Kellen's Journey
At the beginning of the academic year, Kellen was referred to work with Karina, Curriculum Officer, due to significant concerns around school attendance, disengagement, and challenging relationships with staff. Kellen often struggled to follow instructions, displayed low motivation towards learning, and was frequently disrespectful to adults in positions of authority. Staff recognised that traditional classroom approaches were not meeting his needs and that he might respond more positively to a relational, strengths-based intervention.
When Karina first met Kellen, he was guarded and resistant to support. He made it clear that he saw little value in school and often expressed frustration towards staff and systems he felt had "given up on him." Early sessions focused on building trust and exploring Kellen's interests, strengths, and barriers to learning. Through these conversations, it became evident that Kellen responded well to hands-on, practical activities and benefitted from working in smaller, more informal group settings.
To re-engage Kellen in learning, Karina enrolled him in the Wider Achievement Programme at Ibrox, where he joined a small group of peers his age. The programme focused on developing teamwork, communication, and employability skills through active, community-based experiences. From the outset, Kellen showed enthusiasm for this environment - he enjoyed the sense of independence it offered and the opportunity to learn outside the traditional classroom. He engaged well with staff and peers, often taking on leadership roles within group activities. Over time, he began to demonstrate increased self-awareness and pride in his achievements, particularly when recognised for his contributions.Throughout his time in the Wider Achievement Programme, Kellen made meaningful progress in building positive relationships and demonstrating responsibility in practical contexts. He began attending more regularly during programme days and showed that, in the right environment, he could engage and thrive. However, this progress did not consistently transfer back into the school setting. Kellen continues to struggle with authority and often reverts to unhelpful behaviours when faced with academic or emotional challenges. His attendance remains inconsistent, and he frequently disengages from classroom-based learning.
While Kellen has shown glimpses of his potential - particularly in settings that prioritise trust, respect, and hands-on engagement - he still finds it difficult to sustain this growth across different environments. Nonetheless, his positive experience at Ibrox remains a key turning point, showing both Kellen and staff what works best for him and where his strengths lie.
Kellen's journey highlights the need for flexible, experiential learning opportunities for young people who struggle to engage with traditional education. His success within the Ibrox programme demonstrates that when he feels respected, trusted, and valued, he is capable of meaningful participation and achievement. While his ongoing challenges reflect the complexity of his circumstances and emotional development, the relationships built through this work continue to offer a foundation for future progress.
This story reinforces the importance of consistency, relational practice, and alternative pathways to achievement - ensuring that young people like Kellen are given repeated opportunities to reconnect, rebuild, and realise their potential, even when progress is not yet sustained.
