Community Stories

“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.

Spooky sprites, creative coders, and growing confidence: A Code Club story from Maine

At Veazie Community School in Veazie, Maine (USA), Code Club is more than an after-school activity — it’s a creative space where young people explore, experiment, and grow into confident makers.

Code Club mentor Adrián Arias Palomo has been running the club for several years, and along the way has seen everything from spooky Scratch projects to former club members heading off to college with coding skills they still use today.

A group of children and an adult pose together in front of a screen displaying 'VCS CODE CLUB.' The children, showing various hairstyles and playful expressions, participate in a coding club activity.

Projects that spark excitement

Some projects just click — and for Adrián’s club, timing and theme can make a big difference.

“The Scratch Ghostbusters project is always a hit around Halloween,” Adrián says. “I’m consistently impressed by how motivated creators become when the theme is spooky.”

The project’s success isn’t just about ghosts and ghouls, though; its open-ended nature gives creators plenty of room to express themselves. By choosing their own sprites and customising how their projects behave, learners can make something that feels truly their own.

Creators often also have varied making styles and preferences, and Adrián has seen this variety play out in his club sessions too. For example, a version of the Mandala Scratch project proved especially popular with young people who enjoy more artistic, visual work.

Two children with green hair sitting in a library on blue couches, each using a laptop. Shelves of books are visible in the background.

When young people surprise you

Ask any Code Club mentor, and they will tell you that some of the best moments happen unexpectedly. Adrián experiences those sorts of moments regularly.

“They are constantly surprising me with their creativity,” he says.

One standout example came while creators were recreating the classic Google Chrome Dino game using Microsoft MakeCode Arcade. One creator decided to redesign the sprites to make their own unique and creative version of the game. You can try it yourself here.

And in Adrián’s experience, the surprises don’t stop when young people leave the club.

“I’ve also been pleasantly surprised when young people who are no longer in Code Club share games and projects they’ve continued to work on independently,” Adrián explains. “It’s incredibly rewarding to see them grow into confident, independent coders.”

With the Code Club having been established at the school for several years now, some of Adrián’s earliest creators have finished their schooling and are now in higher education or work. For Adrián, seeing that long-term impact has been one of the most meaningful parts of running the club.

Lessons learned along the way

One of Adrián’s biggest takeaways is the importance of listening.

“Giving young people more agency and a voice in what they want to learn truly pays off,” he says.

By tailoring learning to young people’s interests, the club has expanded its range of activities, covering more projects and technologies. Learners have explored physical computing with micro:bit and Circuit Playground Express, experimented with interactive storytelling using Bitsy, and dived into puzzle game design with PuzzleScript.

That flexibility has benefited everyone — including Adrián himself.

“I have learned a lot along the way!” he adds.

Support from the wider school community has also had a big impact. Adrián is quick to acknowledge the role of a flexible, encouraging environment.

“I’m very fortunate to work in a small, supportive school that values this kind of flexibility. A special shout-out to Principal Timothy Tweedie and librarian Martha Shannon for their support and for allowing us to use such a wonderful space.”

Two children in a library sitting on a blue couch; one is reading a book while the other uses a laptop, with large windows showing snow outside.

Whether it’s spooky Scratch games, fun pixel dinosaurs, or creators continuing to code long after they have left the club, Adrián’s story is a powerful reminder of what happens when young people are given space, support, and a voice in their learning.

Want to start your own Code Club?

If you have been inspired by Veazie Community School, learn how you can start a club in your community today.