Understanding what young people learn in Code Club: Early themes from our Insights project

We want every young person at Code Club to be able to build their skills, feel confident using technology, and have fun. To make sure our activities meet the needs of both clubs and creators, we constantly review what we’re doing, gather evidence about what works, look at the latest research, and ask ourselves questions like, “What are young people learning in Code Club?” 

For example, we closely studied the independent evaluation of Code Club’s impact carried out by researchers at Durham University. They looked at how Code Club affects young people’s attitudes towards learning, how they feel about coding, and their progress in coding.  

A group of children and adults engaged in a tech workshop, working on laptops at a long table in a spacious room. Some children are programming while others are interacting with electronic devices.

To build on this research, we recently launched the Insights pilot project to explore two questions in more depth: 

  1. What do young people learn in Code Club?
  2. How do clubs use Code Club projects to support learning?

Thanks to the clubs, mentors, and young people who took part, we’re starting to gain new insights into the skills, confidence, creativity, and sense of belonging that young people develop through Code Club.

Who took part and what did they do?

Code Clubs from seven countries participated in the project, these were the UK, South Africa, Italy, the United States, Canada, Ireland, and Albania.

In total:

  • 91 clubs completed mentor surveys
  • 502 young people completed baseline surveys
  • 105 young people completed endline surveys
  • 79 young people completed both surveys, allowing us to look at changes over time

Although fewer clubs completed the endline survey than we had hoped, the project still generated a rich dataset about young people’s experience in Code Clubs.

What are young people learning?

One of the most encouraging findings is that young people reported high levels of interest and confidence in coding.

Across the participating clubs, young people reported:

  • Strong interest in coding (8.4 out of 10 on average)
  • High levels of belonging, with many feeling that they know other people who are interested in coding (8.7 out of 10)
  • Positive levels of creative thinking (7.9 out of 10)
  • Good communication and problem-solving skills

Learning over time

While the number of matched responses was too small to draw firm conclusions, the findings suggest that Code Club is helping young people develop interest in coding

We also saw some interesting differences between groups, although our sample size was small. For example, male creators reported increased problem-solving skills over time, while female creators and those who preferred not to give their gender showed increased confidence in learning coding independently.

What do Code Clubs look like?

One of the most interesting findings from the project is just how varied Code Clubs are.

Some clubs focus primarily on one technology, such as Scratch, while others regularly use a range of technologies including Python, web development, robotics, microcontrollers, and physical computing.

Clubs also vary in how projects are chosen:

  • Some are largely mentor-led
  • Some give creators complete freedom to choose their own projects
  • Others use a mixture of both approaches

Despite these differences, mentors expressed remarkably similar values and motivations in relation to their clubs. While clubs differed in their form and delivery, they were united by a shared ethos centred on encouraging creativity and developing soft skills alongside coding skills.

A group of children focused on coding on laptops during a workshop or class.

How are clubs using Code Club projects?

The project also helped us better understand how mentors use Code Club projects. We found that clubs use projects in many different ways, for example:

  • Following projects independently on screen
  • Working through projects together as a group
  • Using printed project guides
  • Combining Code Club projects with their own activities and resources

Many clubs reported using printed resources, highlighting the importance of making projects accessible in different formats.

The data also suggests that clubs making regular use of Code Club projects report higher average scores across a range of outcomes, including problem solving, creative thinking, communication, interest in coding, and confidence. However, further research is needed to understand exactly what factors contribute most strongly to these outcomes.

What else makes a great Code Club experience?

The mentor surveys revealed several common features across clubs. Many mentors reported regularly using:

  • Peer learning and collaboration
  • Creator recognition and celebration
  • Club rules and positive behaviour expectations
  • Opportunities for young people to support each other

Mentors also described activities such as icebreakers, show-and-tell sessions, youth mentoring, and opportunities for young people to share their projects with others.

These approaches may play an important role in helping young people build confidence, creativity, communication skills, and a sense of belonging.

What have we learned from the pilot?

Perhaps the biggest learning from this project is that Code Clubs are incredibly diverse, but they share a common commitment to helping young people learn, create, and grow.

The pilot also helped us:

  • Develop new ways of understanding different types of Code Clubs
  • Test tools for measuring learning outcomes
  • Gather evidence about how young people experience Code Club
  • Identify improvements for future evaluation work

While the study was not able to conclusively demonstrate learning gains over time due to low endline participation, it provided strong foundations for future research and highlighted several promising areas for further investigation.

A woman with long, braided hair is engaging in conversation with a young girl, who is attentively listening. They are seated at a table with a laptop in front of them, in a room decorated with framed pictures.

What’s next?

This is just the beginning.

We’ll be using what we’ve learned to improve our evaluation tools, better understand the different ways clubs operate, and continue exploring how Code Club supports young people’s learning.

Future work will include looking at project data from the Code Editor, gathering more feedback from young people, and finding new ways to make participation easier for clubs.

If you are interested in taking part in future Code Club research, please let us know

Thank you!

A huge thank you to every mentor, creator, partner, and club that contributed to the Code Club Insights pilot.

Your participation has helped us learn more about the amazing work happening in Code Clubs around the world and will help shape the future of Code Club for years to come.

“I was terrified of Python!” – How Harry became a Code Club youth mentor

Every Thursday after school, the Code Club at Dame Allan’s Schools, Newcastle upon Tyne, England, becomes a space where young people can experiment, solve problems, and learn together. But for 14-year-old Harry, it’s also become an opportunity to lead, teach, and inspire others.

Harry first joined Code Club in Year 7 with some experience of Scratch and a love of “all sorts of computer-y things”. Over the years, he explored everything from Sonic Pi and web design to AI and machine learning. But one challenge stood out.

“The worst part for me was when we were introduced to Python,” Harry says. “I was so scared of text-based coding! I ended up learning it and it went OK!”

Now, just a few years later, Harry is leading sessions and supporting creators to learn Python as a Code Club youth mentor.

A student is standing in front of a large touchscreen display, writing code for a simple choice adventure game. The screen shows a Python code snippet with instructions for the game, including a welcome message and player choices. The student is wearing a blue sports outfit and appears engaged in the lesson.

Taking the leap into mentoring

Harry’s journey into mentoring started when he spoke to Code Club leader and computer science teacher, June Raines, about staying involved as he got older.

“She suggested that I could help out a bit as well,” Harry explains. “I thought it sounded quite fun, so I decided to give it a go and use it for my Duke of Edinburgh volunteering too.”

What began as helping other members soon developed into planning activities and running sessions.

“When I first started helping, I felt a little useless and that I wasn’t helping enough,” he says. “That inspired me to actually run my own sessions!”

Today, Harry helps lead the club every week, teaching coding concepts, supporting creators when they get stuck, and making sure sessions stay fun and engaging.

A student working on a computer screen displaying a Python programming interface with various project suggestions, including a password generator.

Building a club shaped by young people

A typical session starts with a quick game before creators dive into projects and activities. Harry regularly asks club members for feedback through surveys, which helps him shape future sessions around what they enjoy most.

“I try to tailor the sessions to what they like,” he says. “That helps keep it fun and engaging for them.”

One of Harry’s favourite things to teach has been Python — the same language that once felt intimidating to him.

“Some of my best sessions were probably when I taught them Python!”

For Harry, the most rewarding moments come from seeing younger creators grow in confidence.

“The best moment was when a new creator finally got his rock, paper, scissors game working,” he says. “I was so happy for him!”

Illustration of a computer screen displaying a pink brain at the center, with hands representing 'rock' and 'scissors' on either side and thought bubbles for creative ideas.

A Star Club success

This year, Dame Allan’s was recognised as a Star Club — a group of amazing clubs that help Code Club and its community grow and develop. They show what it takes to run a successful club, from sharing their knowledge to helping us test new projects. 

“It felt great!” Harry says. “To know that the Raspberry Pi Foundation recognised our club as an amazing example of their Code Clubs was really nice.”

June believes Harry has played an important role in creating the club’s relaxed and supportive atmosphere.

“The students really enjoy having Harry lead the club,” she says. “They see it as less of a lesson and more of a collaborative coding session.”

Looking ahead

Harry already has plans for the future. He hopes to continue leading coding activities at school and is currently learning Dart and Flutter (Dart is the programming language, and Flutter is the toolkit that helps turn that code into apps) in his own time. He’s also keen to introduce new technologies and projects to future Code Club members.

His advice for other young people thinking about becoming a Youth Mentor?

“Give it a go! What’s the worst thing that could happen?”

From being nervous about Python to teaching it himself, Harry’s story shows how Code Club can help young people develop not just coding skills, but confidence, leadership, and the chance to help others discover a love of technology too.

A student in a school uniform using a power drill to assemble a robotics project, focused on the task at hand.

For a little more support, or if you’re open to mentoring others, you can also join a Code Club. Check our website to find a club near you and become part of a like-minded and welcoming community.

Building a more inclusive future in Tunisia: How DotSlash AUPTIMISME champions creativity

DotSlash AUPTIMISME, a global Code Club partner, is an organisation whose mission is to combine inclusive technology education and creative computing, ensuring that all children in Tunisia have the opportunity to become digital creators.

A young girl wearing a cap and a hoodie is focused on a laptop screen, interacting with a program displaying food options related to protein. In the background, other children and adults are visible, engaged in a learning environment.

Tarek Seghiri, Founder of DotSlash AUPTIMISME, spoke with Ruhee Shah, Global Partnerships Coordinator at the Raspberry Pi Foundation, about his unique school partnership model and how the organisation is a champion for creative freedom in the classroom.

“AUPTIMISME is a blend of two French words: “autisme” (autism) and “optimisme” (optimism) — and that name carries our whole story. It began as a project of inclusive technology education, born from the conviction that creative computing can transform the lives of all children — starting with those the system most often leaves behind.”

– Tarek Seghiri, Founder of DotSlash AUPTIMISME

Today, through CUBE, their Centre Technologique & Créatif, and a growing network of 13 partner schools, the organisation brings coding, digital making, and creative technology to young Tunisians. 

Creating spaces for young people to thrive

For Tarek, computing education is far more than just a modern technical skill; it is an important tool for equity and personal expression. This is especially true for the diverse groups of learners his clubs welcome each week.

“Computing is the new literacy — and for some children, it is more than that: it is a voice. For a non-verbal child, a Scratch project can be a way to express a story, a joke, a feeling. In Tunisia, talent is everywhere but opportunity is not.” 

– Tarek Seghiri, Founder of DotSlash AUPTIMISME

To make these opportunities as accessible as possible, DotSlash AUPTIMISME utilises a school partnership model. Currently, they operate seven clubs across the semi-rural Cap Bon region and five clubs across Greater Tunis.

A workspace featuring a laptop displaying a digital project, with a green 'code club' sign reading 'Bienvenue' on the wall, and promotional posters for 'Coolest Projects' event.

By embedding the clubs directly inside the schools the children already attend, they remove the logistical, administrative, and trust barriers that often hinder extracurricular activities in the region. The schools provide the safe framework, while AUPTIMISME trains the mentors, who are a mix of school teachers and local university students, and manages the technology. This familiar setting has made it incredibly easy for families to engage, helping young coders learn together.

The freedom to create

AUPTIMISME is committed to learner autonomy. In these clubs, children are completely free to choose their own projects, guided by their personal interests rather than a rigid curriculum. 

Tarek initially faced some obstacles — parents expected a traditional classroom setup, schools focused on strict form, and even eager mentors wanted to step in too quickly. However, sticking to his approach has had incredible results. Attendance and engagement soared because the learning was driven by the children’s desire to build things they genuinely cared about.

Instead of a rigid curriculum, structure comes through supportive mentoring. Code Club’s step-by-step projects act as a toolbox to kickstart ideas and teach core skills, but the final project is always up to the creator.

A child focused on programming on a laptop, displaying coding blocks on the screen. Other children observe nearby, with one using a tablet. The scene is set in a classroom environment, featuring computers and tech equipment.

This creative freedom is taking on exciting new shapes across their network. At the Almaarifa School in Ennasr, Ariana, the school’s leadership took the step of integrating coding directly into the primary school curriculum. Every single pupil now receives an hour of weekly coding sessions with end-of-term assessments, turning the classroom into a collaborative space where students and teachers learn the language of technology together.

Celebrating every step

Every DotSlash AUPTISIME Code Club session wraps up with a ‘demo moment’. Creators stand up to showcase what they have built, even if the project is incomplete or the code is currently broken. By celebrating the attempt or a clever bit of debugging, the clubs actively strip away the fear of failure.

This culture of celebration reached a massive milestone with the launch of the first Coolest Projects Tunisia event. Bringing together pupils from the Cap Bon region, young creators proudly showcased 28 unique projects on stage to an audience of peers and parents.

“Parents came along, and seeing their children present their own creations changed the way many of them look at what their kids are capable of. For children from a semi-rural area, standing up and showcasing a project they chose, designed, and built themselves is a powerful experience — exactly the confidence we are working to build.” 

– Tarek Seghiri, Founder of DotSlash AUPTIMISME

What’s next for DotSlash AUPTIMISME?

When young creators eventually move on from the clubs, Tarek hopes they leave with far more than just technical literacy. The ultimate goal is to instill a deep sense of confidence, giving them the lifelong reflex to look at a difficult problem and say “I can figure this out,” rather than “I can’t do this”.

Looking towards the remainder of the year, DotSlash AUPTIMISME is focused on two major objectives. The team will be expanding their school collaborations, which includes hosting the second edition of Coolest Projects Tunisia for the five clubs based in Greater Tunis. Equally exciting is launching Code Clubs in direct partnership with Downs Syndrome associations and disability support organisations. 

By creating more opportunities for young people to learn, create, and share, DotSlash AUPTIMISME is helping build a more inclusive future for creative computing in Tunisia.

Inspired to start a Code Club in your community? Find out how you can get started.