Case Study 1:
Teenager Navigating Diagnosis & Anxiety
Presenting Situation
A young teenager came to counselling after struggling with anxiety around school and friendships. They had recently received a diagnosis which they were finding difficult to understand. They worried it defined who they were, and this led to negative thoughts, low confidence and avoiding school and social situations.
What we did:
What We Worked On
Across 10 sessions, we focused on:
- Exploring identity and their diagnosis, helping them recognise their strengths, interests and starting the journey on who they are.
- Learning practical anxiety tools, such as breathing techniques, what they can do in the moment of feeling anxious and planning for difficult moments.
- Talking about friendships, what they wanted a friend to look like, what makes a healthy friend, how to notice 'red flags', and how to feel more secure around peers.
- Building kinder self-talk, helping them challenge thoughts like “I’m weird” or “I am not meant to fit in.”
Outcomes achieved:
By the end of therapy, the young person said:
- They felt happier, more confident and more comfortable with who they are.
- Had a clearer understanding of themselves and their diagnosis.
- Was using their coping strategies independently when they felt anxious or low.
- Began re-engaging with school, with attendance gradually improving.
- Starting to feel more secure in their friendships and more confident setting boundaries.
Case Study 2:
Embedding Emotional Wellbeing and SEND Support Across a Youth Organisation
An organisation working with children and young people up to 18 was at risk of a disability discrimination claim after a member of staff was unaware that a child was neurodiverse — despite the parent having already shared this information via the welcome documents. Although the team of staff and volunteers were committed, there was no consistent system for gathering or sharing key information, and no clear approach to emotional support, SEND provision or safeguarding responses. This left staff unsure of how to manage challenging situations confidently or safely.
What we did:
Reviewed policies and processes to identify gaps in information sharing and SEND support
Created a clear wellbeing and safeguarding framework for consistent communication and escalation
Embedded Autism, ADHD, and SEND inclusion into everyday practice with access to 1:1 support
Delivered staff and volunteer training on neurodiversity, anxiety, and emotional regulation
Introduced practical tools such as grounding strategies, calm spaces, and check-in resources
Outcomes achieved:
A clear, consistent, and inclusive approach to emotional wellbeing and SEND is now in place
Staff and volunteers feel confident supporting distressed or neurodivergent children
Parents feel heard, respected, and reassured their children’s needs are understood
The environment is calmer, safer, and more supportive for all young people