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When people hear “Duke of Edinburgh’s Award”, the image that most readily comes to mind is a group of teenagers shouldering rucksacks, pitching tents and navigating muddy footpaths.
While the expedition is undoubtedly a memorable part of the experience, it is only one element of a far broader programme. At its heart, the Duke of Edinburgh’s Award (DofE) is about developing character, commitment and compassion – qualities that extend well beyond the campsite.
Established in the UK in 1956 and now recognised internationally, the DofE encourages young people to challenge themselves across four key areas: volunteering, physical activity, skills development and expedition, with an additional residential section at Gold level. It is the volunteering strand, however, that often has the most profound and lasting impact. By giving their time to support others, students learn responsibility, empathy and the value of contributing to their communities – lessons that resonate far into adult life.
At Scarborough College, the Duke of Edinburgh’s Award is a thriving and integral part of school life, with strong participation at Bronze, Silver and Gold levels. Students volunteer in a wide range of settings, from supporting younger pupils and assisting in sports or creative activities, to working with local charities and community organisations. These experiences not only benefit others, but also help students to discover new interests, build confidence and develop a sense of purpose.
Volunteering within the Duke of Edinburgh’s Award gives students the opportunity to turn interests into action, while developing confidence, resilience and a sense of responsibility to others. As the students’ own words show, its value lies as much in personal growth as in the positive impact made on the wider community.
For Ahafiia, volunteering was a chance to give something back to the school through dance – an activity she has loved “since I was four years old”. She wanted to create “a free space for anyone to express themselves in a way that they want to”, emphasising that “anyone can dance no matter the experience”.
Encouraging others to take part was part of the challenge, particularly for students lacking confidence. As she reassured them, “nobody here is a professional… no one’s going to remember what happened five minutes after it finishes.” Through this process, she developed leadership skills and believes that dance club has added to the school’s already thriving performing arts programme.
Layla’s volunteering with the RNLI pushed her into an unfamiliar but highly rewarding role. She recalls how “showing people around the boat is really interesting”, admitting that “before I started working there, I didn’t really know much about it”. Learning to explain the lifeboat’s work became “a real challenge and test of my knowledge”, but one that built confidence and awareness of an organisation that plays a vital role in coastal communities.
Chloe’s experience at Filey Cat Rescue highlights adaptability and independence. While she initially sorted donated items, she recalls a moment of challenge when she was asked to work at the counter helping customers and running sales, something she had not done previously. As she puts it, “you just have to learn on the job”, a great learning experience that strengthened her confidence and practical skills for the future.
Many of our DoE participants spend their volunteering time in the Prep School – offering after school clubs or assisting children with learning.
For Juno, volunteering with younger children brought a strong emotional reward. Helping a child complete a puzzle and “seeing their face light up” made her realise how much small encouragement can help someone. She also learned how to overcome challenges, like when some of the children got upset or distracted during activities – staying calm and listening really helped and showed her that she can handle tricky situations better than expected.
Will (Year 9) decided to volunteer in the Prep School as he himself benefitted from Senior School volunteers – he joined the Prep in Year 2. He learned a lot and so “wanted to give back to the Prep School and provide others with a similar experience”. He chose to teach chess, alongside fellow student Abeer, because it was “a good one to teach and some people may not have much experience in chess” meaning that he could share his experience of his own hobby.
We know that volunteering through the Duke of Edinburgh award is about far more than completing hours. It encourages students to step forward, support others and discover abilities they did not know they had, with benefits that extend well beyond the Award itself.
This article was first produced for the College’s Owl Magazine in February 2026.
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