“By taking part in Science Stars I really feel that I am giving back to the younger generation.”
Published: 27 January 2020
Zubair Ahmed, a final year Biomedical Science student, teaching on our Science Stars programme.
A new evaluation of Science Stars, a programme created by St George’s, University of London to aid students from disadvantaged backgrounds, has shown that tutoring at GCSE level has improved the science grades of those who took part in the programme, while also benefiting the students in a range of cognitive and non-cognitive skills.
The programme was established in response to evidence showing that students from disadvantaged backgrounds are less likely to achieve good GCSE results compared to their more advantaged peers.
The programme, established in 2018 provides an opportunity for St George’s students to gain experience in teaching and mentoring, while also providing school students from disadvantaged backgrounds at Ernest Bevin College in Tooting with small-group support and a window into the life of a University student.
To find out a bit more about the programme we spoke to St George’s final year Biomedical Science student and tutor on the programme, Zubair Ahmed, about his experience with Science Stars.
“I first heard of the Science Stars from my role as a student ambassador. Being from a healthcare course you come in with the mindset that you aren’t just doing it for yourself, you are also doing it to help other people. You get a satisfaction out of helping other people. That’s when I thought this is something I want to be involved in.
I come from a high crime area in East London. Most people in my area didn’t go to university, they don’t even go past college with education. Part of the reason for that is not coming from a well-off background - a lot of kids in the area, including myself, cannot afford the tutoring fees for any extra help, so I wanted to be able to help the kids that couldn’t access that kind of tutoring.”
During my time at school I found it hard to focus. My parents couldn’t really help me, as they had come to the country without completing their education, due to their circumstances. For them working was a necessity and education wasn’t an option. So, I was part of the first generation in my family to sit my GCSE’s and go into higher education.
At times it was difficult as I would go home and need help with work, but my parents couldn’t help as they were either at work or didn’t have the answers.
I found it really hard to take this all on myself, especially combined with other responsibilities in my life at the time. If I had had a programme like Science Stars at that time it would have helped me immensely.”
“Tooting itself is a very diverse area and so is the school we are working at, Ernest Bevin college. So, by taking part in this programme I almost feel like I am giving back and trying to give the students the opportunities I didn’t have when I was younger.
“The feeling I got when I found out the difference the programme made to the pupils is something you can’t really describe. Even just getting one grade higher can open a lot of doors for the students and so now when those students go on to do whatever they want to do I can feel like I was able to help them.”
“After finishing my course, I would like to go on to be a doctor and I believe that the most important skills for a doctor to have are communication, listening, empathy and teamwork. I believe tutoring and teaching really help with all of these skills.
“I am currently tutoring four students. They are all completely different people, with different skills, knowledge, strengths and weaknesses. So, to teach them all I really have to adapt my communication skills, to what will be the most effective method for them and what will appeal to them and you have to adapt to this and apply this in each lesson. And I feel that this is a really good skill that I have developed from being involved in the programme.
“I have already seen the effect of this experience when I’m working in the clinic, it has helped me to communicate with my patients and build a rapport with them, understand them and also ensure that they feel comfortable in my care.
“Making the students feel understood and valued can also help them to go on to be a more well-rounded individual and give them the tools they’ll need in the future. It also gives them a good role model, builds their self-belief and confidence and reduce any anxiety. This is not something I had when I was younger, so if I can help someone going through the same difficulties that I did then why wouldn’t I.”
Jess Bond, Head of Widening Participation, said: “One of the continued strengths of St George's is our links with our local community here in Tooting, and we are delighted that the evaluation of the first year of Science Stars has been so positive – I am delighted that it is having such a positive impact on the participants. It is thanks to the commitment and dedication of our staff and student ambassadors that we can offer such comprehensive outreach programmes and help pupils in one of our local schools to reach their potential’.
Find out more about St George’s work on access and participation by looking at our Access and Participation Plan