- Abigail Sampson - 24, Charity Worker and school governor at The Priory School, Hertfordshire.

"I had not thought of volunteering as a school governor before, it was not something I considered I would have the skills or experience to do. However SGOSS encouraged me to apply, suggesting that my own recent educational experience would be of real value. I have been able to contribute far more than I initially thought, learning lots in the process which has really developed my transferable skills, given me confidence and helped me be more productive at work."

- Harleen Kainth - 25, Marketing professional and governor at Gwyn Jones Primary School in Waltham Forest, London.

“I have wanted to take part in a volunteering project for a while now and after talking to staff at SGOSS, I believe that school governance is a good opportunity for me to both get involved in the community and broaden my skill-set. I would like to help a school in my local area and I think that my recent first-hand experience of the modern education system as well as my experience, both academic and professional, would be a real benefit to a governing body.”

- Elaine Harris - 24 and a Governor at Knavesmire Primary School in York.

“For a while I had wanted to learn some new skills and meet new people, so I did some research on the internet to see what volunteering opportunities were available in my area. One of the things that stood out was the idea of becoming a school governor."

"I already feel that I have learnt alot in only a few months, and I hope to learn more and be able to play a full part in this role."

- Peter Critchley - IT Manager and school governor in Hertfordshire

"Over the past 4 years, I’ve both given and gained so much. Working on different committees, and with my colleagues on the Governing Body, has enabled me to improve my own skills and has had a direct and positive impact on my business and the relationships I have with my own clients. Many of the skills I have learned have relevance throughout my life."

"Communication with people, both directly and indirectly is a really important part of the Governors role, and obviously, it’s very important in life – Being given a structured environment to learn and practice these skills has increased my own confidence, and has enabled me to pass on some of this important knowledge to my staff."

- Andrew Clarey - 22, Student at Lancaster University and school governor at Rivington Primary School, St. Helens.

“It (school governance) not only provides a fantastic opportunity to give something back to the local community but as I believe education is so important it is something that I really wanted to be involved with.”

“The most rewarding aspect of being a school governor is the fact that you are actively making a positive difference within the school community. You are in a fantastic position to make changes that will really affect young people who are in education.”

- Martin Jermyn - 21, Student at Nottingham University and governor at Hadden Park High School.

“I wanted to be proactive in the development of education in my local area, hopefully making positive changes due to observations I made in my own recent education.”

“I think it is crucial that young people are given the opportunity to make a difference at a young age, you shouldn’t have to wait till your 30+ and in a high flying career to feel like you’re making a significant difference in other peoples’ lives. Plus young people thrive in positions of responsibility and especially in an environment close to their hearts.”

- Tom Philpott - 23, a governor at Marvels Lane Primary School in South East London -

"I became a governor because I wanted to become more involved in my community. My work at Marvels Lane Primary allows me to meet people from a range of backgrounds that I might not normally have come across. The challenges that we face as a governing body, have also given me useful experiences which I can bring into my professional life."