“Devon is now more confident, communicates with more staff, and is learning how to manage his emotions in ways that work for him.” Nikeisha, Head Teacher
When Devon joined us in Year 5 (May 2022), he was a bright and thoughtful young man who faced some big challenges. He found it very difficult to communicate, often choosing not to speak at all. Instead, he would sometimes hiss when he was upset or overwhelmed. It was hard for him to stay in class, and when he became frustrated, he might rip up his work or pull posters off the wall. At times, Devon even tried to leave the building altogether. School didn’t feel like a safe or successful place for him.
We could also see that Devon had real strengths. His reading age was far above his years, and his assessments showed great potential. What he needed was the right environment and support to help him feel safe, understood, and ready to learn.
Building Trust
The first step was making sure Devon knew that staff believed in him. We took a gentle, low-demand approach while keeping expectations high. He was given quiet spaces to use when he needed them, along with tools like the Zones of Regulation to help him recognise and manage his emotions. Staff encouraged Devon to use whatever form of communication felt right—whether that was words, gestures, or technology—so he always had a way to express himself.
Clinical Support
Alongside this, Devon also benefitted from specialist clinical input. He took part in a speech and language therapist–informed social skills programme, designed to help him develop his confidence in interacting with others in a safe, structured way. He also worked one-to-one with an occupational therapist, who helped him with sensory regulation and fine-motor skills. These interventions gave Devon practical strategies that made day-to-day life in school easier and more predictable, reducing his anxiety and giving him the confidence to stay in class for longer periods.
He also had additional support with learning tools—like access to a laptop for longer pieces of writing, coloured overlays for reading, and touch-typing sessions—which gave him different ways to succeed and share his ideas.
Finding His Voice
Over time, Devon began to trust more adults and even started to communicate with staff he didn’t know as well. The hissing stopped, replaced with new ways of letting people know what he was feeling. He became more confident in using his regulation strategies, and this meant he was able to stay in class and learn alongside his peers.
Perhaps the biggest sign of Devon’s progress is that he has chosen to try handwriting again. This wasn’t something anyone pushed him to do—it was his decision, showing how much more confident and independent he feels in himself.
Thriving in School
Devon’s journey shows just how much a young person can achieve when they feel understood and supported. With the right relationships, strategies, and encouragement—together with the clinical interventions that gave him practical tools—he has gone from struggling to engage in school to becoming an active learner who is proud of his own progress.
