The Impact of Birth Supporter Training on Volunteer Capability to Undertake Further Study or Employment

This thesis reports on a research project that was designed to investigate the impact of a
community-based volunteer birth supporter programme on the personal, educational, and social trajectories of 27 female volunteers. Set within a context of increased strain on UK maternity services, the study explores how their training for the role shaped participants’ motivations,
experiences of learning, evolving identities, and subsequent engagement in birth support work.
Theoretically framed by the Capability Approach to Human Development expounded by Sen and Nussbaum and Bourdieu’s theories of habitus, social capital and field, the research conceptualises the training not only as a site for skills acquisition, but as a space of transformation.
A multi-method qualitative design was employed, combining an open-ended survey, focus groups
at different stages of training, and narrative interviews with active birth supporters. Thematic analysis supported the identification of six interconnected themes that charted participants’
transitions from initial uncertainty to enhanced self-confidence, agency, and social recognition.
The findings highlight the significance of emotional and relational learning, the importance of safe, inclusive educational spaces, and the enabling power of structured peer support. The training allowed participants to reframe their experiences, develop confidence and imagine new life possibilities. In doing so, it fostered a sense of value, belonging, and purpose that extendedbeyond the programme itself.
The research contributes theoretically by demonstrating how the Capability Approach can
illuminate the interplay between personal transformation and social structures in volunteer training.
It also offers practical insights for policymakers, educators, and practitioners designing
community-based adult education. While rooted in a specific local context, the findings have wider relevance for understanding how educational programmes can support wellbeing, agency, and community capacity-building. Overall, the thesis argues that volunteer birth supporter training should be recognised not simply as an intervention to fill service gaps, but as a powerful site for personal flourishing, social connection, and care-oriented change.