CASE STUDY - CHARLIE T

Charlie initially presented with attention difficulties and a tendency to get into conflicts, often due to her reluctance to accept perceived weaknesses. I was referred to support her, and my first step was to identify her strengths. It quickly became clear that Charlie had a real talent for art and reviewing her submitted work confirmed her impressive skillset.

In conversation, Charlie expressed a strong desire to pursue a creative career, specifically as a tattoo artist. To help her explore this, we arranged a work placement at LAB13, where the owner gradually introduced her to business operations and supervised practical tasks. While her age means she is not yet qualified to tattoo professionally, this has not hindered her engagement or enjoyment of the placement.

The owner has been so impressed with Charlie’s progress that he is committed to offering her a job in the future and will monitor her Continuous Development Plan. Since starting the placement, Charlie appears calmer, more focused, and motivated by a clear goal. She is extremely grateful for the opportunity and determined to make the most of it, demonstrating genuine growth in both her skills and personal development.

CASE STUDY - ELI D

Eli joined ELE in Year 9, struggling to engage with mainstream school. Initially attending two days per week, he gradually increased his attendance to three days. Although he had no formal diagnosis, it was clear that Eli faced challenges with attention and sensory processing.

Over the past nine months, Eli has thrived in our supportive and tailored environment. He has successfully completed Entry Level 3 Maths and English, First Aid, and Level 1 Health and Safety for Construction. In addition, he has participated in a long-term work placement with Tes at a local construction company. Eli’s work placement mentor describes him as consistently hard-working, polite, and reliable.

Beyond academic progress, Eli has gained significant personal development skills, including emotional regulation and anger management, which have strengthened his confidence and ability to manage challenges. He particularly enjoys practical learning and work experience opportunities, which have helped him connect classroom learning to real-world skills.

Eli’s journey demonstrates how tailored support, vocational experiences, and a nurturing environment can help young people overcome barriers, achieve qualifications, and build the social, emotional, and practical skills they need to thrive.

CASE STUDY - SIMON H

We began working with Simon to help improve his attendance and engagement. Initially, Simon struggled with low self-esteem and frequent behavioural issues, so our first priority was to build a trusting relationship. By focusing on life skills, understanding street life, and discussing work, Simon began to see how making positive changes could impact his future.

When asked about his interests, Simon expressed a desire for hands-on work. I connected him with a local removal company, O’Brian’s, knowing he could build rapport with the team. This created a positive learning environment where Simon felt respected, supported, and able to fulfil his potential without outside distractions. Within six weeks, his attendance and attitude had improved significantly.

Recently, O’Brian shared that Simon had thrown himself into his role and even started his own small venture, securing over 20 jobs and providing quotations. He even requested guidance on purchasing equipment for his budding business. Simon’s mother has also noticed remarkable changes; he now helps around the house, contributes financially, and is thinking proactively about his future.

Through tailored support, practical experience, and nurturing relationships, Simon has transformed his outlook, developed essential life and work skills, and begun taking ownership of his own success.