Gemma's Story - Education for young people struggling with complex needs

The challenge

Gemma (not her real name) joined Heckington House School in April 2024 following a permanent exclusion. At the time, Gemma was experiencing significant mental health difficulties, which had a profound impact on her wellbeing and behaviour.

Gemma expressed intent to harm herself and was involved in several serious incidents, including medication overdoses that required hospital treatment.

During her first term 35 significant behaviour incidents were recorded and Gemma continued to experience substantial challenges and ongoing mental health difficulties. As a result, behaviour incidents increased considerably, averaging approximately 200 per term, and she received three suspensions

What we did

A coordinated support plan was implemented to address Gemma’s needs including:

Ongoing pastoral support from the onsite team
A referral to CAMHS (Child and Adolescent Mental Health Services)
Regular monitoring and review meetings

Initially, Gemma declined CAMHS support, so, following careful review, she was placed on a reduced timetable to better support her emotional regulation and engagement, including, offsite alternative provision, 1:1 mentoring and one day per week onsite.

Gemma agreed to attend CAMHS counselling, and this marked a significant turning point in her engagement with support services.

“Pupils benefit from an impressive array of opportunities to develop their cultural understanding. ”

Ofsted

The outcome

In September 2025, her onsite attendance increased to two days per week and by December 2025, this had risen to three days per week. During this period, behaviour incidents reduced dramatically to 11 recorded incidents across the term, with zero suspensions

Gemma is now attending school four days per week, with Wednesdays remaining dedicated to consistent CAMHS counselling.

Gemma has:

Maintained regular engagement with counselling
Completed her mock examinations
Successfully applied to college
Expressed confidence and optimism about her future

The structured, phased reintegration approach, combined with pastoral care, mentoring, and external therapeutic support, has resulted in a significant reduction in behavioural incidents and a marked improvement in Gemma’s emotional wellbeing, attendance, and academic engagement and she is now focused on preparing positively for her next stage of Education