This paper reports findings arising from a broader evaluation of the first tranche of Cumbria Partnership Foundation Trust’s Learning Leaders Programme (LLP). At the final ‘Celebration Day’ of the LLP, all participants (N=15) were invited to fill a form in which they could self-assess the impacts of their projects, and results were analysed using Straussian Grounded Theory. Responses indicated that key concerns related to extant impacts, impact mechanisms (i.e. the manner through which impacts were effected) and obstacles to impact. The overwhelming consensus generated was that the projects had produced strong positive impacts at time of reporting, and had the potential to effect further affirmative change
