There is something special about watching a child achieve something they once thought they could not do. Whether it is preparing a meal, learning first aid or completing a challenging task, that moment of “I did it!” can help them see themselves differently.
But what do children, parents and teachers tell us about these experiences?
During the 2025–26 school year, independent researcher Nick Haisman-Smith explored the experiences of primary-aged children taking part in the Junior Duke in schools around the world. Three parallel surveys gathered views from parents and carers, teachers and pupils.
Written responses were analysed using the programme’s Theory of Change, which sets out how its activities are expected to support children’s development. Similar themes emerged independently across all three groups. This agreement, known as triangulation, adds weight to the findings.
The research also has clear limitations. Participation was voluntary and the responses reflect what people perceived and remembered, rather than changes measured before and after the programme. The findings therefore offer an encouraging, consistent picture of participants’ experiences, alongside a useful starting point for further research.
1. Confidence and pride
One of the most encouraging findings was that 96% of children said they feel proud when they finish something difficult. This was the highest-rated response across all pupil survey questions.
The wider responses reflected a similar sense of achievement:
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97% of teachers said the Junior Duke helps build pupils’ confidence
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93% of children felt proud of themselves when they earned their badge and certificate
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92% of pupils said they can do difficult things when they try hard
One teacher described what this looked like in practice:
“It develops confidence and a real growth mindset. Pupils are increasingly confident when tackling unfamiliar tasks, with clear evidence of improved resilience in their learning behaviours.”
For schools, these responses are encouraging. They suggest that completing practical challenges can give children reasons to believe in their own abilities and feel more willing to try something unfamiliar.
2. Useful skills beyond the classroom
Life skills can sometimes seem like an extra in an already busy school year. Yet the responses show how much children and families value them:
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97% of teachers said the programme helps pupils develop practical life skills
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90% of pupils said they learned useful skills through the programme which they still use
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92% of parents said it is preparing their child for greater responsibility and independence
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88% of pupils said they can do more things by themselves as a result
One parent shared:
“My favourite has to be how he has learned household chores and he can now make his own bed and breakfast.”
Another noticed a welcome change to family life:
“Our morning routine is a lot easier as she gets herself out of bed and gets her breakfast.”
These may seem like small steps, but they matter. Preparing breakfast or taking responsibility for a morning routine gives a child a practical way to contribute and a chance to discover how much they can do for themselves.
3. Seeing strengths that might otherwise go unnoticed
Every child has strengths, although some are easier to spot in school than others. The research suggests that practical challenges can help bring more of those strengths into view:
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97% of teachers said the programme offers a valuable new way to recognise pupils’ strengths
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92% of teachers said it helped them notice strengths in pupils they would otherwise have missed
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90% of pupils said it showed them they are good at things beyond their schoolwork
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89% of teachers said it is especially valuable for pupils whose strengths are less often recognised at school
One teacher reflected:
“Even our quieter children embraced the challenges and enjoyed receiving the certificates and badges in front of their friends.”
Another added:
“Students are able to attempt tasks and challenges they would never get to do otherwise. The teachers are so proud to see them rise to these challenges, and the children love sharing their accomplishments.”
For a child who receives less recognition through academic work, sport or music, having another opportunity to succeed and share that success can be particularly meaningful. It also helps teachers see a fuller picture of the children in their care.
4. Bringing families into the experience
The parent responses highlighted both children’s development and the value of taking part together:
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94% of parents said the programme has been valuable for their child’s development
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93% of parents felt genuinely involved in their child’s learning
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92% of parents would recommend it to other families
One parent described a change in their own approach:
“I loved how it pushed my boundaries as a parent and helped me trust and give my children more independence.”
Another valued the time spent together:
“I have really enjoyed sitting together without a screen and talking about the tasks.”
These comments will resonate with many schools seeking to strengthen their relationships with families. Practical challenges can create shared experiences and conversations, while encouraging adults to give children more room to try things for themselves.
What can schools take from this?
This study offers a professionally researched account of how pupils, teachers and families experience a structured life skills programme. Their responses point to several themes worth considering in school life:
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Give children opportunities to tackle practical tasks and experience the satisfaction of completing them
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Make space to recognise strengths beyond familiar measures of achievement
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Help children build confidence through growing competence and responsibility
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Involve families in ways that encourage children’s independence
Further research, including measurements before and after participation, would help us understand these changes more fully. For now, the consistency of the responses provides an encouraging foundation.
Perhaps one parent captured the experience best:
“Since starting, my child has become much more confident and independent. They're more willing to take on challenges and show real pride in completing tasks. It's also helped them develop resilience and a positive attitude towards learning new skills.”
These are qualities that teachers and parents hope to nurture in every child. The findings give schools a useful reason to reflect on the opportunities children have to practise them, at school and at home.
To find out more about the Award or to share your own school’s experience, please email dawn@juniorduke.com or visit www.juniorduke.com.
