1)  Researching the observed raise in self esteem in young people when participating in a Hunter-Gather environmen and the effect upon academic achievement. (This research will take place in the near future, funding is being sought. It was stimulated by the observation of young people with learning difficulties consistently outperforming their peers.)

2) Hunter-Gather problem-solving skills and their application to our society. This is an on-going exercise and comments, challenges and contributions are most welcome.

Adaptive features in young people.

When the principle of inclusion in schools began to be applied we, at Palaeoquest, began to notice something strange, not in the behaviour of pupils and students, but in the comments we received from teaching staff.  Briefly put it seemed they were, and indeed still are, often amazed at the change in behaviour of some of their students when at a Palaeoquest event.

It seems that these young people who have dyslexia, A.D.H.D or autism frequently do unusually well in such circumstances. What generally happens is that a member of staff will comment that some of the members of the class or group have suddenly outshone their peers, when under normal circumstances the opposite is the norm. Or to put it another way those students who normally under-perform in class suddenly become top of the class.

This has happened so often that we are led to some unexpected conclusions, not only that these young people have some sort of advantage not being used by our current teaching practices, but in particular we see that there is a need to subject this to actual research. Indeed there is an educational psychologist currently seeking funding for a part of the research needed, he too is convinced that we are looking at not learning difficulties as much as adaptive advantages.

These young people would almost certainly be the leading lights in a hunter-gatherer society.

We, at Palaeoquest, feel aspects currently needing research are:

• To what extent is there a change in self esteem and to what extent this affects subsequent learning?
• To what extent does the obvious talent displayed and/or change in self-esteem influence dynamic social changes within the group. In other words is there a re-evaluation and raise in the group’s opinion of the student involved? If so to what extent and in what way does this affect a young person who until then has been seen as having a problem by his/her peers?
• How can our eventual understanding of these advantages be employed by our education system to maximise the student’s potential?

Below are a couple of quotes from young people.

At Palaeoquest I worked out why I’d done badly at school – even though I knew I was clever.

P Wilson, 22

… a boy in our class that I usually avoid, he was suddenly full of fun and even helping people. He picked things up so fast! It was weird. He was showing me how to do things. He never does anything in class but just then he was the best.

Sara,; Newton Stewart

In school I am tense and find it hard, it’s easier to learn stuff when you are outdoors and it’s fun, you feel great.

Liam, 14

If you have any comments or would like to get involved in this in any way please email

info@palaeoquest.com