Our
psychology
Our signature 3Cs framework
Bringing Learning to Life
At SOHK, everything we do is designed to help young people build the confidence, control and connection they need to thrive. These three outcomes or ‘3Cs’ – as we call them – underpin our psychology-informed programmes and shape how we use rugby, mentoring and personal development to create lasting change.
mentoring makes
a difference
Every SOHK participant benefits from personalised mentoring delivered by trained practitioners who build trusted, supportive relationships with young people.
Through regular 1-to-1 and small-group conversations, students reflect on their experiences, work through challenges and celebrate progress. Mentoring helps young people develop self-awareness, resilience and confidence, reinforcing the lessons learned through rugby and supporting positive change both in and out of school.
personal development
Our classroom-based personal development sessions help students make sense of what they experience on the pitch. Themes such as teamwork, communication, emotional regulation and handling setbacks are explored through discussion, reflection and practical activities, helping young people apply these skills to school, relationships and everyday life. By connecting rugby with real-world situations, students gain the tools and confidence to thrive beyond the game.
SOHK TODAY
The SOHK model is designed for secondary-age students in the UK and combines:
rugby
sessions
Sport for resilience, communication & teamwork
1:1
mentoring
1-2-1 and group support from trained practitioners
personal
development
Personal development: grows confidence & skills for life
Together, these elements help students develop the skills and resilience they need to succeed in school and beyond.
theory of change
We are committed to delivering evidence-based interventions
that create measurable, sustained improvements in the lives of children experiencing hardship and deprivation.
SOHK’s Theory of Change sets out how our resources, interventions and activities lead to short‑ and long‑term outcomes for young people, schools, families, and communities.
“The staff work incredibly hard to support our students and are a credit to the charity. They build relationships and form working bonds with some of our most vulnerable students which is very impressive and we thank those staff for all their hard work.”
– Teacher from a school in WALES — AY 2025/26
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