Case Study: Jamie’s Journey Back to School

Jamie*, a 13-year-old student, was referred to Targeted Provision in 2024 after facing significant challenges in mainstream education due to Social, Emotional and Mental Health (SEMH) needs. With dyslexia, gaps in foundational knowledge, and a history of adverse childhood experiences (ACEs), she required a supportive, personalised approach to re-engage with learning.

She was matched with Georgia*, a tutor with experience in GCSE Maths and a passion for creative and emotional wellbeing. Georgia tailored sessions to Jamie’s interests to help build trust and motivation. As their relationship developed, Jamie’s confidence grew; she began tackling tasks she had previously avoided and embraced learning in a safe, encouraging environment.

Georgia shared, “I feel that her trust in me continues to grow because she succeeds in most of the tasks I set. That success helps her feel safe learning with me and makes her less afraid to try new things.”

To support literacy development, sessions often included anagram games to boost vocabulary and self-esteem. These fun, accessible activities helped Jamie strengthen her skills while enjoying the process.

A key focus of their work was to support Jamie’s return to school. As her confidence increased, she expressed a strong desire to become a better learner in preparation for reintegration. With continued support, Jamie began attending her new school part-time while maintaining tutoring sessions.

Her transition was a clear success. She quickly gained independence in lessons and tackled a wide range of topics with enthusiasm. Following the spring half term, Jamie returned to full-time education, thriving with renewed confidence and a positive attitude toward learning.

Jamie’s story is a powerful reminder of the impact of relationship-led, tailored support. We’re incredibly proud of her progress and excited for what’s ahead.

*Names have been changed to protect privacy.

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