Designed for young people presenting with EBSA (Emotionally Based School Avoidance), anxiety-driven avoidance, and reduced engagement tolerance.

• Supports learners where anxiety-based avoidance is preventing access to education, including those with repeated reintegration breakdown or disengagement from education.

• This intervention provides a structured stabilisation phase prior to reintegration, supporting young people who are not currently able to access education due to anxiety and demand sensitivity.

• Focuses on rebuilding confidence and helping young people feel safe enough to reconnect with learning.

• Targeted support for students who are disengaged, school-refusing, or struggling with confidence

• Designed for learners with SEMH needs or those overwhelmed by traditional classroom expectations

• Focus on rebuilding reading, writing, and analytical skills alongside confidence and emotional safety

• Delivered through a calm, structured, and trauma-informed approach

• Proven impact, including students progressing from Grade 2 to Grade 7 in English Literature

• Proven impact, including students progressing from Grade 2 to Grade 5/6 in GCSE English Language”

•8-week structuredprogramme supporting identity,resilience,and emotional confidence.

• Designed for young people struggling with self-worth, emotional regulation, or engagement, with a focus on Black and mixed-race youth in care or at risk.

• Flexible delivery through Train-the-Trainer, supported implementation, or 1:1/small group sessions.

• Helps young people develop stronger self-confidence, emotional awareness, coping strategies, a sense of belonging, and positive relationships with peers and adults.