Following permanent exclusion, a secondary-age pupil had completely disengaged from education and lost trust in both learning and professionals. At the point of referral, the pupil was resistant to academic input and required a gradual, carefully planned reintroduction to education that prioritised emotional safety, trust, and relationship building over immediate outcomes.
Inclusive Tutoring Network implemented a relationship-led programme combining tuition, mentoring and emotional regulation support. Sessions focused initially on building rapport, supporting the pupil to reflect on past experiences, develop self-regulation strategies, and begin setting meaningful personal goals. Learning was introduced gradually and in a way that felt relevant and achievable.
As trust developed, the pupil’s engagement increased significantly. A key factor in this success was ensuring the learning environment was right for the pupil, both emotionally and physically. Sessions were structured to reduce pressure, offer predictability, and allow flexibility when needed. Learning was interest-focused and aligned with the pupil’s strengths, using LCB Education AQA-accredited workbooks to embed Functional Skills objectives in a practical, accessible way.
Over time, the pupil began to engage fully with sessions and demonstrate genuine motivation to learn. He is now working consistently towards his Functional Skills qualifications and has successfully begun accessing work experience, supported by the confidence and resilience built through tuition. The gradual approach, combined with strong relationships and purposeful learning, allowed education to feel meaningful rather than imposed.
The pupil has now transitioned into a long-term alternative provision pathway and is engaging positively with education, demonstrating increased independence, emotional regulation, and aspiration for the future. This case highlights how the right environment, strong relationships, and interest-led learning can successfully re-engage young people who have previously disengaged from education and support them towards sustainable outcomes.