What does research show a tiered system should look like?
Professor Caroline Bond outlines a tiered Barriers to Education framework, combining research and lived experience. It promotes universal relational practices, targeted tailored support, and intensive individualised interventions to improve belonging, wellbeing, and attendance.
The impact of flexibility in therapeutic support – Assistant EP at Salford Council
X, experiencing attendance difficulties, anxiety, and depression, engaged in home-based nurture-informed sessions. Building trust, and exploring anxiety, X progressed significantly, now attending CAMHS and envisioning a supportive future career.
What really matters – Dylan’s story
Dylan reflects on overcoming severe anxiety and depression, missing a year of school, and how supportive parents, teachers, and timely mental health interventions helped him return to learning and regain hope.