What can school students and PhD researchers learn from each other? Scholars Programme tutor, Deinah reflects on what the programme has provided for the students she has worked with and her own growth as a researcher.
Now entering my sixth year working as a tutor on The Scholars Programme, I have had the privilege of witnessing first-hand the mutual benefits for both students and tutors. By way of introduction, I recently completed a PhD in Education, where my research focused on sustainability across early years settings. Working with The Brilliant Club has provided me not only with valuable practical experience, but also with significant personal growth as I continue to navigate the field of education.
Over the years, I have taught a range of subject areas. I designed my own course on sustainability, exploring its three core pillars: social, economic and environmental. Developing this course was both exciting and challenging, as it required me to deconstruct complex elements of my research and make them accessible to younger students. I have also had the privilege of teaching philosophy, where students engage with simulations and take part in critical debates about questions such as the meaning of life. More recently, I have begun teaching History of Art, which combines my passion for interpretation and creativity.
Throughout my time on the programme, I have consistently observed growth in both confidence and skills among my students. The tutorials, designed with a university-style approach, spark curiosity and encourage deeper engagement with learning. I particularly enjoy creating PowerPoint presentations to support sessions, allowing students to visually engage with the material as they work through their booklets.
If I were to highlight a few key areas of development, they would include: academic writing, confidence in participation, independent learning, teamwork, and critical thinking.
Each week, students complete a homework task via the online platform, The Hub. These tasks are carefully aligned with the tutorial content, with word counts gradually increasing to prepare students for their final assignment. It is remarkable to witness the progression in their writing from week one to week seven.
Students often begin tentatively, but gradually develop their own voice, which becomes increasingly evident in their work. Their ability to construct arguments, analyse ideas and engage in discussion improves significantly. Particularly impressive is how they embrace new challenges, such as academic referencing, often an entirely new concept for them. By the end of the programme, students have a clear understanding of both the importance of citations and how to reference a range of sources.
Another noticeable transformation is in students’ confidence. The first tutorial is often quieter, as students familiarise themselves with the format and expectations. However, by around week three, there is a clear shift: students begin to actively contribute, share their ideas, and engage more confidently in discussions.
Independent learning is a central component of The Scholars Programme. Many activities are designed to encourage students to read, research, and develop their own arguments. Students often rise to this challenge with enthusiasm. By week five, many are engaging with additional materials and incorporating their own research into both discussions and assignments.
The ability to work collaboratively is an essential life skill, yet it is sometimes overlooked. Regardless of the path one takes, effective and respectful communication is key. In my sessions, I prioritise group work, encouraging students to share perspectives and work together to solve problems. Often, those who begin as the most reserved participants become some of the most active contributors by the end of the programme.
A personal favourite of mine is the development of critical thinking. This is particularly evident in philosophy sessions, where questioning lies at the heart of learning. I incorporate regular debates, giving students the opportunity to step into the role of both learner and thinker.
Students respond enthusiastically to opportunities that allow them to think beyond the obvious and express their own perspectives. Reflection is also a key element: students are encouraged to evaluate their own progress and identify areas for growth, which proves to be a powerful learning tool.
It is difficult to fully capture the personal and professional benefits of this role in just a few words. However, several key themes stand out. Through teaching, I have learned how to simplify complex ideas and adapt my approach for different age groups. I have developed my own teaching style, learned how to effectively assess student progress, and balanced being both supportive and appropriately challenging.
Most importantly, I learn from the students themselves. Each session is a two-way exchange: they bring fresh perspectives, curiosity and insight that continually shape my own thinking. Learning is, at its core, a reciprocal process built on dialogue, reflection and active listening.
Finally, this role continually reconnects me with my sense of purpose. It is through my students that I am reminded why education is so rewarding: witnessing their growth, confidence and transformation, and feeling proud to have played a part in that journey.
Schools interested in The Scholars Programme can enquire here.
PhD and post-doctoral researchers interested in becoming a tutor with us can learn more here.