flowers have different colours or smells.” Working in a group, and searching on the computer together, we had to read through the information and decide of this information which makes the most sense in terms of answering the question. Then we would write it down on a poster or draw something and present it to the others. I realised through doing this that there are lots of things I was interested in, but where the answers to the questions are not straightforward. Being in SOLE has helped me to know more about the world and makes me feel proud when I am able to share and answer other people’s questions".