Snowford Grange
Our Case Studies
The following case studies provide an insight into how our counsellors work with children and young people to address the issues impacting their lives, and to enhance their ability to learn and work effectively.
Providing targeted and developmentally appropriate support.
PLEASE NOTE: the names of all individuals featured in these case studies have been changed to protect identities.
‘SUNDEEP’, YEAR 1 (AGE 6)
PLAY-BASED COUNSELLING FOR LOW MOOD AND ANXIETY
CONTEXT:
Sundeep, a 6-year-old pupil, was referred to counselling due to concerns around low mood, anxiety, refusal to eat at school, and social withdrawal with peers. There were consistent observations of Sundeep seeming anxious and having difficulty forming friendships.
APPROACH:
Counselling utilised play-based therapeutic methods, including creative sand play and other child-centred activities, providing Sundeep a comfortable and expressive space. This approach facilitated emotional expression and helped build trust. The sessions supported Sundeep in understanding and managing anxiety, increasing confidence, and exploring social interactions in a safe and engaging setting.
IMPACT:
Noticeable improvement in Sundeep’s self-esteem and mood.
Enhanced interaction and positive engagement with peers at school.
Resolution of earlier concerns regarding refusal to eat, with Sundeep now eating regularly both at school and home.
Increased emotional regulation skills and reduced anxiety, as observed by staff and parents.
NEXT STEPS:
Ongoing monitoring and support through school pastoral care to maintain confidence and social progress.
Continued use of play-based interventions as part of early years wellbeing support.
Regular communication between parents, school, and counsellor to adapt support as needed
‘ALFIE’, YEAR 4
(AGE 8)
SUPPORT FOR SELF-REGULATION AND SOCIAL INTEGRATION
CONTEXT:
Alfie is an 8-year-old Year 4 pupil diagnosed with autism. He experiences difficulties with self-regulation and often feels rejected by his peers. Both the school and Alfie’s parents sought counselling support to help him develop strategies to better manage his emotions and to provide a safe space for him to explore his feelings.
APPROACH:
Counselling sessions focused on developing personalised strategies to support Alfie’s self-regulation and to help him feel more grounded. This included psychoeducational work aimed at enhancing Alfie’s emotional understanding and his ability to relate to others. Techniques such as breath work and grounding exercises were used to assist Alfie in managing anxiety and sensory overload.
IMPACT:
Significant reduction in behavioural incidents at school.
Improved integration and relationships with peers.
Enhanced self-esteem, as noted by both school staff and parents.
NEXT STEPS:
Continue embedding self-regulation strategies into Alfie’s daily school and home routines.
Support ongoing use of grounding and breath work during challenging moments.
Maintain counselling input as required to reinforce social and emotional skill development.
‘TYLER’, YEAR 10
(AGE 14)
EMOTIONAL AND BEHAVIOURAL SUPPORT THROUGH COUNSELLING
CONTEXT:
Tyler was referred to counselling during a challenging period marked by his parents’ acrimonious separation. His father’s drug use and associated violence had prompted child services involvement. Both parents had new partners, creating a complex family environment. At referral, Tyler had poor school attendance (86%), ongoing exclusions for low-level behavioural issues, escalating negative behaviour, and concerns regarding his treatment of his girlfriend.
APPROACH:
Tyler engaged in regular counselling sessions aimed at helping him feel understood and supported. The counselling focused on emotion management, exploring Tyler’s worldview shaped by his family circumstances, and developing awareness of healthy relationship boundaries. A calm and empathic therapeutic environment enabled Tyler to process his feelings constructively.
IMPACT:
Attendance improved significantly to 98% by the end of counselling.
No further exclusions recorded; behavioural incident points reduced to zero.
Tyler developed practical skills to manage 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.
NEXT STEPS:
Continue monitoring Tyler’s emotional well-being and provide booster counselling sessions as needed.
Work collaboratively with school staff and family to reinforce positive coping and relationship skills.
‘JESSY’, YEAR 7
(AGE 11)
EMOTIONAL AND SOCIAL SUPPORT THROUGH COUNSELLING
CONTEXT:
Jessy is an 11-year-old Year 7 student who was referred to counselling due to difficulties settling into secondary school. She lives with her mother and a younger autistic brother. Jessy experienced challenges forming friendships, managing academic work, and was subject to bullying, which affected her emotional wellbeing. The referral was made collaboratively by her head-of-year, mother, and Jessy herself, to provide her with support and a safe space to talk through her concerns.
APPROACH:
Jessy attended eight counselling sessions designed to provide emotional support, develop social skills, and build resilience. Creative approaches and age-appropriate resources were used throughout the sessions to engage Jessy and support her expression and understanding of her feelings. Through a trusting and calibrated therapeutic relationship, she was encouraged to express her feelings and explore strategies to navigate school challenges and relationships positively. The counselling integrated tailored methods suitable for her age and social context.
IMPACT:
Jessy showed clear improvement in self-esteem and confidence.
Her mother reported she appeared happier at home and had improved interactions with her younger brother.
At school, Jessy began to form new friendships, enhanced her social engagement, and demonstrated more positive coping behaviours.
Academic engagement improved, supported by the emotional stability gained through counselling.
NEXT STEPS:
Continue monitoring Jessy’s social and emotional wellbeing through school pastoral support.
Provide occasional follow-up counselling sessions as needed to sustain progress.
Promote inclusive peer support and resilience-building activities to further enhance her social integration.
Meet Our Founders…
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Helen Webb MBACP DIP (Warwick)
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Steve Goodrem MBACP DIP (Warwick)
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Safeguarding & Safer Recruitment.
At Snowford Grange, we prioritise the safety and welfare of all children and young people. Our trained counsellors stay updated on safeguarding practices. As a Safer Recruitment organisation, we conduct thorough pre-employment checks following the Keeping Children Safe in Education (KCSIE) guidelines. We are dedicated to creating a safe and supportive environment for every child and young person.