We specialise in including students who have special educational needs or behavioural difficulties such as Dyslexia, Dyspraxia, Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) or Oppositional Defiance Disorder (ODD) and more. We firmly believe that every student has a right to education and that we can help them to access it, whatever adversity may appear to be obstructing them.  Many of our intervention programmes include a focus on positive behaviours and coping strategies. All of our provisions promote the growth of emotional intelligence for overall wellbeing and increased engagement.

EARLY STAGE INTERVENTIoN

One of the largest mainstream schools in the Tees Valley area was experiencing a rise in children with behavioural challenges and negative attitudes towards school. To avoid mass exclusions they commissioned us to provide early intervention to these students, whom we engaged in groups of three for 1 day per week. Using therapeutic roundtable discussions, positive behaviour support and hands-on, meaningful activities promoting personal development and autonomy, we improved the students’ attendance, commitment and overall conduct, impacting their academic engagement. The students showed an increase in respect and boundaries towards their peers and the adults around them, a decrease in negative attitudes and actions, and ultimately avoided exclusion.

"We really appreciate the work done by Nudge Education with the children and families at [our school]. Real progress has been made in improving behaviour and developing links between home and school for the benefit of our young people” - Deputy Headteacher

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HAYDEN

Struggling to control his aggression and concentration, Hayden had been excluded from education for over 6 months. He would present disturbing behaviours, often hitting himself in the head, and would be highly confrontational, posing a threat of physical harm to others. Despite no formal diagnosis, Hayden had an unhealthy belief system and attitude to authority. Through careful strategising to increase his social, emotional and self-management skills, Hayden showed dramatic improvements to his mental stability, attitude to learning, behavioural, creative and academic abilities. Recognising that despite these advancements Hayden would not be able to thrive in a mainstream setting, we assisted the multi-agency team around him to bring forward an EHCP assessment with the aim of finding him a specialist provision, in which he could continue to flourish.

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