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IMPACT

Stand Up! has a robust online monitoring and evaluation system to assess the effectiveness of its workshops. Since 2017, Stand Up! has reached around 150,000 students, using feedback surveys to measure the impact of our workshops.

 

​These surveys capture the mindset of students before and after participation in the workshop, assessing changes in attitudes, understanding and confidence. ​​​The survey findings demonstrated the measurable impact of our message inoculation, which resulted in a significant reduction in the endorsement of antisemitic and anti-Muslim narratives across all seven survey indicators.

Click here to access the independent evaluation report for the Stand Up! programme, produced by the Institute for Strategic Dialogue (ISD) through the Mayor of London’s Shared Endeavour Fund.​

Developing and enhancing students' understanding around issues of discrimination through the framework of British Values: students who take part in the workshops are on average 30% more able to identify protected characteristics as compared to the control group.

 

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Challenging harmful stereotypes: Survey data illustrated a 22.7% reduction in agreement with the statement “Muslim and Jewish communities have always been fundamentally opposed” before and after participation in the workshop.

Developing students’ understanding and confidence in their civic responsibility to wider society: Survey data highlighted a 13.3% increase in students’ knowledge of how to report a hate crime before and after participation in the workshop.

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STUDENTS  REACHED

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"I enjoyed the workshop led by Stand Up! Education Against Discrimination because I found it shocking that such a large extent of hate is still targeted towards certain cultures simply because of out-dated, false ideas and stereotypes. I also found it really interesting because of the discussion of the historical events that led to these stereotypes that are so prevalent in current society."

  

Student, Future Leaders UK

TESTIMONIALS

Testimonials

PARTNERS &
SUPPORTERS

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