Pride, Ownership, and Empowerment: A Promise Group Story of Change

2025 marks the halfway point to Scotland keeping the promise.

To mark it, The Promise Scotland is highlighting some of the stories from the people who’ve been working to keep it across the country— such as Holly Robertson, Virtual School Head Teacher for Care Experienced Children and Young People at Aberdeenshire Council:

In working to keep the promise in education, Aberdeenshire Promise Groups engage students in activities such as sports and creative arts, guided by local facilitators with specialised skills while supported by school staff. For primary-level pupils, sessions are held weekly for an hour and a half, while secondary pupils participate for two hours. Each term introduces a new project and facilitator, culminating in a pupil-led showcase where the participant's voice is at the centre, and pupils decide on the format and guest list. Additionally, residential trips have been incorporated, providing further opportunities for personal and social development. The groups support the development of confidence, communication skills, and leadership abilities. They create environments where care-experienced young people feel heard and valued.

Promise Groups: Highlighting the potential and capabilities of care-experienced children

Holly Robertson, the Virtual School Head Teacher for Care-Experienced Children and Young People in Aberdeenshire Council, has observed the significant impact that Promise Groups have had on young people. At the end of each project, participants have the opportunity to showcase their achievements, which fosters a sense of pride, ownership, and empowerment. These groups highlight the potential and capabilities of care-experienced children, demonstrating their resilience and talents. The impact of these groups extends beyond measurable outcomes; teachers frequently observe significant positive changes in pupil engagement and well-being. Many pupils who previously struggled with attendance become actively involved, with some finding that the Promise Group is their primary connection to school.

Flexibility is a crucial aspect of planning activities, ensuring that the voices of young people remain central to decision-making. By prioritising their interests and needs, the program encourages sustained participation and deeper engagement.

A significant expansion of Promise Groups

Under the Virtual Head Teacher’s leadership, the initiative has expanded significantly. Initially securing funding from the CORRA Foundation for six groups, this support enabled the creation of 20. Currently, 43 Promise Groups operate across Aberdeenshire, spanning nursery, primary, and all secondary schools.

Despite being in a virtual role, Holly prioritises in-person engagement to foster enthusiasm and understanding. She visits schools to introduce the project, drawing from her own experience of running a Promise Group to illustrate its effectiveness. Collaboration is fundamental, with a strong emphasis on listening to schools and tailoring approaches to their specific needs. Ensuring that young people, teachers, head teachers, and families have a voice has been critical to the program’s success.

Challenges have arisen, particularly regarding staffing. School involvement is crucial for building strong, supportive relationships with pupils, but it requires commitment from educators. Schools are encouraged to form small staff teams to share responsibilities to alleviate pressure. Adapting to the individual needs of each school ensures better integration and sustainability.

Fostering a supportive and inspiring environment

Addressing the stigma around care-experience has also been a focus. Stigma is the negative attitudes or beliefs that some people can hold about a certain group of people, which is based on a preconception or misunderstanding. Stigma can then lead to prejudice, which is when people form an opinion before becoming aware of and understanding the relevant facts. This prejudice can lead to people being treated differently. It can also lead to self stigma, where people judge themselves, often based on hearing and seeing external stigma and discrimination.

In this work, teachers often express concerns about drawing attention to the groups, but a gradual approach helps ease these sensitivities. By prioritising time together and fostering a safe environment, discussions about the promise and care experience can unfold naturally, often leading to children recognising their own experiences within the group. Raising awareness through the curriculum in primary schools helps challenge misconceptions early on and promotes understanding.

The success of the Promise Groups is driven by positivity, persistence, and enthusiasm. A dedicated network of educators and facilitators has enabled the initiative to flourish. When individuals share a common vision and see the positive impact, momentum builds, leading to further growth and engagement. By fostering a supportive and inspiring environment, the initiative continues to transform the lives of care-experienced young people across Aberdeenshire.

2025: The halfway point for the promise

Find out about what's been happening to keep the promise over the last five years.