From Compliance to Participation

The Grange Therapeutic School

Developing a relational pathway for pupils experiencing emotionally based school avoidance

The Grange Therapeutic School explored the pedagogy and learning pathway needed to support pupils experiencing emotionally based school avoidance.

The inquiry examined the school’s Engage provision, a trauma-informed and neurodiversity-affirming pathway built around pupils’ interests, wellbeing, life skills and gradual access to academic learning. Education and clinical thinking were brought together through formulation, relational safety, co-regulation and meaningful learning opportunities.

Attendance increased, incidents reduced and engagement became more visible and sustained. The project reinforced the importance of viewing attendance as an outcome of safety, trust, belonging and participation, rather than as the starting demand.

Key insight: Belonging is the intervention. Attendance is the outcome.

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