Archive for year: 2026

The Influence Project

This week, we spent time with Year 10 students at Ysgol Aberconwy delivering The Influence Project, and it quickly became clear that these weren’t going to be ordinary classroom sessions.

From the outset, both groups, and the four staff members supporting them, were engaged and open. But what made these sessions genuinely powerful wasn’t just that students contributed when prompted. It was that, when given the space, they began to connect the conversation to their own lives in ways that felt honest, unfiltered, and at times, quite vulnerable.

We set out to explore identity in the context of the digital world, a space where young people are constantly being shaped, nudged, and, at times, manipulated. Together, we unpacked how algorithms work, not as neutral tools, but as systems designed to hold attention. We talked about “gateway content”which is seemingly harmless videos or posts that can gradually lead users toward more extreme or emotionally charged material, and how easy it is to be drawn along without even realising it’s happening.

One of the ideas that seemed to resonate most strongly was the concept of the economy of attention. For many students, it was a lightbulb moment to recognise that much of the content they consume is designed to tap into their fear and anger, because those emotions keep people watching. Once that lens was in place, you could almost see the shift in how they processed what they see online every day.

But while these insights were important, the most significant moments came when the conversation moved from what’s happening online to what’s happening internally.

In one session, there was a student who, at first, seemed completely disengaged. He sat apart from the group, head down, hat on pulled low, avoiding any interaction. He didn’t join discussions and gave every impression of wanting the session to pass without being noticed. It would have been easy to assume we weren’t reaching him at all.

However, as the session developed, we began talking more personally about mental health, and the pressure many boys feel to appear strong or unaffected. As that shift happened, something changed in him. He looked up, made eye contact with me, and gradually leaned in. From that point on, he was present and engaged in a way he hadn’t been before. Nothing dramatic was said but the change was unmistakable.

In another group, a cluster of lads who had started off restless and slightly disruptive found their focus when we explored the difference between what we described as performance masculinity and secure masculinity. The idea that there’s a version of masculinity built on proving something (appearance, status, dominance, fitting a mould) versus one rooted in self-awareness, confidence, and humility. The tone in the room shifted as the conversation became something they recognised in themselves and each other.

What stood out across both sessions was that young people are far more ready for these conversations than we sometimes assume. When we move beyond surface-level messaging and create space for real discussion they don’t withdraw, they lean in.

A significant part of The Influence Project was also about equipping students with practical ways to navigate the online world more safely and thoughtfully. Rather than simply warning about risks, we focused on helping them recognise patterns, question what they’re seeing, and understand how their attention is being directed. The aim wasn’t to create fear, but to build awareness and agency to help them feel more in control of their digital lives, rather than passively shaped by them.

By the end of the sessions, it felt clear that this wasn’t just a worthwhile exercise, but one that genuinely connected with the reality of students’ everyday experiences.

A session for adults too?

Of course, young people don’t navigate this world in isolation. The influence of parents, carers, youth leaders, and church communities remains vital, but many adults feel unsure of what this digital landscape actually looks like, or how best to respond to it.

That’s why we’re inviting you to join us for an upcoming evening session: Parenting the Digital Generation.

This training is designed to help parents, carers, pastors, and those working with children and young people better understand the online environments shaping the next generation. Together, we’ll explore how influencer culture and algorithms impact identity and behaviour, and we’ll share practical tools to help you support young people with confidence, wisdom, and empathy.

If we want young people to navigate the online world well, they need adults around them who understand it too.

We’d love you to be part of that. Find out more, and sign up here.

Today marks something quite significant for me personally, I’m now back working full-time with Llandudno Youth for Christ after a period of sick leave. It’s a real joy to be able to say that, and I’m stepping into this season with a lot of gratitude and expectation!

The past few weeks have already been full in the best kind of way. We’ve been in schools delivering Easter assemblies, creating space for young people to engage with the story at the heart of the Christian faith. Alongside that, our detached work has continued, meeting young people where they are, building relationships, and being a consistent presence.

Our youth groups have been full of life, conversation, and laughter, and one of the highlights recently was hosting a movie night at our house watching the Princess Bride! It was one of those simple but powerful times of community; young people gathered together, feeling at home, and just enjoying being together.

What’s been striking is the sense that this isn’t just a busy period, it feels like a foundation. Relationships are deepening, trust is growing, and there’s a real openness among young people to connect, to ask questions, and to explore faith.

As we move forward, we’re stepping into what feels like a new season. There’s momentum, opportunity, and a growing sense of anticipation about what God might do next. We’re looking forward to continuing in schools, expanding our reach, and creating more spaces where young people can belong, be heard, and encounter something of God for themselves.

Thank you, as always, for your support, encouragement, and prayers. This work is never done alone, and we’re so grateful to have you with us as we step into what’s ahead.

Last week offered one of those gentle reminders of why this work matters so much. Over five days, I had the privilege of speaking in assemblies at Ysgol Aberconwy, gathering each morning with a different year group and, across the week, encountering the whole high school community.

There is something significant about the simple act of showing up. Assemblies are, by nature, brief and structured, yet they create a shared space where a school pauses together. In those moments, amid the busyness of lessons, deadlines, friendships, and the often-unseen pressures young people carry, there is an opportunity to speak about things that rarely fit neatly into a timetable.

The focus of the week was presence — what it means to be truly there for another person — and the closely related practice of active listening.

Presence can sound like an uncomplicated idea, but it is surprisingly countercultural. We live in a world of constant distraction, where attention is fragmented and silence can feel uncomfortable. For many young people, life is filled with noise. Against that backdrop, being fully present with someone becomes not just a social skill, but an act of care.

We reflected on the difference between being physically nearby and being genuinely attentive. To be present is to offer more than proximity, it’s to communicate, often without words, “I see you. I’m here. You’re not alone in this.” It is choosing to slow down long enough to notice the person in front of us rather than rushing past them.

Active listening sits at the heart of that presence. Listening is sometimes misunderstood as passive, as though it were simply the absence of speaking. Yet real listening requires effort. It asks for patience, curiosity, and the discipline to resist the urge to immediately solve, correct, or redirect. For young people especially, whose experiences are often interpreted or managed by adults, the experience of being heard without interruption or judgment can be quietly incredibly powerful.

Alongside these themes, I shared what it feels like to know God’s presence in seasons when life feels heavy. Not as a distant religious concept, but as comfort, steadiness, and reassurance. The assembly explored the possibility that presence — whether human or divine — has the capacity to reshape how we experience difficult moments. That being known, accompanied, and listened to can soften isolation and strengthen resilience.

What stood out across the week was the depth of engagement. Students listened thoughtfully, and the feedback from both pupils and staff was really encouraging. There was a sense that these were not abstract ideas, but realities already familiar to many in the room. Young people understand loneliness. They understand the relief of being understood. And They recognise authenticity when they encounter it.

Perhaps the most exciting outcome came after the assemblies had finished. Through connections formed during the week, around 200 young people linked in with our online project as a result. That movement from a morning assembly to ongoing digital engagement represents something new to us, and we don’t want to take it lightly. It speaks of trust, curiosity, and a willingness to continue exploring questions around wellbeing, identity, faith, and life.

Weeks like this reinforce an important truth. A few minutes in an assembly hall can prompt reflection, spark conversations, and open doors that extend far beyond the school gates.

We are hugely grateful to the staff and students at Ysgol Aberconwy for their welcome, openness, and generosity throughout the week. It was a joy to spend time with your community.