He was struggling with the sensory and social aspects of school, which were overwhelming him and she feared he was sinking into depression.
At first, he enjoyed being out of school and was happy for his mother to tutor him. However, after a few months he started to feel like he was in some way failing for not being at school and started to switch off from learning. His mother was at her wits’ end as she saw her once lively and fun-loving boy slipping into a reclusive child who would barely leave his bedroom.
She contacted IK and after a long discussion, we agreed that the best course of action might be for Charlie to have a mentor. Charlie was initially reluctant to meet his mentor, Dave, but Dave kept turning up at the same time every week and after a few times, Charlie allowed him to play on the Xbox with him.
This broke down some barriers and Charlie started chatting to Dave and soon agreed to go out on a walk and later some cycles.
Engaging in this way with someone outside the family, quite swiftly encouraged Charlie to start coming downstairs more often, to his family’s obvious delight.
It wasn’t long after this that he expressed a wish to have an
external tutor to get himself back up to speed with a view to returning to school in the longer term. Charlie had regained his interest in life and his already bright brain was buzzing away again with the possibilities of all that life could offer. IK provided tutors in the core subjects and within a few months, Charlie returned to the school environment. IK were able to help with this return by the tutors providing reports for the school about Charlie’s learning style and the kind of adjustments he would need the school to make to enable his reattendance (such as avoiding the corridor rush between lessons and a reduced timetable). Charlie remains in mainstream secondary school with plans for university in the longer term. A great success story.
*name has been changed.
She was struggling in class, working at a level of over a year behind the rest of her class and her self-esteem was plummeting.
She has severe dyslexia and ADHD and is unable to focus for long. She was initially reluctant to read or write in front of me, but over time and with lessons twice a week, we developed a relationship and found different ways to work together, mainly including games and activities and often involving moving around.
Her main passion has been to play at schools, so together we ‘teach’ our imaginary class and so practise all the sounds and spellings I want her to learn.
Her confidence increased as her ability to read more fluently started coming together. However, she was still very aware of the gap between herself and her class mates and her mother and I were still concerned about her self-esteem.
I recommended one of my wonderful therapists, a dance and movement therapist, bearing in mind Milly’s passion for dance and gym. She has had a few sessions now and is getting a lot out of them, having another place to safely express her feelings and developing strategies to help her cope with her anxieties.
Her parents have been thrilled at the difference both interventions have made to Milly’s life and Milly is starting to believe in her own strengths and abilities.
*name has been changed.