Background
When Louise joined Progress Arc in 2024, she was already navigating an incredibly difficult period in her life. During the early stages her transition into our provision, she experienced a significant decline in her mental health following a family bereavement and the breakdown of her foster placement. These experiences understandably left her feeling overwhelmed, emotionally vulnerable and disconnected from education.
As the impact of these challenges grew, Louise became unable to engage with school and eventually withdrew completely from learning, including declining opportunities to access education from home. At this stage, education had become associated with anxiety and emotional distress rather than safety and success.
Despite close partnership working between school, Local Authority, social workers and carers, progress initially remained limited. It was clear that before learning could begin again, Louise first needed stability, trust and the reassurance that she would be supported without pressure or judgement.
Our approach
At the heart of our work with Louise was a commitment to building relationships and creating an environment where she felt emotionally safe, heard and understood. We recognised that re-engagement would not happen overnight and that a patient, flexible and highly individualised approach was essential.
Working closely with Louise’s new carer and wider professional network, we focused on consistency and emotionally attuned support across all areas of her life. Just as importantly, we prioritised Louise’s voice, taking time to understand her interests, aspirations and the things that brought her comfort and motivation.
Through these conversations, Louise shared her passion for animals. This became a turning point in her journey. By building opportunities around this interest, we were able to reconnect her with positive experiences, nurture her confidence and help her begin to see herself as capable and successful once again.
Louise’s reintegration into education began gently through our REACH provision, an environment where students build confidence, re-engage with learning and transition smoothly into school routines. She initially attended for just one hour twice a week. This gradual approach removed overwhelming expectations and allowed her to rebuild familiarity with the school environment at a pace that felt manageable. Over time, her timetable developed into a blended model of on-site learning and alternative provision learning at Stable Lives (a charity that uses horses as part of its therapeutic approach, helping individuals build trust, empathy and emotional connection).
Alongside this, group mentoring sessions supported Louise to strengthen peer relationships, develop emotional literacy and regain confidence in social situations. Throughout every stage of the process, emotional wellbeing remained the priority.
Impact and outcomes
Over time, Louise’s confidence and sense of belonging steadily grew, leading her to request an increase in her time within school herself. Louise now attends four days per week and is fully engaged in her learning journey.
She has rebuilt trusting relationships with staff and peers and now participates confidently in group mentoring sessions, demonstrating increased resilience and social confidence. Perhaps most importantly, Louise is now able to openly communicate her thoughts, feelings and needs, reflecting substantial growth in emotional regulation and self-awareness.
Looking towards the future, Louise has developed clear aspirations and ambitions. She has received a conditional college offer to study a Diploma in Work Based Horse Care, a pathway that aligns closely with her passion for animals and the strengths she has rediscovered throughout her journey.
Through consistent care, collaborative planning and a trauma informed approach, Louise has regained a sense of purpose, stability and hope for the future.
Louise’s story highlights the importance of relational, trauma informed practice when supporting young people experiencing emotionally based school avoidance and significant mental health challenges.
By prioritising trust, student voice and emotional safety, and by creating a flexible pathway built around Louise’s individual strengths and interests, we were able to support her journey from complete withdrawal from education to meaningful re engagement, restored relationships and positive future aspirations.
Her journey is a powerful reminder that with patience, compassion and the right support, young people can rediscover confidence in themselves and their future.
