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.
Relational Inclusion at the Ambition Community Trust
Ambition Community Trust’s Relational Inclusion replaces sanctions with understanding, co-regulation, and repair. Using tools, staff training, and early support, schools reduced exclusions and suspensions, maintained strong attendance, and improved relationships across the Trust.
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.
The TRUST Test – A way to check you are using the right intervention
These are 5 important principles developed by Dr Naomi Fisher to keep in mind when it comes to attendance and interventions that are used. These are really important to keep in mind when it comes to having the right intervention and minimising possible risks/harm.
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.