Scott, Adrian J.; Pina, Afroditi; Page, Thomas E. and Smith, Arthur T.. 2025. The Alice Ruggles Trust Assembly Project evaluation: County Durham and Darlington. Project Report. [Report] (Submitted)

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Abstract or Description

Stalking is a widespread and devastating crime yet is often glamourised in popular culture. Given societal misconceptions of stalking and high prevalence rates, it is essential to educate and empower young people to identify unhealthy behaviours, including those associated with stalking, and to know where to access appropriate support. In view of these issues, the Alice Ruggles Trust (ART) developed a free 30-minute school assembly package (assembly) that is suitable for pupils in Year 9 and above and seeks to help them: (1) recognise what stalking is; (2) understand that stalking should be taken seriously; (3) know where to go for support or information; and (4) know how to help a friend or family member.

In December 2023, the ART secured funds from the Durham Police and Crime Commissioner to pilot the ART Assembly Project in County Durham and Darlington. Working in partnership with the ART, an independent research team – based at Goldsmiths, University of London, the University of Kent, the University of Derby and the University of Bath – completed a combined process and outcome evaluation to assess the effectiveness of the assembly in achieving its goals. The process evaluation aimed to assess the capacity of schools to deliver the assembly as intended, ensuring that educators had the necessary tools, resources, and support to present the material effectively. The outcome evaluation was designed to assess how well the assembly achieves its goals, with a pre-post design and a specific focus on increasing pupils’ understanding of stalking, its seriousness, and the support available.

Importantly, the ART Assembly Project evaluation adopted a phased approach, which enabled the research team to audit the assembly slides during Phase 1 (February-June 2024) and revise them prior to Phase 2 (September-December 2024). In total, 11 schools and an estimated 5,200 pupils participated in the ART Assembly Project across the two phases. Key findings from the process evaluation include:

• Increased awareness. School representatives reported that the assembly effectively increased pupils’ understanding of stalking, including risks, warning signs and legal consequences.
• High likelihood of regular offer. All representatives stated they would be ‘very likely’ to offer the ART assembly on a regular basis.
• Positive reception. Representatives described the assembly as ‘powerful’, ‘excellent’ and ‘really well presented’.
• Effective visual materials. Assembly facilitators referred to the impactful nature of the animated and non-animated videos.

Key findings from the outcome evaluation include:

• Conceptual understanding of stalking. Pupils showed statistically significant improvements in their conceptual understanding of stalking, including its definitions, warning signs and impacts post-assembly.
• Recognition of stalking behaviours. Pupils showed statistically significant improvements in their ability to identify stalking behaviours and warning signs in relationships.
• Knowledge of response strategies. Pupils were generally more likely to correctly identify appropriate support resources and how to access help post-assembly.
• Phase comparison. The assembly in both phases was effective in improving pupils’ knowledge and awareness, but in some cases Phase 2 showed greater knowledge gains than Phase 1, suggesting that revisions to materials and delivery had a positive effect.

Overall, the two-phase ART Assembly Project evaluation offered valuable insights into the pedagogical effectiveness of a school-based assembly designed to raise awareness and understanding of stalking among young adults. The process evaluation affirms that the ART Assembly Project is not only implementable but also well-received and impactful. The outcome evaluation suggests that when young people are presented with clear definitions, emotionally resonant stories and relatable scenarios they are not only getting better at identifying harmful and complex behaviours like stalking, but are also more inclined to consider the emotional impact on victims and the importance of seeking support.

It is important to acknowledge that the ART Assembly Project evaluation was limited by low response rates and its focus on short-term change in pupil’s conceptual understanding of stalking. Therefore, further research is needed to replicate and extend the evaluation to strengthen confidence in the current findings and measure longer-term behavioural change (e.g., weeks or months after the assembly). There are also challenges with how best to scaffold psychological concepts within the assembly, including those represented by the FOUR acronym to describe the key features of stalking as a crime (that the behaviours are Fixated, Obsessive, Unwanted and Repeated). There is a need to inform pupils about stalking and equip them with the confidence and clarity about how to take concrete action in response to stalking. Ideally, schools should consider embedding this content more deeply into the wider safeguarding curriculum, creating continuity between the assembly, Personal, Social, Health and Education (PSHE) lessons and school policies.

Overall, the marked improvements in pupil’s conceptual grasp and empathic responses, following the revised Phase 2 assembly materials and delivery, underscore the importance of intentional design, language accessibility and narrative engagement in safeguarding education. Therefore, it is important to develop clear protocols that ensure the continuation of research that is mindful of the logistical and ethical considerations relevant to tackling this vitally important, but sensitive subject, with young people.

Item Type:	Report (Project Report)
Departments, Centres and Research Units:	Psychology > Forensic Psychology Unit Psychology
Date:	2025
Item ID:	39497
Date Deposited:	04 Sep 2025 10:26
Last Modified:	04 Sep 2025 10:26
URI:	https://research.gold.ac.uk/id/eprint/39497

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