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TEAM CASE STUDIES

Case Study: Targeted Mentoring Support for a Vulnerable Young Person

1. Background

The young person (YP) was referred for mentoring following unsuccessful attempts by school staff and other professionals to engage them effectively. The YP had disclosed several adverse childhood experiences, including sexual abuse in primary school and a serious sexual assault at age 13. Additionally, the YP had witnessed domestic violence within the family home.

At the time of referral, the YP lived with their mother and siblings, occasionally staying with grandparents for respite. These past traumas contributed to significant emotional, behavioural, and educational challenges, including difficulties with trust, boundaries, and engagement in learning.

2. Presenting Needs and Risks

At the outset of mentoring, the YP exhibited a range of complex needs and vulnerabilities:

  • Persistent absence from school and frequent truancy from lessons

  • Leaving the school site without permission; one episode involved being missing for two days and found approximately 100 miles away

  • Unsafe online behaviour, leading to risk of exploitation

  • Conflict with peers both in and outside of school

  • Mistrust of adults and reluctance to engage with professionals

  • Ongoing conflict within family relationships

  • Self-harm and expressions of suicidal thoughts

  • Sharing inappropriate messages and images online

  • Poor understanding of healthy boundaries and relationships

  • Unhealthy eating patterns and emerging concerns regarding eating behaviours

  • Low attainment and disengagement from learning

  • Declining mental health and emotional instability

These combined needs created significant safeguarding concerns and required coordinated, multi-agency involvement.

3. Intervention Summary

A structured and individualised mentoring programme was implemented to offer consistent, trauma‑informed support. The intervention focused on relationship‑building, emotional regulation, and safety.

Core Areas of Focus:

  • Development of trust through consistent, non‑judgemental engagement

  • Safe space for open discussion of online activity, family issues, and personal safety

  • Education around healthy relationships, communication, consent, and boundaries

  • Exploration of triggers linked to trauma and techniques for emotional regulation

  • Anger management strategies and improving emotional expression

  • Building self‑esteem and self‑awareness

  • Guidance on healthy eating and a balanced lifestyle

  • Understanding of online safety, privacy, and consequences of digital behaviour

Close communication was maintained with school staff and external professionals throughout. The mentoring process supported referrals and coordinated engagement with specialist services, including:

  • CAMHS (Child and Adolescent Mental Health Services)

  • SARC (Sexual Assault Referral Centre)

  • Child Exploitation Service

4. Outcomes and Impact

As a result of consistent mentoring input and multi‑agency coordination, the following progress was observed:

  • Family relationships: Improved communication and stability within the home environment.

  • Awareness and safety: Increased understanding of risk‑taking behaviour, healthy relationships, and online boundaries—with evidence of positive application.

  • Emotional wellbeing: Enhanced ability to recognise and manage emotional triggers; significant reduction in crisis incidents and self‑harm behaviours.

  • Engagement with professionals: Observable trust and cooperation, leading to meaningful involvement with therapeutic and educational services.

  • Educational progress: Identification of potential additional learning needs, prompting exploration of tailored educational pathways.

  • Stabilisation: YP now resides at home full‑time with improved stability and no recent episodes of absconding.

5. Multi‑Agency Collaboration

Collaboration between the mentor, school staff, and external agencies was central to this case. Consistent communication ensured that safeguarding information was shared appropriately and that interventions were well‑coordinated. This joint approach facilitated swift referrals, continuity of support, and clear risk management processes.

6. Professional Reflection

This case demonstrates the value of a trauma‑informed, relationship‑based mentoring approach when working with highly vulnerable young people. Establishing a consistent and trusting relationship enabled the YP to engage meaningfully and reduced risk‑taking behaviours.

The case highlights effective multi‑agency cooperation and the importance of maintaining communication between professionals to ensure holistic support. Key learning from this case includes:

  • The critical role of trust and consistency in engaging young people with complex trauma histories.

  • The importance of early identification and referral to specialist services.

  • The positive impact of a coordinated, person‑centred approach on safeguarding outcomes and emotional stability.

Case Study 2: Supporting a Student at Risk of Repeated School Exclusions

1. Background

During the academic year, this student’s behaviour became increasingly challenging, resulting in multiple incidents of conflict with staff and peers. These patterns of behaviour placed the student at significant risk of fixed-term and potential permanent exclusion. Concerns were also raised regarding the student’s engagement with learning, relationships within school, and wellbeing at home.

2. Initial Assessment and Identified Needs

At the outset of mentoring, the student presented with a combination of social, emotional, and behavioural needs:

  • Quick escalation to anger resulting in arguments, rudeness to staff, and physical altercations with peers

  • Destructive and oppositional behaviour at home

  • Poor concentration and lack of engagement in lessons

  • Limited understanding of the impact of behaviour on others

  • Difficult relationships with both school staff and peers

  • Low self-esteem and reluctance to attempt learning tasks due to previous negative experiences

  • Tendency to adopt the role of “class clown,” seeking attention through disruptive behaviour

These indicators reflected a broader pattern of emotional dysregulation, low self-awareness, and social difficulty—factors known to increase risk of disengagement and exclusion.

3. Intervention Approach

A targeted, individualised mentoring programme was put in place to address underlying needs and support behavioural change. The focus was on relationship-building, identifying emotional triggers, and developing the student’s ability to reflect and self-regulate.

Key aims of the intervention:

  • Build a trusting, consistent mentoring relationship

  • Enable the student to explore feelings and triggers safely

  • Foster understanding of the link between emotions, behaviour, and consequences

  • Support improved communication and relationships with staff, peers, and family

  • Develop emotional regulation and coping strategies for anger and frustration

  • Increase confidence, self-esteem, and motivation to engage with learning

  • Strengthen teamwork, listening, and organisation skills to enhance classroom conduct

Collaboration with pastoral leads, teachers, and senior staff supported consistency in approach and reinforced key messages across school settings.

4. Progress and Impact

Over the course of the intervention, measurable improvement was observed:

Area of Focus:

Exclusions and Conduct

No fixed-term exclusions or isolation placements recorded during the intervention period

Relationships with Staff

Noticeable improvement in communication and mutual respect between the student and school staff

Peer Relationships

No incidents of physical fights or serious verbal altercations; improved cooperation within groups

Engagement in Learning

Increased participation in lessons and effort towards academic tasks

Family Environment

Student reported a calmer atmosphere at home and fewer conflicts

Self-Regulation and Insight

Greater awareness of emotional triggers and use of coping strategies to prevent escalation

Self-Esteem and Confidence

Growth in positive self-perception and willingness to reflect on achievements

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Overall, the student demonstrated sustained behavioural and emotional progress, leading to improved inclusion within the school community.

5. Professional Reflection

This case highlights the effectiveness of relationship-based mentoring as part of a whole-school approach to supporting students at risk of exclusion. Providing regular, non-judgemental one-to-one sessions offered the student a safe space to process emotions and develop insight. It also offered opportunities to share past experiences and concerns that they had previously been unable to voice.

Positive outcomes were supported by consistent communication between the mentor and school staff, ensuring that strategies were reinforced across pastoral and classroom settings.

The case reinforces key learning points for similar interventions:

  • Early identification and individualised support are crucial for preventing escalation

  • Consistency and trust underpin behavioural change

  • Empowering students to understand and manage emotions promotes resilience and re-engagement with learning

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