We work collaboratively with Special Schools, Pupil Referral Units (PRUs) and Alternative Provisions providing bespoke solutions and interventions to address the needs of children and young people who have been identified with Social, Emotional and Mental Health needs' (SEMH) ,ADHD, who are struggling to engage in education, who struggle to stay in class due to sensory sensitivities, mental health issues, emotional dysregulation, who are at risk of exclusion or who have been excluded from school, disruptive with their behaviour, have low attendance and low emotional resilience. or other barriers to education and require different or additional support to meet these needs, with or without an Education, Health and Care plan (EHCP). Mentee are matched with mentor who is experienced in working with children and young people with SEMH.

Our mentors and tutors have an excellent track record of working with the most hard to engage young people and finding ways to challenge and motivate while improving relationships with key influencers in their lives. They will help pupils develop coping strategies, enhance their motivation, raise their aspirations and encourage them to re-engage in learning. They offer a sympathetic ear to young people with a range of behavioural, emotional and learning difficulties.

To arm young people with a belief in their own ability to complete tasks, achieve goals; help them find purpose and direction to overcome life's obstacles- be that reintegration into mainstream school, further education, help them to overcome barriers to achieving their full potential.

The program requires mentor and mentee commit to meeting up on a weekly basis with each meeting lasting approximately between 1-8 hours per day for up to one to five (1-5) days per week, depending on the needs of the mentee. For young people experiencing greatest difficulties in the classroom, refusing school, college or with or without an EHCP, our half-day sessions offer support which complements other forms of education. To ensure the best possible outcome for the young person in the program, we require mentors and mentee to make a minimum commitment of at least one year.

Sessions may take place in a variety of locations in the community such as libraries, schools, colleges or other appropriate setting as demanded by their parents/guardians. Through regular sessions that focus on specific areas of individual needs, interests and goals, a relationship is developed between the mentor and the mentee, which is built on trust and common interests. They also focus on the range of complex issues that usually lay behind problems with learning and achievement (e.g. bereavement, lack of confidence/low self-esteem, low aspirations, mental health issues, relationship difficulties, bullying, peer pressure, family issues/concerns, alcohol/substance use). We will liaise with parents/carers and work closely with other staff and professionals, like Social Workers, Youth Offending Service Workers and Education Welfare Officers, as appropriate.