While Luca was attending a mainstream secondary school, he struggled with the overwhelming nature of the large, busy environment. Although he frequently sought help from the special needs department, mainstream lessons remained difficult for him to access. Even with a flexible timetable in place, his attendance continued to decline. By the end of Year 8, it had become clear that the school, despite good intentions, was unable to fully meet his needs or provide the level of support he required to thrive.
Everything began to change when Luca joined Mapesbury School, in Pelican Class. His transition was carefully planned, with thoughtful adjustments made to help him feel safe, regulated and ready to learn. Pelican Class offered a much smaller, calmer setting, which immediately helped reduce the sense of overwhelm he had previously experienced. A personalised visual timetable gave structure and predictability to his day, easing anxieties around transitions and supporting his timekeeping. Regular movement breaks were built into his routine, and sensory toys were made available whenever he needed them to self-regulate. On days when tasks felt particularly demanding, he was able to move into quieter areas where he could think more clearly and work with fewer distractions.
These changes quickly began to have a profound impact. Luca’s attendance improved significantly, and his mother shared that he was now preparing for school each morning with motivation and positivity - a remarkable shift from his previous reluctance. He became increasingly aware of what helped him feel settled and successful in class, and he started to articulate his needs with growing confidence. Socially, he formed strong and meaningful friendships within his class, which further enhanced his well-being.
Luca’s enjoyment of school life has also widened. He particularly loves art and sports, and his renewed confidence has encouraged him to put more effort into subjects he once found difficult, such as English and Maths. The combination of support, structure and nurture has allowed him not only to re-engage with learning but to rediscover a sense of capability and belonging.
