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case studies

 Case Studies

Background
T joined our centre in November 2023 after being out of formal education for several years. Her withdrawal from school had been the result of significant school-based anxiety, compounded by undiagnosed neurodivergent needs. When T first arrived, she presented as very quiet, withdrawn, and hesitant to trust unfamiliar environments and people.

Initial Approach
Recognising T’s unique challenges, we implemented a slow and highly individualised integration plan. This included:

  • Careful, trauma-informed transitions
  • Collaborative planning with T and her family
  • Prioritising emotional safety and relationship-building
  • Low-pressure attendance and participation expectations initially

Progress & Development
Over time, and with consistent support, T gradually increased her attendance and level of engagement. She began participating in more of our sessions and showed growing comfort within the centre environment. Importantly, T’s confidence has not remained confined to our setting—she is now able to engage positively in community-based Outreach sessions, a significant step forward.

Outcomes

  • Increased attendance and participation in multiple weekly sessions
  • Active engagement in a variety of workshops
  • Noticeable growth in self-confidence, communication, and trust
  • Demonstrated resilience and ability to generalise skills into the wider community

Conclusion
T’s journey highlights the power of a flexible, person-centred approach in re-engaging young people with complex needs. Her progress is a testament to the importance of patience, partnership with families, and creating environments where neurodivergent individuals can thrive on their own terms.

 

 

When __ joined us, he was a very quiet and shy character. He struggled with communication and English at school, and he was almost mute in lessons. However, he has a real passion for rap and hip-hop music. In his first sessions he was very nervous, and it took him some time to build up the confidence to record his rapping. As the sessions progressed, so did his confidence and his lyrics and rapping became more and more complex. He even progressed to singing and loves using auto-tune to get that particular sound. It’s amazing to listen to his early recordings and compare these to his recent tracks, his rapping is faster with better diction and complexity. His lyrics demonstrate excellent language skills, and he often uses a thesaurus and websites to help him with rhyming words to enhance his lyrics further. He has also started to invest in a computer and music equipment so he can use the skills he’s learnt here in his own time.

__ had a hard time at school as he was consistently bullied by different groups. He was facing exclusion for retaliating and struggled to cope. Aged 12, in an attempt to find protection from bullies, he joined a gang and was quickly exposed to drugs and violence. Some of his family members were heavily involved in county lines drug dealing and the situation got so bad that his family were forced to relocate.

He talks openly about having an addiction to Cannabis since the age of 14. He says smoking cannabis helps ‘soothe the stress’ in his life. __ has dyslexia and a chromosomal abnormality that hinders his development. In 2013 he was diagnosed with Global Delay. These challenges, coupled with persistent bullying, made accessing mainstream education even more challenging for him. He has several organisations involved to support his progress, including social workers and youth workers and attends weekly counselling to work through his feelings.

When he first started at innov8 he seemed to find it daunting and said he doesn’t like new places. Speaking of innov8 now he said, ‘it’s given me a safe space to come where I can gain new knowledge and skills too’. He is a delight to have at Innov8 and has totally found his passion in our Music workshop. He has recorded 8 original songs in the studio and has even performed on Radio West Suffolk as part of an interview about Innov8. He also attends our Outdoor workshop where he has learnt about horticulture, grown seasonal vegetables and had the opportunity to go fishing. He is a kind, charismatic young man who has built several positive relationships at innov8.

We are extremely proud of the young man he has become in the time we have known him and look forward to seeing where his musical talent takes him. 

__ struggled with anxiety and was very shy and nervous when starting his music sessions. He struggled with school and to make friends. He’s attended several schools, all of which haven’t worked out as he found the classroom environment overwhelming. It took a few music sessions, but slowly we built a good rapport, and I could see his confidence starting to grow. We’ve worked on a huge range of projects including composing, sound design, podcasts and even singing. It’s amazing to see his confidence grow so much that he is now happy to sing and record in front of others. As he attends many workshops, he also communicates with other students and his confidence has come on leaps and bounds in this regard. He has become one of the most popular students both with the mentors and other students.

__ was not successful in school. He found the environment very distressing and would often hide or hit out.

When he first arrived he was very quiet and it took a good while to build up trust with his mentor. He would sometimes say very little throughout the whole session but he always turned up. Patience is key, and after a while conversation started to flow and he was willing to open up and share what was on his mind. We believe that he now feels safe at Innov8 workshops and so has taken the time to get to know all the mentors. He tells us that he loves coming here and prefers the one-to-one setting and that he can choose what he wants to do in each session. He is a wonderful student and a real pleasure to have at the workshops and now says hello to everyone who works here. Every session is not perfect, but he is now willing to talk about why this is. We can then adapt each session to fit the mood or issue to get the best out of it for him.

We have always kept the parents and staff informed of what is going on with day sheets or a general discussion when they pick him up. His parents are delighted with the change they have seen.

When Jack was at Primary School a teacher noticed that he struggled to get up from the floor at the end of assembly and was often the last one out of the room. She mentioned this concern to Jack’s parents, and they took him for a blood test. He was diagnosed with Duchenne Muscular Dystrophy aged 5.  

Jack recalls having a happy childhood before his diagnosis. He is the youngest of 5, with 3 sisters and a brother. Jack remembers his dad selling his car to fund a 2-week trip to Disneyland Florida while Jack was still able. He thinks this was dad’s way of bringing some happiness to the family following his life-changing diagnosis.

Jack was well-supported through primary school and enjoyed being there, but his condition slowly worsened, and he began using a mobility scooter in Year 6, aged 10. While this helped for a short while, Jack made the decision to start using a motorised wheelchair in Year 7.

The challenges of Covid really hit Jack hard. He describes himself as a ‘worrier’ and said the pandemic led him to starve himself and stop sleeping. His anxiety got so bad that it frequently made his physically sick. Jack’s condition has weakened his immune system meaning he was more vulnerable to Covid. This contributed to Jack’s anxiety and meant that he and his family followed strict restrictions. When his school eventually reopened post-Covid he really struggled to attend. Jack describes crying hysterically in the car on the way to school each day. There was an incident at school where Jack vomited on himself. He described the intense embarrassment he felt that day, not being able to clean himself up and waiting for someone to help. This incident, combined with his debilitating anxiety led Jack to withdraw from school entirely. Despite being out of full-time education Jack managed to achieve a GCSE in Maths and English.

In his spare time Jack loves to play wheelchair football. He plays competitively for Norwich FC and says this has helped him get back out there and make friends with people of all ages who share his condition.

Jack is aware that his condition is life-limiting. As he gets older, he gets weaker. Since being at Innov8 Jack’s mobility in his hands has worsened. Jack is a joy to have at innov8 and he has built positive relationships with several members of staff. He says he doesn’t like to think too much about the future and knows that ‘everyone is different, I don’t want to know how long I’ve got, I just want to go with the flow’.

Jack started at Innov8 in October 2023 after deciding against going to college. He is passionate about mechanics and loves coming to the Innov8 Bike workshop. His dream is to sell cars and his face lights up when talking about all the supercars he sees on TikTok. Jack thinks Innov8 has really helped his confidence grow and when asked about it he said ‘if it wasn’t for this place, I’d still be in a state. Innov8 has helped me feel like myself again and have a safe space where I know people will listen to my worries.’

We are so proud of Jack’s progress; he has gained skills and confidence, and we love to see his cheeky smile and laugh at his sarcastic jokes when he’s here. His outlook on life is an inspiration to us all. 

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