A few learners described specific "school-based skills" they mastered, like long division, reading without stopping and writing complete sentences. Although they related some of these specific skills to everyday practices, a number of the gains seemed to be more related to proving they could learn. These learners often had difficulty in school when young, and wanted to prove to themselves and sometimes to others that they could master certain skills. Betty described how "that divide got [her] down." She "could never do that. Divide!" Now she can. Evelyn wanted "to find out for myself how much I could learn."
Self-confidence
The predominant non-academic measure of progress described by learners was an increase in self-confidence. All 56 learners identified an increase in self-confidence as being a key outcome of their participation in literacy programs. Some described self-confidence as self esteem, while others described it as a feeling of having more control in their lives or being more independent. Venus expressed her increased confidence as feeling "strong inside" and "proud and brave." George describes it as having "ego and dignity". No matter how they described self-confidence, most suggested that it was a significant indicator of progress and a critical contributing factor to other positive changes in their lives. Most learners also recognized a positive relationship between increases in general knowledge and literacy skills (reading, writing, numeracy and oral communication skills) and the development of a positive self image. Their new literacy skills coupled with self-confidence are linked to a large range of real-life outcomes.
Finding voice
Almost all learners (53 of 56) reported a positive change in their confidence level vis-à-vis finding and using their voice. Finding voice included communicating with peers within literacy programs and in social situations outside the program; addressing strangers or authority figures; or advocating for themselves or someone else. Many learners reported that they were less shy, and less afraid or nervous to talk to people. Progress for many was their ability to engage in conversations with peers, present ideas and ask questions. James and Betty spoke about feeling more comfortable in expressing an opinion, rather than sitting back in their groups and not saying anything. Learners reported being more comfortable when talking in public and interacting with new people.
Several learners also reported standing up for themselves in uncomfortable or difficult situations. They spoke up for themselves at home with spouses and children, or in social or public situations. Betty and Sally talked about being more confident in their household, and more confident in themselves. Sally reported her spouse calls her a "bully" now because she does not jump to do everything he says the second that he says it and Betty's family told her she was "mouthy" because now she expresses anger. For Ida, learning was linked to her finding better ways to communicate with her children and to be more present in their lives. There were many reported examples where learners described standing up for themselves more frequently, and with more confidence when dealing with authority figures like teachers, medical professionals, bosses and social workers.