Case Study: Transforming Disruptive Behaviour for Young Person at Risk of Exclusion

Background

Tom, a 14-year-old student in a mainstream secondary school, began exhibiting increasingly disruptive behaviour. His actions ranged from talking back to teachers and refusing to follow instructions to more serious incidents like leaving the classroom without permission and instigating conflicts with peers. These behaviours escalated to a point where the school considered permanent exclusion.

Initial Concerns

Tom's teachers and parents were deeply concerned. His disruptive behaviour was not only affecting his own learning but also the learning environment of his peers. Traditional disciplinary measures had proven ineffective, and it became clear that a different approach was needed to address the underlying issues.

Intervention

Alternative Provision (AP) Before proceeding with permanent exclusion, the school referred Tom to an Alternative Provision (AP) centre known for its tailored, student-centred approach at Keane Futures. The goal was to reengage Tom in education and address the root causes of his disruptive behaviour.

Strategy and Implementation

Interest-Based Tasks: Keane Futures utilised Tom's interests as a foundation for his learning. They discovered his passion for mechanics and hands-on activities. By incorporating these interests into the curriculum, they were able to capture his attention and foster a more positive attitude toward learning.

Structured Breaks: Recognising Tom’s need for frequent breaks, Keane Futures implemented a schedule with short, focused learning sessions interspersed with breaks. This approach helped Tom manage his energy levels and maintain concentration during academic activities.

Personalised Learning: Keane Futures identified significant gaps in Tom’s learning. Personalised education plans were drafted to address these gaps, focusing on core subjects like Math, English, and Science, while also integrating practical qualifications related to his interests.

Behavioural Support: Keane Futures staff provided consistent behavioural support, teaching Tom coping strategies, self-regulation techniques and social skills. They used positive reinforcement to encourage desirable behaviours and gently redirected him when he exhibited disruptive tendencies.

Outcomes

The tailored approach of the Alternative Provision at Keane Futures led to significant improvements in Tom’s behaviour and academic performance. Over time, he reengaged with learning and developed a more positive attitude toward education.

Academic Achievement: Tom successfully passed five GCSEs, an accomplishment that seemed unattainable before his placement at the AP centre. These included essential subjects like Math, English, and Science.

Practical Qualifications: In addition to his GCSEs, Tom earned several practical qualifications in mechanics and related fields. These qualifications not only boosted his confidence but also provided him with valuable skills for his future career.

Apprenticeship: Armed with his newfound qualifications and a renewed sense of purpose, Tom secured an apprenticeship in a local automotive workshop. This opportunity aligned perfectly with his interests and provided a clear pathway to a promising career.

Conclusion

Tom’s case illustrates the transformative power of a student-centred, interest-based approach to education, especially for those at risk of exclusion. By addressing both his academic needs and behavioral challenges, the AP center was able to reengage Tom in his education and set him on a path to success. This case highlights the importance of alternative provision in providing a lifeline for students who struggle in mainstream settings, ultimately preventing permanent exclusion and opening doors to future opportunities.