Case Studies.
Here’s some examples from our 15+ years of experience.
The following case studies offer an insight into how Snowford Grange counsellors work with children and young people across a range of settings and presenting issues. They illustrate the breadth of difficulties we support, and the difference that early, consistent counselling can make to pupils’ wellbeing, behaviour, attendance and inclusion.
All names have been changed to protect identities.
Primary Schools.
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Play-Based Counselling for Low Mood and Anxiety.
The situation
Sundeep was referred to counselling due to concerns around low mood, anxiety, refusal to eat at school and social withdrawal. Staff observed that he frequently appeared anxious and struggled to form friendships, which was affecting his wellbeing and his ability to participate fully in school life. His difficulties with peer relationships and emotional regulation were creating clear barriers to his inclusion and engagement in the classroom.
Our approach
Sundeep received weekly play-based counselling sessions over a 10-week period. Using creative sandplay, art and other child-centred expressive activities, sessions provided a comfortable, non-threatening space in which Sundeep could begin to express his feelings, build trust and develop confidence in his interactions with others.
What changed
Marked improvement in self-esteem and mood, noted by school staff and counsellor.
Enhanced positive social engagement and peer interactions at school.
Refusal to eat at school resolved, with regular eating observed both in school and at home.
Increased emotional regulation and reduction in anxiety, as reported by parents and staff.
Greater participation in classroom and school life, supporting his inclusion alongside peers.
Sundeep’s parents expressed relief and satisfaction with the progress, noting he was happier and more confident at home and at school.
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Support for Self-Regulation and Social Integration (SEND).
The situation
Alfie, diagnosed with autism, experienced significant difficulties with self-regulation and frequently felt rejected by his peers. These challenges were creating real barriers to his social inclusion and his ability to engage fully in school life. Both the school and his parents sought counselling support to help him develop strategies for managing his emotions and to provide a safe space for emotional exploration.
Our approach
Weekly counselling sessions over a 10-week period focused on developing personalised strategies for self-regulation and social integration. The approach included psychoeducational work to enhance Alfie’s understanding of emotions and social cues, alongside breathwork and grounding exercises to help him manage anxiety and sensory overload. Throughout, close collaboration with school staff and parents ensured strategies were embedded across both home and school settings.
What changed
Significant reduction in behavioural incidents at school.
Improved peer relationships and social integration, noted by school staff and parents.
Enhanced self-esteem and confidence in both school and home environments.
Meaningful progress in Alfie’s ability to participate in classroom and social life, strengthening his inclusion within the school community.
Parents and teachers reported noticeable improvements in Alfie’s behaviour, peer interactions and overall wellbeing.
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Counselling for Emotional Regulation and Family Impact.
The situation
Emily was referred following emotional distress caused by her father’s intermittent presence after leaving the family home. The situation had triggered anger outbursts and conflicts with family and peers, and was beginning to affect her wellbeing, her relationships at school and her ability to engage fully with learning.
Our approach
Emily attended 10 weekly counselling sessions using a child-centred approach. Sessions focused on grounding techniques to manage emotional distress, emotional understanding and validation, strengthening self-regulation skills, and exploring the impact of family dynamics on her feelings and behaviour.
What changed
Improved emotional expression and regulation.
Reduced frequency and intensity of anger outbursts.
Better self-regulation and grounding during difficult moments.
Enhanced relationships with family and peers.
Improved engagement with school and learning, supporting her inclusion and participation in class.
Positive feedback from parents and teachers on emotional stability.
Emily described feeling “more calm and understood.” Parents and teachers noted improvements in her mood, behaviour and social engagement.
Secondary Schools.
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Emotional and Social Support at Secondary Transition.
The situation
Jessy was struggling to settle into secondary school. She faced difficulties forming friendships, managing her academic workload and was experiencing bullying, all of which were affecting her emotional wellbeing and her sense of belonging. Her difficulties with inclusion and social integration were compounding the challenges of an already significant transition. The referral was made collaboratively by her pastoral team, her mother and Jessy herself.
Our approach
Jessy attended eight counselling sessions aimed at providing emotional support, developing social skills and building resilience. Creative and age-appropriate therapeutic approaches were used throughout, within a trusting therapeutic relationship that encouraged Jessy to explore her feelings and develop strategies for navigating school challenges and relationships.
What changed
Noticeable improvement in self-esteem and confidence, observed by counsellor and school staff.
Her mother reported she appeared happier at home, with improved interactions with her younger brother.
Jessy began forming new friendships and enhancing her social engagement at school.
Academic engagement improved, supported by greater emotional stability.
A stronger sense of belonging and inclusion within her new school community.
Jessy described counselling as helping her feel “more confident and hopeful” about school and friendships.
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Anger Management Counselling.
The situation
Nick was referred due to frequent anger outbursts and difficulties managing his emotions. These episodes were affecting his peer relationships, his engagement with school and his ability to remain in the classroom. Escalating disciplinary incidents were creating significant barriers to his inclusion and participation in school life.
Our approach
Nick attended 10 weekly counselling sessions focusing on anger management, drawing on psychoeducational and cognitive-behavioural approaches. Sessions incorporated breathing exercises and grounding techniques for immediate anger control, identification of triggers and early warning signs, and development of coping strategies and communication skills.
What changed
Marked reduction in frequency and severity of anger outbursts, noted by staff and counsellor.
Improved emotional regulation and constructive management of feelings.
Decrease in disciplinary incidents and better classroom behaviour.
Enhanced peer relationships and social engagement.
Significantly improved ability to remain in class and participate fully, strengthening his inclusion within school.
Nick reported feeling “more in control” and better able to handle difficult emotions. His parents noted calmer behaviour at home, while school staff observed positive changes in social interactions and classroom behaviour.
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Emotional and Behavioural Support.
The situation
Tyler was referred during a particularly difficult period, marked by his parents’ acrimonious separation, his father’s drug use and associated violence, and involvement from children’s services. At referral, his school attendance stood at 86%, he had received ongoing exclusions for behavioural issues and there were concerns about his treatment of his girlfriend. His family situation had created a complex and destabilising environment that was placing his continued inclusion in school at serious risk.
Our approach
Tyler engaged in regular counselling sessions focused on helping him feel understood and supported. Work centred on emotion management, exploring how his family circumstances had shaped his worldview, and developing an awareness of healthy relationship boundaries. A calm and empathic therapeutic environment enabled Tyler to process his feelings constructively.
What changed
Attendance improved from 86% to 98% by the end of the counselling period.
No further exclusions recorded.
Behavioural incident points reduced to zero.
Tyler developed practical skills for managing his emotions and gained insight into the impact of his family environment on his perceptions.
He established an understanding of respectful relationship boundaries.
Tyler articulated new aspirations for his future, reflecting increased self-awareness and hope.
Full re-engagement with school life, with his inclusion and future participation secured.
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Counselling for Withdrawal, Peer Influence and Aspirational Support.
The situation
Lewis was a bright, high-achieving student who had experienced a significant decline in academic performance. Concerns from school and parents highlighted his withdrawal from school life and association with a difficult peer group, including potential involvement in drug-related activities. His disengagement was placing both his wellbeing and his continued inclusion in school at risk. Lewis was considered a hard-to-reach student, and counselling was engaged as a last resort to provide support.
Our approach
Lewis received weekly counselling sessions over a 12-week period in a confidential setting. The work focused on helping him understand his current circumstances and peer influences, developing strategies for managing difficult social relationships, building meaningful personal goals and facilitating reconnection with supportive family members and trusted adults.
What changed
Strengthened family relationships, with improved communication and mutual support.
Reestablishment of healthier friendships and distancing from negative peer groups.
Increased participation in extra-curricular activities, boosting school engagement and inclusion.
Development of clearer personal goals prioritising future aspirations and wellbeing.
Greater willingness to engage openly with trusted adults.
Improved attitude, self-confidence and overall mental wellbeing, as reported by school staff and family.
Meaningful re-engagement with school life at a critical stage of his education.
Lewis shared that counselling helped him “see things differently” and gave him tools to manage challenges. His parents noticed a positive shift in his mood, attitude and communication, while school staff observed renewed commitment and engagement in school life.
Talk To Us.
We would welcome the opportunity to talk through how we could support your school or trust. Please do get in touch.