SDSA's work is underpinned by a belief that schools are best placed to improve outcomes for children and young people when they have a clear understanding of their role within the community. Children and young people are constantly learning, not just when they enter a school building, and we ignore the child's wider experience to their detriment. SDSA's work seeks to promote community contexts for learning that can maximise the opportunities for children and young people.
The SDSA works with a range of partners to promote the community dimensions of learning. Recent and current work includes the development of community language teaching, supporting the quality of provision in complementary schools, creating opportunities for pupils from different schools to work together and helping key partners to enact community cohesion principles in their work.