Transforming perspectives in schools

The Difference course is making a significant impact in our local secondary schools, particularly in our work with sixth form students. By shifting traditional classroom dynamics and encouraging open conversations, the course is fostering deeper understanding, challenging preconceived notions, and strengthening relationships among students and teachers alike.

Unlike conventional classroom settings where a teacher or presenter leads from the front, the Difference course levels the playing field. Instead of being recipients of knowledge, students engage with stories, challenges, and shared experiences. This interactive and immersive approach creates a space that is both fun and emotionally moving, helping participants navigate complex issues with empathy and critical thinking.

One of the most memorable discussions this term arose from an opening question posed to the students: “Can you think of examples of difference, division, and disagreement that matter to young people?” Expected responses included concerns about global issues such as the future, the war in Ukraine, the conflict between Palestine and Israel, pay gaps, Black Lives Matter, and the pressures of academic exams. However, one unexpected response stood out: inheritance tax.

A group of students proudly displayed their beautifully decorated A2 sheet of paper with the term “inheritance tax” written prominently. The reaction from the class was one of surprise and curiosity. It’s not a topic one would typically associate with 17-year-olds, yet it turned out to be a deeply divisive issue within the school. Given that many of the students come from fee-paying backgrounds, discussions about money and inheritance took on a personal dimension, sparking passionate debate among both students and teachers.

The Difference course encouraged students to practice curiosity rather than judgment. Using Megan Phelps-Roper’s principle of “assuming no ill intent,” the discussion around inheritance tax evolved into an exploration of differing perspectives on wealth.

For some students, having money represented security, comfort, and the ability to sustain a particular lifestyle. For others students and several teachers, wealth symbolised privilege, responsibility, and societal inequality. The conversation naturally touched on deeper themes such as fairness, opportunity, and the role of taxation in redistributing wealth.

Instead of devolving into heated arguments, the students were guided to listen attentively, refrain from talking over one another, and ask well-considered questions. This approach allowed them to appreciate differing viewpoints and recognise the complexities of financial privilege.

Money is often a divisive subject, particularly in environments where economic disparity is evident. However, the course provided a structured and respectful platform for students to rethink their assumptions. By engaging in open dialogue, they explored questions such as:

• What does money mean to different people?
• Is financial inheritance a right or a privilege?
• How should society balance personal wealth with collective responsibility?

The discussion was not just theoretical; it carried real emotional weight. Some students expressed a deep sense of loss over money that they felt should have been theirs, while others grappled with the idea of inherited wealth creating inequalities within their own peer group.

By the end of the session, the students had not necessarily reached a consensus on inheritance tax – but that was never the goal. Instead, they had gained a greater understanding of each other’s perspectives and learned valuable skills in civil discourse. They had also experienced first-hand how difficult conversations, when handled with respect and curiosity, can lead to growth rather than division.

The Difference course continues to be a transformative experience in several of our schools, equipping students with the tools to navigate complex social issues with empathy, curiosity, and critical thinking. By fostering these discussions, we are not only broadening perspectives but also preparing young people to engage thoughtfully with the world around them.

As we move forward, it is clear that the power of open dialogue and shared experiences can shape a more compassionate and understanding generation – one conversation at a time.

To find out more about running the Difference course for young people in schools or youth groups, head to difference.rln.global/youngpeople

Chris Birch-Evans is the Director of Step, a secondary school’s work charity. He is an active member of Verso Vineyard, a keen Cub Scout leader and committed to enabling the next generation to become strong leaders who embody good character.