supporting SEMH development
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.
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.