Introduction
Scott*, aged 14, was referred for support after struggling with emotional regulation, anxiety, and social interaction. Through LCP’s multi-disciplinary assessment and therapeutic interventions, Scott began to rebuild his confidence, communication and trust in others.
The challenge
Scott had long-standing sensitivities to loud noises and found it difficult to form and maintain friendships. Over time, these challenges affected his emotional well-being and behaviour in school. Following several managed moves, Scott was permanently excluded and needed a new setting that could meet his complex needs.
At home, his mother was managing her own mental health difficulties, including anxiety and bipolar disorder, while his older sibling had a diagnosis of ADHD and autism. Understandably, the family were feeling overwhelmed and unsure of how to support him.
Our approach
Once Scott joined his new school, the team initiated a full assessment through LCP Assessment and Therapies.
An Assistant Psychologist identified social, emotional and mental health (SEMH) needs including anxiety, behavioural challenges and possible undiagnosed conditions.
A family support worker was introduced, though engagement was limited at that stage.
A Speech and Language Therapist then assessed Scott’s communication, identifying severe receptive and expressive language difficulties and challenges with emotional regulation.
From this, a programme of targeted support was introduced, including daily communication strategies, one-to-one therapy for emotional regulation and anxiety, and a formal request for an Education, Health and Care Plan (EHCP) to ensure ongoing provision.
The outcome
Through consistent therapeutic input and a safe, supportive school environment, Scott made significant progress. He developed coping strategies for managing emotions, improved his communication skills, and began to form positive relationships with teachers and peers. His self-confidence and sense of belonging grew, and his parents noticed a clear difference both at home and in school.
Reflections
Scott’s story highlights the power of early assessment and joined-up therapeutic support. By understanding the full picture of a young person’s needs and involving the family at every step, we can help children like Scott to re-engage with learning and feel understood, valued and capable of success.
Positive feedback
Scott: “This has been great. I feel more relaxed. I think I have the tools I need.”
Scott’s parent: “You’ve brought his confidence up in teachers and talking to people and reaching out and trusting adults – I’d definitely recommend it to others. My confidence has opened up too as a parent. I used to feel completely shut down with teachers – now I can talk and communicate again.”
*Name changed for confidentiality.
