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A Journey from Trauma to Transformation

When Ross first began working with this learner, he met a 14-year-old boy navigating significant trauma, instability, and loss. The pupil had experienced seven school exclusions and was living in foster care after a turbulent upbringing. His foster mother, his most consistent source of support , had passed away from cancer. He had been diagnosed with Fetal Alcohol Spectrum Disorder (FASD) and struggled daily with severe anxiety, emotional dysregulation and anger.

Building Trust and Purpose

Ross understood that connection had to come before curriculum. He took a trauma-informed, relational approach, recognising that the learner’s behaviour was rooted in his life experiences rather than defiance. With time, patience and consistency, Ross built a foundation of trust, knowing when to offer space and when to gently re-engage.

In the beginning, the young person rarely engaged, often retreating into gaming. But Ross remained consistent. Eventually, a turning point came when he discovered the learner had set up an online sweet shop from his bedroom, handling stock, taking orders and even welcoming customers into his home. It was clear this young person had an entrepreneurial spark, and with it came an opportunity: to make education meaningful through business-led project learning.

Business as a Bridge to Education

Over the next three years, Ross worked alongside the learner to create a tailored programme rooted in his entrepreneurial interests. The result was a series of real-world business projects that fostered both academic growth and emotional development. These projects included:

  • Renting out gazebos for events and parties
  • Selling outdoor pools and reselling items via eBay, eventually requiring a shipping container to manage stock
  • Transforming his home into a themed Halloween attraction, raising over £800 for charity and drawing hundreds of local visitors
 

These experiences provided rich learning opportunities. Maths was embedded through budgeting and sales; English through marketing and customer communication; PSHE through personal development, emotional regulation and community involvement.

The projects gave the learner something vital: structure, confidence and a purpose to re-engage with education.

A Remarkable Transformation

The impact of this personalised, interest-led approach was profound:

  • Aggression and anxiety significantly reduced
  • Emotional outbursts became manageable, with improved self-regulation
  • He began initiating social interactions and reconnecting with peers
  • Academic engagement increased, progressing from 15 hours per week to full-time
  • His charity event gained local media attention, with a feature on radio

Today, this young person is actively taking driving lessons, exploring part-time employment and, most importantly, demonstrating belief in his own future.

A Lasting Impact

This journey is a powerful example of what can be achieved when education is built on empathy, creativity and personalised support. Ross’s consistent, trauma-informed approach helped unlock not only academic progress but a sense of identity, self-worth and direction.

We believe in meeting learners where they are and guiding them toward who they can become.