A was enrolled at a mainstream secondary school but had not attended for 2 years following incidents with their peers. A was also not engaging with professionals, and subsequently their mental health and education declined. They were a creative person and enjoyed art, video games, and media. Sessions were twice a week and developed from rapport building, to meeting and working with tutors, to visiting local colleges, and being accepted into the college of their choosing. A went on to study Art, English, and Maths and felt comfortable enough to work with other alternative provisions too.
Swindon
H was an autistic male who had been excluded from his mainstream college placement due to inappropriate sexual behaviours. The work focused on helping H to better understand these behaviours and how to manage them, and provided transition support to return to education. H was interested in agriculture and heavy goods vehicles, and in 10 months H was accepted into a different mainstream college to study agriculture. Support continued into the first 2 terms of college and H was able to maintain that placement and develop friendships with classmates.
Wiltshire
A was due to start college in the September but their behaviour in education was problematic and in the local community they were at significant risk of criminal behaviour and exploitation. A was diagnosed with ADHD and he was interested in becoming a brick layer. The support focused on a transition into college while also targeting and addressing the risky behaviours. The support continued throughout his time at college and A was then accepted onto an apprenticeship to become a construction worker and began working full-time.
Swindon
When first working with F, he would not leave his bedroom and would refuse to communicate through his bedroom door. By using a long-term, creative approach, and working collaboratively with residential staff, we learnt that F had a dark sense of humour and was very creative. F was able to be introduced to a tutor and a sports and fitness mentor, and was able to achieve Functional Skills qualifications.
Wiltshire
C was an autistic male enrolled at a mainstream college but how he expressed his mental health and sexual interests to others was putting his placement in jeopardy. C was reluctant to engage with professionals but it was clear that he had a strong interest in art, anime, and dark fantasy. The work involved applying skills to develop a rapport with C and to create a safe environment for C to discuss and address the behaviours that were putting his education at risk. The support continued throughout his time at college and the support helped C to maintain the college placement, achieve qualifications, and eventually move into the working environment.
Swindon