Empowering Young Voices: Creating films with students from Leeds and Cambridge in the United Kingdom

The COVID-19 pandemic has left an indelible mark on all aspects of life, but perhaps its

impact on education and community life has been most profound. In a creative and

collaborative effort, secondary school pupils from Leeds, UK, and primary school pupils from

Cambridge, UK, were given the opportunity to document their experiences through film. This

unique project provided a platform for young voices to share their stories of living through the

pandemic, focusing on the challenges and triumphs of education, home schooling, and the

broader impact on their communities and families.

The idea to engage students in creating films about their pandemic experiences was born

out of a desire to give them a voice during a time when many felt isolated and unheard. The

collaboration between schools in Leeds and Cambridge was part of the UK element of the

REAP project, initiated by a group of dedicated Primary, Secondary and Unive

rsity educators and filmmakers who wanted to harness the pedagogical value of storytelling.

The Process: From Concept to Creation

The project began with a series of on-site classes, where Secondary aged students from

Leeds (Y9, aged 13-14 years) were introduced to the basics of filmmaking. Educators from

their own school and a local university guided them through the process of developing a

narrative, scripting, filming, and editing. They utilised an ‘I remember….’ exercise where the

students were encouraged to discuss and then develop their memories of the pandemic.

These classes were designed to be interactive and engaging, allowing students to explore

their creativity while learning new digital skills.

These young adults would then be enabled to lead the same process with younger pupils

from a primary school in Cambridge, aged 8-9 years, some 150 miles away. Pleasingly, this

phase of the project had other benefits, including revealing a previously unrecognised desire

to explore teaching as a career option for some of the participants, and also introducing the

group to the city of Cambridge and its world-famous university, an experience that they

otherwise would not likely have had the opportunity to enjoy.

Developing the narratives

Common themes that emerged from the activities with both sets of children included their

thoughts on the transition to online learning and its challenges, the emotional impact of

social isolation, the role of family and community support during difficult times, and the

development of coping mechanisms and finding joy in small moments.

The students developed their own narratives in small groups, ensuring their stories were

authentic and resonated with their peers. Students highlighted and reflected on several

challenges, including technical difficulties and lack of access to reliable internet connections.

difficulties in staying motivated and focused without the structure of a traditional classroom,

and the absence of face-to-face interactions with teachers and seemingly more importantly,

their friends and peers. However, despite the difficulties, students also shared stories of

resilience and adaptation. They developed new routines, found creative ways to stay

connected with friends, and discovered new interests and hobbies that helped them cope

with the isolation. Some reported an appreciation of the flexibility that online learning gave

them in their increasingly pressured lives. These stories were a testament to the resilience

and creativity of young people during unprecedented times.

Empowering Future Generations

By giving students a platform to share their stories, the project empowered them to take

ownership of their narratives and develop a deeper understanding of their experiences. It is

hoped that this empowerment can have long-lasting effects, encouraging young people to

continue using their voices to advocate for change and contribute to their communities.

The collaborative filmmaking project with secondary school pupils from Leeds and primary

school pupils from Cambridge was an eye-opening experience for me as an educational

professional, and it provided a unique and powerful way to document the impact of the

COVID-19 pandemic on young people. Through their films, students shared their struggles,

triumphs, and hopes, offering a poignant and authentic glimpse into the realities of living

through a global crisis. This project not only highlighted the resilience and creativity of young

people but also underscored the importance of supporting and empowering them as they

navigate an ever-changing world.

Speaking as a university educator, who found himself in classrooms with 8-14 year old

children for the first time in a long time, I could not help but be inspired (and actually, moved)

by the spirit, courageousness and energy of the young people as they engaged with the

subject of the pandemic. The pupils looked back often with positivity, and look forward with

optimism, so perhaps there is a need for us in thought-leadership to change our narrative of

deficit in relation to the experiences of these young people, and begin to celebrate the

unique opportunities and experiences that they were part of during the pandemic.

Dr Steve Burton is Head of Subject for Digital Transformative Education within Carnegie

School of Education, at Leeds Beckett University in the United Kingdom.