Is your child struggling to attend their education setting?

What adjustments can be made can be made that improve wellbeing, attendance and celebrate neurodiversity?

Supporting Neurodivergent CYP (Child, Young person), their family and education setting with an informed approach on why they are finding it difficult to attend education.

Bespoke 1:1 support is provided with CYP giving time to build trust with a therapeutic mentor and discover their experience of education. The service helps to assess hidden barriers whilst also seeking to help them understand their strengths and opportunities for them to not only attend but also thrive. Whilst seeking to be flexible, sessions are delivered online with face-to-face options dependant on location.

Time is provided to Plan, Do and Review around difficulties that are having most significant impact on a child’s ability to attend. Calmer Lives extends its support to both parents, carers and the education setting, advocating for collaborative and pro-active solutions.

Trust & Adjust package

Cost= £450

  • 8 hours tailored support

  • Meetings with young person, parents, carers and education staff

  • Completion of student ATTEND tool

  • Free resource pack 

How is the time divided between child, parent and professionals?

Each case will be unique. Allocating time for therapeutic sessions and review meetings therefore will be flexible within a package of 8 hours support. Here is an example of how time may be utilised.

x6, 30 minute sessions with young person 

x2, one hour sessions with parents, carer

x1, one hour session with education staff

x1, two hour pro-active & collaborative solutions meeting for all participants

ATTEND Form for Students.docx ATTEND Form for Students.docx
Size : 29.625 Kb
Type : docx
ATTEND Form for Parents, Carers.docx ATTEND Form for Parents, Carers.docx
Size : 42.106 Kb
Type : docx
ATTEND Form for Professionals.docx ATTEND Form for Professionals.docx
Size : 37.226 Kb
Type : docx
 

'Well-meaning responses by school may amount to an invitation for them to return when they feel able, but this positions the issue as a problem within the child - and for the child to solve. In reality the reason for absence often lies in school and outside the control of the young person. Without an informed effort to understand why they stop attending, the likelihood of a successful reintegration is remote.'

Moyse 2021

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