Seeing beyond the behaviour: Lewis’s journey at Progress Schools

When Lewis joined Progress Schools Tees Valley in September 2022, he arrived with more weight on his shoulders than any young person should have to carry. Removed from his mother at birth, he spent his early childhood moving between relatives including his maternal grandma, auntie, and brother. He witnessed and experienced serious domestic violence and lived with ongoing uncertainty. His father’s criminal history, alongside his paternal nana’s cancer diagnosis, had deeply affected him and left him feeling distressed and unsure of what the future would hold.

By the time he was referred to Progress Schools, Lewis had been out of education for a prolonged period. He was coping not only with complex emotional trauma but also with physical challenges such as arthritis and a skin condition that made him feel self-conscious. What Lewis needed most was stability, patience, consistent boundaries, and a team who could see past the behaviour and understand the young person underneath.

When Lewis first joined, his behaviour communicated distress more than anything else. He struggled with extreme disruption, absconding, defiance, and difficulties managing his emotions in a learning environment. The staff recognised this and made it a priority to put in strategies to create an environment where he could feel safe.

His timetable was reduced so he could re-engage gradually without feeling overwhelmed. Twice a week he attended Right Trax, where he worked hands on with motorbikes, something he is genuinely passionate about. This became a major incentive for attending school and helped him imagine a future he could be excited about.

Staff were readily available to work one to one with him whenever he needed time away from the classroom. He was also given a personalised positive behaviour plan with achievable weekly targets such as remaining in lesson for 15 minutes and completing 15 minutes of work. Rewards were tailored to what helped him regulate, including listening to music with staff members Nicola or Olivia, something that proved calming and grounding for him. His achievements were celebrated through certificates and weekly recognition, reinforcing his progress and encouraging further positive behaviour.

This support was also strengthened by the involvement of external partners including social workers, the CLC Assessment Centre, an educational psychologist, and mentors.

The transformation Lewis has made over the past year has been remarkable. Between September 2023 and February 2024, he had 55 recorded behavioural incidents. Between September 2024 and February 2025, he had just 2. In January 2024, Lewis received 10 suspensions. In January 2025, he received none. His attendance has also climbed significantly, rising from 7.1% in September 2024 to 25.5%.

Perhaps the biggest milestone came recently, when Lewis completed his first maths lesson in over a year. He filled an entire page of work and even answered questions independently. He has also begun removing himself from negative influences and now even encourages his peers to behave, showing a level of self-awareness and responsibility that once seemed far out of reach.

Every member of staff has noticed the difference. Lewis’s confidence has grown, his communication has improved, and he is learning to regulate his emotions more consistently. He is beginning to trust adults again and is showing himself that he is capable of far more than he once believed.

Looking ahead, Lewis is preparing to move into Year 11 in September. He has set his sights on becoming a mechanic and hopes to work with motorbikes in the future. He is exploring the possibility of beginning an apprenticeship at Right Trax. As he continues to build on his progress, we will gradually increase his timetable and look for additional off site learning opportunities that match his interests and goals.

Lewis’s journey is a powerful reminder of what can happen when a young person is finally met with understanding, patience, and the right support at the right time. His progress shows the impact that trauma informed practice, personalised interventions, and a genuinely nurturing environment can have on a learner who has faced significant challenges.

When alternative provision is delivered with consistency and compassion, behaviour becomes something to understand rather than punish, and young people like Lewis begin to trust, re engage, and grow.

With the foundations he has built this year, Lewis is no longer defined by his past. He is building a future he can be proud of, one small step at a time.

(All names in this case study have been anonymised to protect the identity of the young person.)