We must not forget the success stories when we talk about social intervention

I am writing to you in response to the May Editor's Note both in my role as Principal of Glasgow Kelvin College and as an individual who has worked in the post-school sector in Easterhouse and the East End of Glasgow for over 30 years.

Firstly I would wish to put on record my admiration for John Carnochan both in terms of his work to reduce violence and his relentless campaign to bring to the attention of politicians and other decision makers the consequences of poverty.

I recognise David's story too but I am also familiar with numerous success stories of pupils from the former St Leonard's Secondary School, and other schools in Easterhouse and the East End, who have made positive choices which have enabled them to make a considerable contribution to society. 

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During my time working in the most deprived communities in Glasgow (therefore Scotland) I have had the good fortune to work with some of the most committed and motivated people in Scotland who wish to ensure that their young people can have better lives.

I have also worked with adults who have been engaged in some of the activities which characterise David's story who have come back to education in order to change their lives, that of their families and their communities. 

This is not so much about luck but more about the provision of public services which work in partnership with local people in order to provide the support and opportunity which exists as a matter of course in more affluent areas.

Effective partnership working at a local, community and City wide level, with appropriate, sustained levels of long term funding, is central to making fundamental and embedded changes.  Short-term interventions focused on the latest 'fad' inevitably fail and are seen by the community as the 'sticking plaster' approach.

I was moved to write, not because I believe that David's story  should not be heard, nor that it does not makes a powerful case for more resources to ensure that residents from our most deprived communities have more opportunities, rather that it does a perpetuate a stereotype about the communities which the College serves.

A powerful story which I tell involves Robert, a disruptive pupil from the then Lochend Secondary School. Robert enrolled on an alternative curriculum programme at College (the former John Wheatley College now part of Glasgow Kelvin College) which was offered in partnership with the school. 

He found an interest and talent for catering, won the SQA Student of the Year Award and now works in one of the few Michelin starred restaurants in Scotland.

Furthermore Platform, the community arts company, is celebrating its 10th anniversary this year.  Platform is recognized by Creative Scotland as one of the most successful and leading community based arts organisation in Scotland and as an exemplar for others.

These are two examples from the thousands which I can relate personally and which have been positive drivers for change in our local communities.

I do endorse your campaign to focus on the importance of addressing the needs of the most deprived communities in Scotland, though I do believe it needs to be more nuanced as early intervention is not the 'silver bullet' as it ignores those generations who are trapped by poverty already. 

However I also believe that the approach in your Editor's Note plays to stereotype which is part of the problem for our communities.

On occasion I just wish that those seeking to influence opinion formers would look at the success stories in our communities and use these in their attempt to influence those who make decisions about resource allocations.  After all, success is a great motivator.

Alan Sherry is Principal of Glasgow Kelvin College