STUDENT Y

Y was referred onto Tackle LIFE in September 2022 to develop her confidence, self-esteem, resilience and emotion regulation, which have all led to negative behaviour in school, towards staff and other students. In school, Y struggled with teamwork and maintaining positive relationships with others, which is something that we initially observed in the group. Y had a strong sense of justice which had led to her getting into trouble in school, and she found it difficult to set boundaries with others.

As she worked through Tackle LIFE, we saw a significant improvement in Y’s confidence and self-belief. Some of the skills she has developed are her presentation, communication, and resilience. She is far more able to try something again when she fails first time.

As the sessions progress, Y regularly volunteered to voice her opinions and stand up in front of the group to lead group discussions and when asked about this she said…

“Tackle LIFE has taught me how to have more confidence in myself and how to communicate with others that I am working with”.

Off the back of these sessions, Y was encouraged to try Rugby and has been attending the Junior Blues training sessions on a Friday evening since March 2023. Y said that this is not something she would have ever done without the programme. Y regularly thanks the team for their support and talks about what a difference this has made to her. She has commented that her self-confidence has improved a lot since starting at TL.

More recently Y has expressed a strong interest in supporting the disability sport provision, Ability Blues as an assistant coach.

She has also been awarded a rugby scholarship into Junior Blues for the season, based on her hard work and commitment to the team.

STUDENT X

X was referred to us because he is not suited to mainstream education, he only has 1:1 lessons and interactions in school and is on a reduced timetable. X has impulsive behaviour and aggressive outbursts, he has issues with emotional regulation, poor mental health, lack of resilience and struggles to maintain positive relationships/friendships.

In the first few weeks X’s aggressive outbursts included swearing at staff and other students, damaging equipment and walking out of sessions. Staff have invested a considerable amount of time working with him 1:1 and have supported him with situations that he finds challenging. Mainly this is around being easily influenced and provoked by others.

We have worked with X on his aspirations by helping him to envision a positive future for himself. He has talked with staff about potential interests and pathways, which we have communicated with the school so that they can support him on his journey.

Recently we have noticed a significant reduction in aggressive behaviour towards staff and other students, and there have fewer outbursts in sessions. X is forming a positive relationship with staff, and he is being open and honest about his experiences and feelings.

“X has also developed a good friendship with another student in the group, whom he would not have met outside of our sessions.”