Many of our students are struggling due to a social, emotional or mental health need, which may manifest in any number of ways including: stress and anxiety, self-harm, child sexual exploitation, attachment disorder, school refusal and more. We contract inspiring professionals including Cognitive Behavioural (CBT) and Occupational Therapists to deliver their expertise and adopt a creative approach, tailoring therapeutic sessions to the individual needs, interests and aspirations of our students to give them passage to realise that they can achieve, despite their difficulties.
Sarah was on the verge of being sectioned when she came to us. With a troubled history involving CSE, substance misuse and violence, she was suffering from an extreme lack of self-worth. She would self-harm, pose physical threat to others, refuse to take care of her personal hygiene or pick up a pen to write her name. After assessing Sarah, we established a routine that promoted life skills and a positive behaviours, facilitated a referral to CAMHS and focussed on delivering practical education including functional short courses. Sarah’s confidence and aspirations grew by the day. She began to take care of herself and was successful with two college applications and interviews. She is now pursuing her talents with art and photography.
“Sarah has made excellent progress both academically and socially over the most recent academic year. It’s been fantastic to see her motivation and passion for education grow. She has been supported to explore her interests in photography and arts and has demonstrated a real ability in this area”. - Sarah’s Social Worker
Despite being out of secure and permanent education for 5 years and struggling to cope with high levels of social stress and anxiety, Sam was one of our most academically capable and driven students. In his words, he wanted to learn but he “didn’t want to be in a room full of naughty children” and found school too stressful. Sam’s home life caused him further turmoil. He was in the process of moving to live with his grandparents but, worried about being a “burden”, he was volunteering to go into foster care. After just 12 weeks of our academic and therapeutic intervention in which we helped Sam to build his knowledge, life skills, confidence, and assisted him in the process of applying to become a Young Carer for his 6 siblings, we had empowered Sam to feel ready for school. Life was still turbulent but with our continued support, Sam successfully coped with choosing his own school and transitioning to it.