Struggle at School to College Readiness
Background
Liam (pseudonym) is learner with a diagnosis of autism and associated anxiety. During his earlier school experiences, Liam found the demands of mainstream education overwhelming and struggled to engage consistently with learning.
He experienced particular difficulty with:
- Large, noisy environments
- Unexpected changes to routine
- Social communication and group work
- Managing anxiety linked to academic pressure
As a result, Liam’s attendance became inconsistent, and his confidence as a learner declined. He began to view education negatively and expressed concerns about his future beyond school.
Challenges in Previous School Settings
At his previous school, Liam found it hard to access learning due to:
- A lack of predictability in daily routines
- Teaching approaches that did not suit his learning profile
- High levels of sensory stimulation
- Inconsistent responses to behaviour and emotional regulation needs
These challenges led to increased anxiety, withdrawal from learning activities, and reduced progress. Liam often described school as a place where he felt misunderstood and unsafe.
Intervention and Support
After moving to The Haven, Liam was supported through a consistent, team-based approach that focused on understanding his individual needs.
Key strategies included:
- Clear routines and visual schedules to reduce anxiety
- Consistent expectations and responses from all staff
- A strong emphasis on emotional regulation and wellbeing
- Small-group and individualised learning experiences
- Regular ‘Tutorial’ check‑ins to build trust and communication
Staff worked collaboratively with all stakeholders to ensure approaches were aligned, predictable, and centred on Liam’s strengths as well as his needs.
Progress and Development
Over time, Liam’s confidence began to grow. He developed:
- Improved emotional regulation and resilience
- Increased attendance and engagement with learning
- Greater independence in managing transitions
- Improved communication skills and self-advocacy
Most importantly, Liam began to re‑engage with the idea of a future beyond school. He expressed pride in his achievements and started to talk positively about his next steps.
Preparation for College Transition
As Liam approached the end of his time at The Haven, a structured transition programme was put in place, including:
- Supported discussions about college options aligned with his interests
- Gradual exposure to new environments
- Clear explanations of expectations at college
- Collaboration between school staff, family, and external agencies
- Focus on transferable life and independence skills
Liam felt prepared and motivated to move on to college, viewing it as an opportunity rather than a source of anxiety.
Outcome
Liam was supported to transition to a local college, where he is studying a course aligned with his interests and strengths. He demonstrated readiness for this next step through improved confidence, emotional regulation, and greater engagement with learning.
