Khulisa embraces an ethos of transparency and rigorous evaluation. Since launching our first pilots in 2009 we have:

  • Delivered over 100 programmes and workshops in schools, prisons and community settings;
  • Raised almost £2 million in grants and commissions;
  • Tripled our staffing cohort, developed a strong leadership board along with a cadre of dedicated associates and volunteers;
  • Incorporated a mentoring programme, to deepen our impact;
  • Gained Ministry of Justice approval for our programme design and Cabinet Office support;
  • Expanded our operations from London to Greater Manchester, Hampshire, Gloucestershire and Wales;
  • Won sector and national recognition and awards.

Evaluation Tools & Processes

  • We have developed a Theory of Change and an Evaluation Framework for each of our programmes;
  • We assess behaviour change pre/post programme using the Aggression Questionnaire (AQ Buss & Perry) and the Coping Styles Questionnaire (CSQ Roger, Jarvis & Bahman);
  • A comprehensive facilitator’s report on programme delivery, outcomes and progress post-programme is provided;
  • Daily and post-programme feedback forms are administered with participants;
  • An individual case hand-over meeting with Offender Supervisors, Learning Mentors or other relevant staff is highly recommended;
  • Six month to one year follow up to determine longitudinal behaviour change is possible with appropriate data sharing agreements and processes.


Silence the Violence demonstrates significant statistical improvement in participant coping skills and empathy, personal distress, anger management and aggression
Dr Nicola Graham-Kevan, University of Central Lancashire and President of The International Family Aggression Society, 2011

Silence the Violence contains key elements of the Good Lives Model and Post-Traumatic Growth-Desistance approach to offender rehabilitation
Professor Kate Heffron and Ann Mapham, University of East London, article in Journal of Offender Rehabilitation, September 2012

Khulisa has delivered three programmes to a total cohort of 40 young men at our school. Each pupil had been chosen to participate due to their challenging behaviour, lack of engagement, deteriorating participation and poor achievements in class. All were considered to be at high risk of exclusion from school .I can safely say that 38 boys have shown significant behavioural and academic improvement since participating on the course. They are calmer, relate better to their teachers and peers, attend classes regularly and engage in their learning. Several have gone on to be school leaders or taken on other roles that previously they would never have thought possible. Even the two boys who have not improved significantly have at least stayed in school. This is about as close to 100% success as you can get.
Ms Gurjit Kaur Shergill, Deputy Head Teacher Rokeby School, July 2012

‘As someone that has completed over nineteen years in custody and has consequently completed numerous personal development courses I can honestly say that the course is the most beneficial and best delivered course that I have experienced.’
x-offender, 2011

Without my Milestones volunteer, I wouldn’t have a life. Thank you.’
Milestones mentee, Dorset, 2013