Educafe impact intern, Daisy Stratton, shares her key takeaways from her time with us.
What brought me to Educafe?
I first came across Educafe through a conversation with Janine at the pub where I work, which happened to be hosting an Educafe volunteer celebration event. Curious to learn more, I spoke with Janine about the organisation’s work and shared that I am currently studying an MSc in Public Health (Global Health). From there, I was invited to visit and explore whether I would be interested in getting involved.
My interest in Educafe was strongly linked to my academic studies, particularly around the wider determinants of health. Factors such as isolation, loneliness, and limited accessibility are often overlooked, yet they have a significant impact on health and wellbeing. What stood out to me about Educafe was its approach to addressing these challenges through strengthening community connection.
As someone born and raised in Newbury, the opportunity to contribute to a local organisation that directly supports my community was especially meaningful. At the same time, the role offered a valuable opportunity to apply my Master’s learning in a practical, real-world setting.
Developing independence with support
Initially, the self-led nature of the role felt challenging, as I was more accustomed to structured academic environments. However, having the opportunity to manage my own workload, prioritise tasks, and develop ideas has significantly built my confidence and independence.
At the same time, I have consistently felt supported. Regular check-ins and access to mentorship have created a balance where I can work autonomously while still receiving guidance and feedback when needed. This combination has been instrumental in my professional development.
What I’ve been involved in
One of my first projects involved supporting the collection of responses for a community survey. This began with encouraging participation and later developed into providing additional support for individuals with lower levels of English literacy at Chatty Corner sessions.
Through this experience, I noticed that some participants struggled with the survey’s language. Working with colleagues, we simplified and clarified the wording to improve accessibility. This gave me valuable hands-on insight into survey design and emphasised the importance of inclusive language in ensuring meaningful data collection.
I later joined the impact team, where I am now involved in analysing survey findings and contributing to case studies based on both quantitative and qualitative feedback from Educafe visitors. This has helped me understand how impact is captured, interpreted, and communicated.
Beyond this, I had the opportunity to represent Educafe at the Get Berkshire Active event in Reading. This provided valuable exposure to sector-wide conversations around embedding physical activity into everyday life through a whole-system approach. Key themes included prevention, equity, partnership working, and community-led solutions.
I also supported Educafe at the University of Reading’s Centenary Community Festival, helping run an interactive stand to engage with the public and promote the organisation’s work and impact.
Understanding public health in practice
Working with a grassroots organisation like Educafe has deepened my understanding of what public health looks like in practice. It has shown me that health is not only shaped by clinical services, but also by the environments in which people live, connect, and feel a sense of belonging.
Educafe demonstrates how community-led spaces can play a critical role in addressing health inequalities. Issues such as loneliness, language barriers, and limited access to services directly influence people’s wellbeing and ability to engage with their community.
This experience has also highlighted the importance of a whole-systems approach, where grassroots organisations, local authorities, and public health systems work collaboratively to develop solutions grounded in community needs.
At the same time, it has brought attention to the challenges these organisations face—particularly around funding and sustainability. Many rely on volunteers, donations, and short-term funding streams, despite playing a vital role in supporting population health.
Key reflection
One of my biggest takeaways is that informal support networks can be just as important as formal healthcare interventions. Educafe has shown me how everyday conversations and peer support can meaningfully improve confidence and wellbeing.
Addressing health inequalities requires meeting people where they are—both physically and socially. Accessible, welcoming community spaces can have a profound impact in reducing isolation, supporting mental wellbeing, and connecting individuals to wider opportunities and services.
“When I first met Daisy, it was immediately clear that she brings both a genuine passion for her studies and a deep commitment to her community, alongside a strong academic foundation. This is exactly why we value working with young people at Educafe. Daisy has contributed a valuable blend of insight, curiosity, and practical skills to our team, while also gaining hands-on experience in a real-life community setting.
Experiences like this highlight the power of bridging academic learning with grassroots practice. We would love to grow this work further by securing sponsorship for a long-term internship programme – welcoming a wide range of disciplines and expertise into the sector. We warmly invite local businesses and philanthropists who share this vision to get in touch and support the next generation of community-focused changemakers.”
Janine Ford, Director, Educafe
Daisy’s Key Takeaways
- Community connection is a public health intervention
- Informal social spaces reduce loneliness, improve wellbeing, and act as early prevention tools.
- Investment in community infrastructure should be recognised as part of health strategy—not separate from it.
- Grassroots organisations reach populations systems often miss
- Community-led spaces engage individuals facing language barriers, social isolation, or distrust of formal services.
- Policymakers should prioritise partnerships with trusted local organisations to improve equity.
- Accessibilitydetermines participation
- Small changes—such as simplifying language—can significantly improve engagement and data quality.
- Inclusive design must be embedded across public health initiatives, not treated as an afterthought.
- Prevention happens outside clinical settings
- Everyday interactions, peer support, and safe spaces play a critical role in preventing poor mental and physical health outcomes.
- Funding models should shift greater emphasis toward preventative, community-based approaches.
- Grassroots organisations need sustainable funding
- Reliance on short-term funding undermines the long-term impact of high-value services.
- Stable investment is essential to maintain continuity, trust, and community relationships.
- Whole-systems approaches must include local voices
- Effective public health solutions require collaboration between local authorities, health systems, and community organisations.
- Policy design should incorporate lived experience and community insight from the outset.
