Success Stories

Student 1:

Sarah was referred to Trax due to her history of having serious confrontations with both teachers and peers in lessons.  When she began to struggle in lessons she could become very obstinate and when asked to leave the class by the teacher she would often refuse.  During these situations it would often take two or three members of staff to convince her to leave the room so that she could talk about things and calm down.   Despite the high levels of staff intervention Sarah would often then wander off around school and refuse to talk to anyone in a reasonable manner.  Sarah’s self-esteem was very low and her peer relationships were very poor which led to these problems both in social time and class time.  During these periods Sarah could not focus academically as she was caught in a cycle of escalating situations whilst very rarely admitting any wrongdoing.  On top of this Sarah would hold grudges against teachers - making it personal on occasions, as she perceived her issues to be made worse by her teachers who she saw as picking on her.  After working closely with the Trax team for several months Sarah was able to look at situations more frequently from a different perspective and was increasingly able to empathise with how her teachers and classmates might be feeling when situations in lessons became difficult.  Sarah was enabled to remove herself from situations, she could recognise when her levels of stress were rising and would ask to speak to a member of staff.  She began to be more accepting of staff who she had had problems with in the past and was willing to forge good relationships with staff.  Over the course of the intervention Sarah realised that the adults in school were trying to help her and she saw herself how her peer relationships were improving.  Her self confidence and self esteem improved which resulted in her being able to focus on her academic studies rather than focusing on seeking attention in a negative manner.  Another big improvement was that she was accepting of sanctions when she did get things wrong.  As the intervention came to an end Sarah was happier, more confident in her abilities and more able to get on with her work meaning she was more likely to achieve well in school.

Student 2:

Billy came to us as a very withdrawn and quiet student who was experiencing problems in school with his peer relationships.  Billy had the potential to be able to study and learn well but was unable to express himself effectively or assert himself in situations.  At times Billy could be picked on by his peers and be made to feel left out and victimised.  Billy joined a mixed group of boys and girls at Trax and initially presented as a very timid young man who was generally very passive and quiet.  However, over the twelve weeks of his placement Billy began to grow in confidence.  The work that the group completed together which was based on improving social skills, increasing self-esteem and building resilience to challenges improved Billy’s ability to interact with his peers.  The safe, nurturing environment gave Billy the support he required at a time when he really needed it; giving Billy the time and space to build up his confidence within a small group where there was less chance of being bullied by his peers.  Towards the end of Billy’s time with us he had a change of school and he took his new found confidence into this new environment where he discovered that he was much happier, able to interact more fully with his peers and able to engage in his learning with more focus and energy.

Student 3: 

Kyle was referred to Trax over concerns about his inappropriate behaviour in class as well as the levels of frustration he was experiencing when sanctioned which was leading to aggressive outbursts towards his teachers.  By refusing to accept the sanctions put in place by teachers fairly minor incidents were escalating into larger situations.  Although a very likeable young man when he was calm Kyle found it difficult to see what he had done wrong in the aftermath of a situation. When Kyle arrived at Trax he found that the small group setting was also a struggle for him and it took him several weeks and a high level of staff support before he felt secure enough to begin to talk about issues in school.  A positive and trusting rapport was built with Kyle and the one-to-one sessions with his Keyworker were crucial in giving Kyle a chance to reflect on situations and to increase his levels of empathy towards his classmates and teachers.  As the weeks progressed Kyle’s self-esteem improved, in part, through being able to complete all of the tasks which were asked of him at Trax and through being given the opportunity to co-operate with his peers on tasks which were achievable.  Throughout his time with us Kyle was helped by the fact that he could rely on the consistent support of his family; this was a huge factor in Kyle’s favour.  Over time Kyle began to realise that he was gaining nothing from fooling around in class and then losing his temper with his teachers.  He began to understand that his outbursts were having a detrimental effect on the people around him and also that his classmates were beginning to get frustrated with him as well.  Through this realisation Kyle became frustrated less frequently as his general demeanour became more calm and mature and he began to accept sanctions more easily when he did occasionally still struggle in class.  Kyle went on to have a successful time in school and is now attending vocational training courses in other areas of the country.