Background
K is a young carer who provides both practical and emotional support to his grandfather, who experiences significant mental health difficulties, including anxiety and depression, and has reduced mobility following a stroke. His grandfather is often unsteady on his feet and relies on K for assistance within the home.
K was referred for advocacy support to help him communicate about issues he finds difficult to understand and express. He experiences challenges with emotional regulation, particularly managing anger and frustration, which can result in physically destructive behaviours within the home. There is a history of self-harm, and K’s ongoing anxiety previously led to involvement from CAMHS, where he received diagnoses of ADHD and Autism. K also finds it difficult to adjust to his prescribed medication.
Within the school environment, K experiences ongoing difficulties and has a poor behaviour record. He is currently attending on a reduced timetable. Although he wishes to participate in meetings relating to his education and wellbeing, he often feels awkward and embarrassed, which affects his ability to communicate effectively. This can lead to him feeling overwhelmed, frustrated, and leaving meetings prematurely.
Challenges Identified
K’s role as a young carer presents a range of interconnected challenges that affect his emotional wellbeing, behaviour, and educational engagement.
Caring Responsibilities
K provides regular practical and emotional support to his grandfather. These responsibilities place additional emotional strain on him and limit his ability to prioritise his own needs and development.
Emotional and Mental Health Needs
K experiences significant anxiety and finds it difficult to regulate his emotions, particularly anger and frustration. When overwhelmed, he may display physically destructive behaviours. His history of self-harm and previous involvement with CAMHS highlight his emotional vulnerability.
Communication and Self-Expression
K finds it difficult to articulate his thoughts and feelings, especially in formal or sensitive discussions. Feelings of embarrassment and discomfort limit his ability to advocate for himself and engage meaningfully in conversations about his wellbeing.
Educational Difficulties
K struggles to engage positively within the school setting and is currently on a reduced timetable. Although he wishes to contribute to discussions about his education, he can become overwhelmed, leading to disengagement and early withdrawal from meetings.
Behavioural and Social Impact
When K feels misunderstood or unable to express himself, his frustration can escalate into anger. This affects his relationships with adults and professionals and can reinforce feelings of exclusion and lack of control.
Advocacy Support and Action
Through consistent advocacy support, K was provided with a safe and supportive space to explore and express his thoughts, feelings, and concerns. The advocate worked with K to help him better understand his emotions, identify his views, and build confidence in communicating these to others.
K was supported to prepare for meetings relating to his education and wellbeing. Strategies included agreeing key points in advance and enabling the advocate to speak on his behalf when he felt overwhelmed. This approach reduced K’s anxiety about meetings and increased his sense of being heard and respected.
Outcome
As a result of the advocacy intervention, K showed improved engagement in discussions about his support and education. While he continued to find formal settings challenging, he was less likely to disengage or leave meetings prematurely.
K also developed greater self-awareness of his emotional responses and was better able to recognise when he needed time or support to regulate his emotions.
Overall, the advocacy support empowered K, strengthened his voice in professional settings, and contributed to a greater sense of control over decisions affecting his life. This case highlights the importance of ongoing, trauma-informed advocacy to support young carers with complex emotional and behavioural needs.