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.

Bring environmental topics into your Code Club

Did you know World Environment Day has been marked by the United Nations since 1972? It takes place every year on 5 June to raise awareness of the environmental challenges facing our planet.

It’s a great opportunity to give young people space to explore the issues that matter to them, and to see how technology can be part of the solution, while building skills and sharing their ideas about the planet

A cheerful cartoon panda holding a recycling symbol in one hand and a globe in the other, set against a bright yellow background with clouds.

Coding for creativity, conversation, and change

Our ‘Protect our planet’ project collection is designed to do just that — encourage exploration, spark discussion, and support learners at every level.

Whether your club includes beginners or more experienced coders, there’s something for everyone to create, experiment with, and make their own.

A young man and a girl collaborate on a project at a computer, pointing at the screen. The words 'Make your ideas' are prominently displayed with light bulb graphics.

Projects to try in your club

Here are a few projects you can explore with your learners:

Green goals
Create an animation while learning about the United Nations’ environment-focused Sustainable Development Goals.

Save the shark
Build a game to help a shark survive plastic pollution, highlighting the impact of waste on ocean habitats.

Electricity generation
Create a data visualisation using real-world data to compare how countries generate electricity.

Explore the full project collection in your Code Club.

Meet creator April! 

April is a creator from Code Club Australia, and invites you to try ‘Drone planting’ — a beginner Scratch project inspired by real drones used to restore forests and bushland lost to fires in Australia.

Through the project, young people can explore how technology can help tackle real-world environmental challenges.

Starting the conversation in your Code Club

Code Clubs are a great space to start conversations about issues that matter to young people, and to explore how technology can help address them.

The ‘Protect our planet’ projects are a great conversation starter. You could ask your learners:

  • What do you think are the biggest challenges facing the natural world?
  • What small actions can we take to help the environment?
  • How could technology be used to solve environmental problems?

You might also:

  • Encourage learners to create a project about an issue they care about
  • Support them to share their ideas through storytelling and design
  • Give them time to reflect and discuss their perspectives
Young people in a classroom engaged in a coding session, with several raising their hands to answer questions. A teacher or mentor is seen in the foreground, wearing a 'Code Club' shirt.

World Environment Day isn’t about having all the answers — it’s about giving young people the chance to explore, create, and be heard.

Inspire your learners to take action — explore the ‘Protect our planet’ project collection and start building projects that make a difference.