Background
M was referred to the SAVE Project for advocacy support following concerns about her emotional wellbeing, confidence, and ability to engage effectively in both academic and social settings. The referral highlighted that M often struggles to express her feelings, finds it difficult to complete simple tasks, and is easily influenced by peers. Her school also reported below-average attendance, which has further impacted her learning and social development.
Presenting Issues
- Low self-confidence and limited self-esteem
- Difficulty understanding and completing simple tasks
- Challenges with communication and emotional expression
- Vulnerability to peer influence and inappropriate social behaviours
- Below-average school attendance
Support and Interventions
The SAVE Project has been involved to provide ongoing advocacy and support for M. Interventions have focused on:
- Building M’s confidence and helping her develop a stronger sense of self.
- Encouraging open communication and providing a safe space for her to express her feelings.
- Working collaboratively with the school and family to identify barriers to engagement and attendance.
- Implementing practical strategies to enhance her understanding of tasks and improve decision-making skills.
Progress and Ongoing Support
To ensure consistent and effective support for M, the following actions are being maintained:
- Continued Advocacy Support:
The SAVE Project will continue to advocate on M’s behalf, ensuring her voice is heard and her individual needs are addressed across all areas of support. - Multi-Agency Collaboration:
Regular communication will be maintained between the school, family, and relevant support services to coordinate interventions and ensure a consistent approach. - Monitoring and Review:
M’s progress will be reviewed regularly, with strategies adapted as needed to support her ongoing development in confidence, communication, and engagement.
Outlook
With continued advocacy and coordinated support, M is expected to make gradual improvements in her confidence, communication skills, and overall participation in school life. Ongoing monitoring and collaboration between all agencies will remain essential in ensuring M’s needs are fully met and her wellbeing is prioritised.
Sharon Wilson
Independent