When I visited King Edward VI Handsworth Wood Girls’ Academy, I was struck by the confidence with which Year 9 students discussed the issues they cared about and the action they wanted to take. Through First Give, students explored local causes, worked with charities and developed social action projects that turned their ideas into practical change. 

The creativity across the Year 9 classrooms was fantastic – from movie nights and sports tournaments to bracelets and clay keychains. Yet the creativity was never creativity for creativity’s sake. Through First Give, the girls were asking: How does this help our charity? What does our charity actually need? How can we use what we have to make a difference? That was where the real impact lay. They were developing confidence and teamwork, but also empathy and a genuine understanding that their ideas could have an impact beyond the classroom.  

“First Give has shown me that young people have an important voice.” 

That sense of agency was echoed throughout the year group. Another student told me the programme had made her realise that “your voice matters, no matter how young you are.” Walking around those classrooms, I could see that belief becoming reality. There was confidence, but also kindness; ambition; but also, empathy; a willingness to lead, but equally a willingness to listen. 

As Headteacher Ms. Kiran Takhar explained, “My leadership ethos and vision are centred on community, compassion, giving and charity.” She described First Give as an opportunity for students to “find and use their voices to create meaningful change” and become “a force for good in the future.” Standing in those classrooms, it was clear to me that “Our Girls Can, Our Girls Will.” is not simply something displayed around the school. It is something the school lives. 

From Understanding an Issue to Doing Something About It 

One of the clearest examples was Class 9 Seacole and their partnership with Helping Hands Birmingham. Through First Give, the class chose to support a charity whose volunteers go into Birmingham City Centre to support people experiencing homelessness and vulnerability, providing clothing, warm meals, toiletries, and importantly, a friendly ear and someone willing to listen. 

For 9 Seacole, the connection quickly became personal. Like many people, the students initially associated homelessness primarily with a lack of shelter or basic necessities. Through their conversations with Helping Hands Birmingham, they began to understand the importance of human connection and emotional support for people experiencing isolation and vulnerability. They wanted their social action to reflect that new understanding.  

Their class welcomed Clare Whiteaker from Helping Hands Birmingham into school and presented their research. Their questions were thoughtful and practical, particularly when they asked Clare what the charity needed most. The answer was clear: baby wipes and deodorants – and lots of them. The students listened, and then they acted. 

9 Seacole organised a toiletries collection, produced posters to raise awareness and encouraged others across the school community to understand more about homelessness and the support available locally. They also used the Carnival Day to extend their fundraising and awareness work. 

Their approach captured a principle central to First Give: meaningful social action begins with understanding. The students did not simply decide to “raise some money”. They took the time to understand their charity, listened to what it needed and shaped their action around what they had learned. 

“It’s been really different from our normal lessons because we’ve had the opportunity to work on something that feels much more personal and meaningful.” 

The students also discovered that social action does not always have to be enormous. Sometimes it is collecting a box of toiletries. Sometimes it is raising awareness. Sometimes it is starting a conversation about an issue that people might otherwise walk past. 

As one student reflected, “Sometimes helping someone isn’t just about giving money; they might simply need someone to talk to, comfort them, and remind them that they’re not alone.” That is a remarkably mature understanding of social action for a Year 9 student, and exactly the kind of thinking First Give exists to encourage.  

From Ideas to Meaningful Action 

If the classroom work demonstrated the girls’ empathy and understanding, the school’s Carnival Day demonstrated their creativity, entrepreneurial spirit and ability to turn their First Give ideas into meaningful action. In early July 2026, the annual Carnival Day brought together culture, creativity and community, with students and staff celebrating their diverse heritages through colourful outfits, food, activities, and live performances. 

For the Year 9 First Give cohort, it was also an opportunity. Each class found ways to connect its social action with Carnival Day and create additional fundraising opportunities for its chosen charity. Across the cohort, the girls raised an impressive £661.96. When 9 Seacole went on to win the £1,000 First Give grant for their work supporting Helping Hands Birmingham, the overall financial impact generated through the programme reached £1,661.96. 

For me, the figure is impressive not simply because of the amount raised, but because of the thinking behind it. 9 Seacole and 9 Attenborough used ice cream sales to generate funds while creating opportunities to talk about the issues connected to their charities, including mental health and homelessness. 9 Yousafzai made bracelets and keychains linked to Ummah Welfare Trust, while 9 Mandela created goodie bags, bracelets, and motivational cards in support of Cancer Research UK. 

What I loved was that the girls did not lose sight of the cause in the excitement of fundraising. Their products, activities, and conversations were connected to the charities they had chosen. They were thinking like fundraisers, campaigners, and advocates – making their ideas appealing while keeping the purpose at the heart of them. 

A Legacy Beyond First Give 

At the end of a First Give programme, it is tempting to focus on the Final, the presentations, the fundraising totals or the winning class. But as is often the case, the real story of a First Give Programme is bigger than any of those things. It is about developing a culture where young people are expected to have ideas, encouraged to use their voices and trusted to make a difference now – not told to wait until they are older. 

Miss Robin, Head of PSHE, captured this perfectly: “First Give gives young people the opportunity to realise that they don’t have to wait until they are adults to make a difference – they can be changemakers in their community right now.” 

First Give may have been the starting point, but the programme’s impact extends beyond the Final. The students now know charities they can support, issues they understand more deeply and communities they can help strengthen. If “Our Girls Can, Our Girls Will” is the school’s promise to its students, this year’s First Give cohort has shown exactly what that looks like in practice. 

Now I cannot wait to see what they will do next.