A clear impact story is important for attracting (new) funding, for learning how change comes about, and for understanding how you can achieve your impact goals even better. Most organisations are aware of this by now.
We have previously written that making your impact visible, or measuring impact, does not have to be difficult if you choose a low-threshold way of collecting data. Still, you may encounter challenges, for example, when working with target groups that are harder to survey. Think of people without a fixed address, or those who do not have a good command of the Dutch language. In such cases, special research methods are often required.
The ELJA Foundation and Sing & Dance UP!
The ELJA Foundation is a philanthropic fund that develops innovative programmes together with leading cultural organisations in the fields of music, dance and visual arts. Through these programmes, children and young people from different backgrounds are better prepared for their future and become more connected with one another. One of these programmes is Sing & Dance UP!, an initiative of the ELJA Foundation and Méér Muziek in de Klas. ELJA wanted to investigate the impact of the programme in order to learn from the project: what works?
Measuring impact with children: do’s and don’ts
Of the 66 schools that took part, Impact House visited a sample of 10 schools across the Netherlands to collect impact data. In advance, we considered appropriate research methods that would take into account the reflective capacity of young children (aged 9–12), while also yielding reliable information. This resulted in the following tools, methods and points of attention:
- Use simplified questions and tools:
We collected data from 230 children through an online questionnaire, which they completed independently with support from Impact House in the classroom. The questions were adapted to the children’s language level, length and duration, and we used tools such as ishetb1.nl to simplify them. Pictograms, images and smileys were used to make questions and answer options clearer. The questions were tested in advance with both children and teachers to ensure they were well understood.
- Use playful formats:
During interviews with 30 children, we used effect cards with images and statements to engage children in a low-threshold way with the changes in the classroom resulting from Sing & Dance UP!. Below is an example of such an effect card. Most children chose the effect card: ‘I enjoy singing and dancing more.’ In addition, we used active working methods in the classroom, such as stand-up and sit-down statements, so that children were physically involved and the research became more enjoyable and dynamic.
- Ask for parental consent:
For research involving children under the age of 16, you are required to explicitly ask for consent, for example, through an informed consent form. In this form, we explained what the research involved and what parents were giving their consent for.
- Create a safe atmosphere and build trust:
We always started interviews with an informal conversation to put the children at ease. We emphasised that there were no right or wrong answers and gave them time to get used to the situation by first chatting about everyday topics.
- Take into account a short attention span:
The different sessions lasted a maximum of 15 minutes and were interactive in order to respect children’s limited attention span. This ensured that they remained actively engaged.
- Combine data:
In addition to feedback from 230 children via the questionnaires and 30 children via the interviews, we also collected input from 9 teachers through online interviews. Teachers provided valuable insights into changes in the classroom. For example, teachers clearly observed that children started helping each other practise the choreographies, even outside the designated lessons.
Although these tips can be helpful, research with children will always remain challenging. Children simply think and communicate differently from adults, and their concentration and engagement can vary. That is why researchers need to have experience with and affinity for this target group.
An important lesson we have learned from this type of research is that flexibility is essential. Every child responds differently, so it is often necessary to adapt your approach. This may sometimes require improvisation, for example, if a particular method does not work or if attention starts to fade. It is important to sense what a child needs and to be able to change strategy quickly. Feedback from children and teachers can also help to better tailor exercises and interviews and to obtain insights that are genuinely useful.
What did the study reveal?
- More enjoyment in singing and dancing:
Children indicated that they enjoyed singing and dancing more after participating in Sing & Dance UP!. They also found it less intimidating to sing or dance in front of their classmates.
- Sense of group and collaboration:
Both children and teachers noticed a stronger sense of group and better collaboration in the classroom after participation. This was partly attributed to the shared goal: working together towards a successful performance.
- Visibility and self-confidence:
The programme gave some children greater visibility in the classroom. Children with talent for singing and dancing (and less so, for example, for maths and language) were better able to show their strengths. Some of these children took on a positive leadership role, for instance, by helping their classmates practise songs or dance moves.
Overall, the results indicate that Sing & Dance UP! contributes to the development of social skills (such as collaboration and leadership) and creative skills (such as singing and dancing). In the longer term, it is more difficult to determine what effect the project has had on the children, especially because the impact on social and creative development often becomes visible only gradually.
What lessons is the ELJA Foundation taking forward to create even more impact?
The ELJA Foundation aims to achieve as much impact as possible in the field of the arts and young people. In addition to developing, co-creating and funding programmes, the organisation places strong emphasis on research and professional development through the ELJA Academy. Xanèl Rooderkerk, Manager Impact and Programmes at the ELJA Foundation, explains what they have taken from the project:
“The research process into the impact of Sing & Dance UP! has delivered many valuable lessons. Through the working sessions together with our partner Méér Muziek in de Klas, the goals and priorities of the project were further sharpened. This enabled us to make clear choices in operations. The research provides many insights into the effects and effective elements of the project. Recommendations are made regarding the design of the music and dance lessons, as well as the communication around the large-scale concert where 5,000 children sing together. We take all these recommendations seriously to achieve even more impact with the new edition of Sing & Dance UP! in 2025.”
Want to know more about measuring impact with children?
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