Tackling behaviour and improving grades. John manages his emotions to make progress.
John faced severe behavioural and academic challenges at the beginning of the two-year Impact programme. Through a series of targeted interventions and support systems, John was able to improve his behaviour, emotional regulation, and academic performance, demonstrating the impact of a supportive and holistic educational environment on student outcomes.
At the start of Year 5, John exhibited a range of problematic behaviours and academic difficulties. He frequently engaged in physical aggression with his peers, leading to most of his days being spent in detention or the headteacher’s office. John lacked trusted relationships with both adults and other children, making it difficult for him to seek help or guidance. Furthermore, John had a very negative approach to school. He was significantly below age-related expectations in Maths and English and did not engage with school work. John never asked for help when needed, and never completed homework. Additionally, John often fell asleep in the classroom, and his attendance rates were very low.
John’s family life was very challenging. He lived with his mother (with whom he shared a bedroom), older brother, grandparents, uncle and two lodgers. His father was serving a long sentence in prison, in Romania.
Understanding the causes of his behaviour
The first step in the support plan designed by Link Worker Anta was to reduce the time John spent in detention. Rather than punishment, a more restorative approach was adopted. Anta would see John daily for a catch up, start building a trusted relationship and offer him a space to calm down when needed. Additionally, John started seeing an Occupational Therapist weekly. They worked on anger management and emotional regulation. John was taught to remove himself from situations that could lead to physical violence and to seek a trusted adult, such as the Occupational Therapist (OT) or Link Worker (LW), for support. This new strategy provided John with practical conflict resolution skills, emphasising the importance of communication and self-regulation. John’s relationship with his OT and the Link Worker had a positive impact in his overall attitude towards school in the first year of the programme.
Anta frequently updated John’s mother with positive feedback about John’s overall improvement in school, his targets and progress towards them. John’s mother started engaging more with Anta and subsequently the school. In one of their meetings, and after John had been involved in another fight at school, his mum agreed for John to start Art Therapy.
The Therapeutic roots of academic progress
Therapy sessions were a breakthrough for John. Strategies and tools were introduced to help John recognise and manage his anger. These strategies included mindfulness exercises, breathing techniques, and the use of an emotion chart to identify and articulate his feelings. John was also supported in establishing a healthier and sustainable sleep routine which contributed to increased alertness and participation in class.
To improve his academic performance, John’s attitude towards school was improved through positive reinforcement and recognition of his efforts. John worked for two terms with an Academic Delivery Officer. This involved setting achievable goals and celebrating small successes to build his confidence and motivation. A personalised learning plan was created to help John work towards age-related expectations in Maths and English.
After his mother shared that she struggled to support John with homework, John was encouraged to join an after-school homework club, run by his Link Worker. This club not only provided academic support but also a structured environment where John could develop a routine and experience a sense of accomplishment. Moreover, he built strong relationships with the other children in the club.
The Extra-Curricular route to school engagement
Consequently, John started enjoying school more and his attendance improved significantly. To motivate him even more the LW made sure he participated in school activities such as the Christmas play and joining the football team. Involvement in these activities was crucial for John to build social skills, foster a sense of belonging, and develop positive relationships with his peers.
Over time, these interventions led to significant improvements in John's behaviour, emotional regulation, and academic performance. John spent less time in detention and more days on a positive behaviour record.
Managing behaviour and improving grades
He began to remove himself from potential conflicts and sought help from trusted adults. This proactive approach demonstrated his growing ability to manage his emotions and avoid situations that previously led to aggression. John became more adept at recognizing his anger and using emotional regulation strategies effectively. His Art Therapist, after their last session, shared with the LW that ‘It has been an amazing journey…to be a witness to John’s growth and vulnerability in the therapy room. I will remember our sessions close to my heart.”
John’s motivation and confidence were reflected in improved attendance rates and his academic performance: he achieved good scores in his SATs, something that felt impossible a few years ago.
In his final 1:1 session with the Link Worker John remembered all the people he worked with in these two years and all the support he got from them. When the Link Worker asked him how he feels about AllChild now that the programme is coming to an end, John said ‘I really like you and all the people that worked with me. You were always there when I needed you and when I was having a hard time.’
*Name changed and image unrelated.
