Student Story: XX (Year 10 transition)
When XX first came to KRS Education Alternative Provision, she was at real risk of becoming completely disengaged from education. Difficult experiences in her community had begun to affect her behaviour and relationships in school. This led to repeated arguments and fights, followed by exclusions. Over time, XX stopped attending altogether — not because she didn’t care, but because she felt she was constantly “in trouble” and blamed, even when she believed situations weren’t her fault.
Outside of school, XX’s passion was clear: sport — especially football. But as her school experience deteriorated, even the things she loved started to take a back seat.
The referral: rebuilding engagement, attendance and trust
XX was referred to KRS Education AP to help her:
- re-engage with learning (especially core subjects)
- rebuild relationships with peers and adults
- improve attendance and routine
- develop confidence and emotional regulation
Starting point: quiet confidence and clear interests
On day one, XX presented as quiet, but she was confident in explaining what she enjoyed and what she found difficult about school and community life. Importantly, she identified something positive straight away: English. She loved writing and took pride in her work. She also loved football and rapping.
We used that as a bridge.
When staff suggested combining her love of writing with rap lyrics, XX was surprised — she’d never made the connection — but she quickly became engaged. That moment mattered: it was the first step in shifting her identity from “student in trouble” to “student with strengths”.
Progress: from participation to leadership
Within a few weeks, XX’s confidence grew significantly. She not only engaged in English — she began leading learning, delivering an English session on writing and performing original rap lyrics. She invited staff to take part and asked whether they could perform too. This was a powerful indicator of progress: she wasn’t just completing tasks, she was taking ownership, seeking challenge, and building positive relationships.
Alongside English, XX began improving across other subjects including:
- Maths
- Science
- Art
- Spanish
In Art, she consistently produced work she was proud of and regularly asked for it to be displayed so others could see it — another sign of growing self-worth and motivation.
Challenges: a “blip” and a reset plan
As with many young people who have experienced repeated exclusions, progress wasn’t perfectly linear. XX had a period where behaviour deteriorated and exclusions returned. Rather than writing her off, we responded quickly with a structured meeting involving XX and school to agree next steps and support.
In that meeting, XX said something that shaped our approach:
“I just want to start coming back to school… I’m Year 10 in September and I want my qualifications.”
She also shared that she didn’t feel she was achieving anything while out of school. This highlighted a key need: young people often need visible, tangible success to stay motivated — especially when their confidence has been damaged.
Building momentum: certificates, rewards and clear goals
We introduced certificates to recognise progress and effort. The impact was immediate. XX took her certificate home and spoke proudly about it, saying:
“I am so proud of myself.”
We also set a clear, achievable reward target: if XX kept exclusions below an agreed threshold, she could attend a football training day during May half-term. This gave her a positive focus and a reason to keep going during difficult moments.
School also agreed that if the half-term went well, they would begin a phased return earlier than planned.
Wider development: confidence, regulation and positive identity
As weeks progressed, XX became more confident socially and physically. She began:
- joining football sessions more consistently
- requesting 1:1 coaching
- taking part in kickboxing sessions (thank you Excel Martial Arts)
XX described kickboxing as:
“Great for my anger… it helps me release stress when I can’t pin down what’s stressing me out.”
This was a major step — not only engaging in provision, but developing insight into her emotions and learning healthy strategies for regulation.
Her football development also accelerated, to the point where she wanted to trial for a Saturday team.
Outcomes: reduced exclusions, reintegration and future focus
XX completed the half-term with no exclusions. School extended their offer and brought her back into school earlier than expected. When she returned, she:
- managed anxiety about being back in the building
- opened up to staff about her emotions
- met new staff and rebuilt trust
- sustained improved behaviour and engagement
She earned her reward and attended the football training camp (Thankyou YP Academy) Although she felt anxious about a new environment and meeting new people, she also felt proud — and staff observed a clear difference in her confidence and listening skills. She was able to follow instructions and stay focused without distracting herself or others.
During this period, XX also secured a place at team trials, and continued collecting certificates and rewards for progress.
Importantly, as her routine, confidence and goals strengthened, her involvement in risky community behaviour reduced significantly. She began focusing on her future and staying on the right track.
Where she is now
By the end of the placement, XX was on track to leave with:
- improved attendance and engagement
- stronger emotional regulation and coping strategies
- renewed confidence in education
- a phased reintegration back into school
- several qualifications and recognised achievements
- clear goals for Year 10 and beyond
This is what we aim for at KRS Education: not just “better behaviour”, but better outcomes — academically, emotionally and socially — so young people can move forward with pride and purpose.