- Heightened anxiety and hypervigilance
- Interrupted learning and gaps in knowledge
- Reduced trust in the education system
- Withdrawn due to isolation
- Need for emotional support
Supporting a Year 10 Boy Through Risk, Exclusion and Transition
A Year 10 boy was unable to attend school after receiving credible threats from another student with known gang affiliations. Following close liaison with police, the school was advised that he should not come on site due to the level of potential risk. To ensure his education continued during this period, the school requested two hours of daily Maths and English tuition while they sought an alternative placement for him.
Initial Observations
Approach
The tuition was arranged at a local library to provide a safe, neutral space for learning. Although initially hesitant, the student gradually built a strong, supportive relationship with the tutor and began attending sessions regularly.
Recognising the wider challenges he was facing, the tutor incorporated mentoring into their work. Together, they explored his involvement in the conflict, discussed strategies for managing difficult interactions, and identified ways he could make safer choices in the future. His parent expressed appreciation for this added support, as they had been increasingly concerned about his behaviour and wellbeing.
Once the school identified a suitable new educational provision, the tutor played an active role in supporting the transition. At the school’s request, the tutor accompanied him and his parents to meet the new staff team and attended the first couple of days on site to help him settle in.
Positive Impact
Throughout a period of uncertainty and risk, the student remained engaged in daily education, preventing further academic disruption. The mentoring element enabled him to reflect on his behaviour, build emotional awareness, and consider more positive ways of navigating peer relationships.
After five weeks, he successfully transitioned into his new placement with the tutor’s support. Since then, the tutor has seen the student in the community and received encouraging updates. He is settling well, thriving in his new environment, and shared that he has now made “better” friends. So, the intervention contributed to improved stability, safer decision-making, and a confident start in his new educational setting.
"This student was an inquisitive and thoughtful learner, often engaging in rich discussions about life that showcased his curiosity and maturity. Despite the challenging circumstances, he has remained focused on his Maths and English progress and has shown impressive resilience throughout his tuition.”
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