Case Studies

Student A

Started  in Year 7 

Arrived with an ADHD diagnosis  

Racist behaviour portrayed 

Sexist behaviour portrayed  

Dad had passed away when he was 5

Risk of Permanent Exclusion

Outcome:

Left school without being  permanently excluded  

  Was given a place at a university in Birmingham to do a Law Degree.  

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Student B 

Came in as an IYFA student in Year 9, having been PEX’d from his previous school 

Mum had died in an accident. 

Lived with dad and sister 

Smoker 

 Struggled to follow instructions 

Low self Esteem 

Outcome:

Left school without being permanently excluded  

Went  to college to do a construction course 

The student's confidence grew during their time at the school. 

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Student C

Started in Year 7 

Family had links to gangs 

Was well known by many 

Many were very wary and fearful of this individual 

Numerous Internal and Fixed Term Exclusions 

Major risk of Permanent Exclusion  

Very supportive mother 

Outcome:

Daily calls home  

Working with family  

Had rejected all intervention except Behaviour Department intervention Communicated with me about all his issues, positive and negative due to the relationship that had been built through my work with him  

His safe place when angry was the Behaviour Department  

Gained an apprenticeship.  

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Student D

Started in Year 7 

Was very aggressive – threw tables and chairs

Very low ability 

Struggled processing 

Parent did not engage with school but accepted help from the Behaviour Department 

Outcome:

Left school at 16 to go to college in America 

 Came back and joined our 6th Form Parent did engage partially  Managed their behaviour a lot better with the strategies they were given.

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Student E

Joined in Year 7 

Student used to talk when they started at school but then became a selective mute 

Very low self esteem 

Emotionally bullied 

Very supportive parent 

Outcome:

Left school at 16 and went to college to do a child care course  

Working in a nursery now  

Still emails me to let me know how things are going (parent is aware of this).

Teacher A 

Joined the school as an NQT  

Struggled with Behaviour Management 

Feelings of anxiety and dread Emotionally tired  

Students were alienating the teacher due to misunderstandings  Had a very supportive Head of Faculty

Outcome:

Passed NQT Year 

A lot more confident in their teaching Confident in seeking support and advice due to the relationship/trust built 

Built up resilience 

Behaviour Management much improved Students became a lot more engaged in their lessons.

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Teacher B

Joined as a Middle Leader 

 Struggled with Behaviour Management

 Felt some students were not engaging in the lessons  

Didn’t feel in control as students were refusing to complete tasks set. 

Outcome:

A lot more confident in their teaching 

Confident in seeking support and advice due to the relationship/trust built 

Built up resilience 

Behaviour Management much improved Students became a lot more engaged in  lessons.

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Teacher C

Member of SLT  

Struggled with Behaviour Management

 Felt some students were being very defiant in the lessons  

Felt control over the class had been lost 

Experiencing low self esteem Embarrassed to ask for help and support 

Outcome:

A lot more confident in their teaching Confident in seeking support and advice due to the relationship/trust built 

Built up resilience 

Behaviour Management much improved Students became a lot more engaged in  lessons.