Cathy's Journey
At the start of the academic year, Cathy was referred by her school to work with Karina, Curriculum Officer, due to concerns around low confidence, disengagement in class, and emotional withdrawal following a period of family instability. The school felt that traditional classroom approaches were not meeting Cathy's needs and that she would benefit from a more relational and bespoke programme of support.
When Karina first met Cathy, she was quiet, hesitant to engage, and displayed low self-esteem. She often avoided eye contact and expressed little belief in her own abilities. Through early conversations, it became clear that Cathy felt disconnected from her peers and struggled to trust adults, particularly in school settings. Together, Karina and Cathy co-designed a plan centred around Cathy's interests, identifying physical activity as a positive outlet.
Weekly 1:1 gym sessions were introduced, with a focus on building Cathy's confidence, consistency, and sense of personal achievement. These sessions became a safe and predictable space for Cathy, offering her control and agency in setting her own goals. Over time, she began to show visible signs of pride and motivation - celebrating improvements in her strength and stamina and beginning to talk more openly about her feelings and aspirations.
Midway through the year, Cathy experienced a major life change when she was removed from her family home and taken into care. This was an immensely challenging time, marked by uncertainty and emotional upheaval. Despite this disruption, Cathy continued to attend her sessions with Karina, often describing them as a space where she could "just be herself" and "not have to talk about everything going on." The stability of this ongoing support proved vital in maintaining her sense of routine and belonging.
As the year progressed, Cathy's circumstances continued to affect her wellbeing and engagement. Since moving into care, she has struggled with feelings of loss, anger, and low self-worth, which have increasingly influenced her behaviour in school. She often expresses frustration and self-doubt, and her confidence - once beginning to grow through the gym sessions - has noticeably declined. Cathy now finds it difficult to regulate her emotions and has begun making unhelpful choices in school, including disengaging from lessons and reacting negatively to perceived criticism.
However, Cathy still responds positively to trusted adults and structured, one-to-one environments. Her connection with Karina remains a protective factor, providing a consistent space where she feels seen and supported without judgment. While Cathy's progress has not been linear, the groundwork laid through earlier relationship-building continues to be a crucial foundation for re-engagement when she is ready. This story highlights the importance of relational, trauma-informed, and strength-based practice. The consistent, individualised support provided by Karina allowed Cathy to experience safety, trust, and success during one of the most turbulent periods of her life. Her journey demonstrates how tailored, creative approaches to curriculum engagement can lead to meaningful personal change - not only improving participation in education, but nurturing resilience and self-belief.
