A young person was referred to Positive Futures following two exclusions from mainstream education and a decline in engagement with professionals. Despite these challenges, the young person demonstrated clear career aspirations, a strong sense of potential, and a desire to move forward. At home, tensions had increased, but the young person’s openness to support signalled readiness for change.

Strengths-Based Goals and Collaborative Planning]

Working in partnership with the young person, the support plan focused on:

• Identifying and overcoming barriers to education, with a focus on emotional wellbeing.
• Rebuilding school engagement, including attendance and exam participation.
• Strengthening family relationships, improving communication and emotional understanding.

Support Delivered

Over ten one-to-one sessions, our Targeted Support Worker provided holistic, person-centred support tailored to the young person’s needs:

• Explored educational barriers, particularly those linked to mental health and emotional regulation.
• Supported re-engagement with CAMHS, advocating for continued access to mental health services.
• Introduced strategies for managing emotions, especially in relation to their ASD diagnosis—benefiting both the young person and their mother.
• Completed college applications, aligning with the young person’s aspirations in catering and further education.
• Facilitated open conversations between the young person and their mother, fostering mutual understanding and reducing conflict.

Outcomes and Positive Change

The intervention led to significant progress:

• The young person re-engaged with CAMHS and proactively requested CBT to address social anxiety.
• They attended all scheduled exams, demonstrating renewed commitment to their education.
• Their mother reported a calmer home environment, with improved communication and emotional insight.
• She gained a deeper understanding of her child’s needs and has since sought her own diagnosis—reflecting a family-wide journey of growth.
• The young person enrolled in a Level 1 Catering course at Greenbank College and plans to re-sit GCSEs.
• They consented to a referral to the council’s transition team, ensuring continued support into adulthood.

Impact Reflections

Parent Feedback:

“The support for myself and my son has been phenomenal. My heart is filled with love and gratitude — we are a happy family again.”

Professional Feedback:

“Thank you for being such an outstanding professional—truly someone anyone would be lucky to work with. I deeply appreciate your dedication and hard work.”

The young person has shown increased emotional insight, resilience, and ownership of their future. They are now actively applying strategies to manage their emotions and are taking confident steps toward their goals.

This case highlights how strengths-based, family-inclusive support can empower young people to reconnect with education, rebuild relationships, and pursue their aspirations with confidence and clarity.