Case Study: Supporting Aisha's Journey Back to Learning

Aisha, a 13-year-old looked after young person by the local authority, has faced significant challenges in her education journey. Due to multiple relocations, Aisha has not been in full-time education since Year 6, leading to a reluctance to engage with education (Emotionally Based School Avoidance - EBSA). The trauma she has experienced has resulted in clear social, emotional, and mental health (SEMH) struggles, making it difficult for her to trust and engage with professionals. Recognising these challenges, Aisha's school referred her to Targeted Provision for specialised support aimed at re-engaging her with education.

During her initial sessions with Jess, her matched tutor, Aisha showed a keen interest in playing games, which provided a comfortable and relaxed environment. Uno quickly became Aisha's favourite game, allowing her to bond with Jess and feel at ease during their sessions. Despite finding home life challenging due to frequent changes in caregivers, Aisha began to open up during these sessions. She initially expressed reluctance to share her opinions, feeling that in the past, no one had truly listened. However, Jess emphasised the importance of Aisha’s voice being heard and considered, fostering a sense of validation and respect.

As their sessions continued, Aisha became more confident and comfortable. She started to engage more actively in her tutoring sessions, particularly enjoying reading and acting out parts during English lessons. In Maths, Aisha quickly grasped concepts such as probability and fractions. Jess demonstrated remarkable adaptability, tailoring each session to match Aisha's mood and needs on that particular day. On days when Aisha was less inclined to follow a structured lesson, Jess would seamlessly integrate educational topics into more relaxed activities, such as playing Uno while discussing home life or potential extracurricular interests like dance classes.

The development of a trusting relationship between Aisha and Jess was crucial in re-engaging Aisha with her education. Jess's consistent support, patience, and empathy helped Aisha to begin enjoying learning once again. This positive relationship has been instrumental in Aisha's gradual re-engagement with education.

Aisha’s school has recognised the significant impact of Jess's support, stating, “Jess has gone out of her way to support a very vulnerable student who has had huge struggles in accessing education. She has helped this young person to enjoy learning again. Jess has been patient, empathetic, and just all-around fantastic.” The school and Targeted Provision continue to collaborate to ensure that Aisha receives ongoing support to maintain her progress and continue her educational journey.

This case study highlights the importance of a tailored, empathetic approach in supporting young people like Aisha, who have experienced significant trauma and disruption in their lives. Through patience, adaptability, and a focus on building trust, Aisha has begun to rediscover the joy of learning, setting a foundation for her continued education

If you’re a SEMH Specialist looking to support looked after (LAC) young people such as Aisha take a look at our current live opportunities.

Want to read more? Check out our other case studies. 

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