Emily’s (pseudonym) Journey to Confidence and Independence
Emily (pseudonym) is a female pupil from Cardiff who previously attended a Cardiff High School. Emily experienced severe anxiety that had a profound impact on her daily life, ultimately making her unable to attend school. Her anxiety left her isolated, lacking in confidence, and unable to engage with her peers or learning.
Recognising her needs, Emily was offered a placement at Nyth y Deryn. Here, in a more nurturing environment, Emily was supported by a dedicated team who worked collaboratively with her and her family to build trust and a sense of safety. Emily’s attendance improved as staff tailored learning and wellbeing support to reduce her anxiety and rebuild her confidence. Emily began to form positive relationships with staff and peers, and her sense of belonging grew.
With growing confidence, Emily progressed to Can y Deryn. Here, she continued to thrive, and a significant milestone was her transition to taking her taxi to school independently — something unimaginable when she first found it difficult to leave home without being support by her parents. Emily has made close friends at Can y Deryn, enjoying social activities with them, including going out together and even staying overnight at each other’s houses — a huge step forward for a young person who had previously struggled with social confidence and anxiety.
Her mum reflected on this remarkable journey, saying:
“We never dreamed we would get here. Emily’s attendance is always in the 90% range she really doing very well.”
Emily is now enjoying her subjects and engaging positively in her education. Although she still faces challenges around change, she is managing these far more effectively than before, using strategies developed with the support of staff. She is becoming increasingly independent, developing skills and confidence that will help her navigate future transitions.
Emily’s story highlights how a nurturing, trauma-informed approach, working in partnership with families, can transform the life of a young person experiencing severe anxiety.
A Journey from Exclusion to Aspiration
Charlotte (pseudonym used for anonymity) was permanently excluded from a Cardiff High School following significant challenges around behaviour and social interactions. Understandably, she was uncertain and anxious when she was first referred to Nyth y Deryn, unsure about what to expect and whether it would be the right place for her.
At Nyth y Deryn, staff took time to build trust and to get to know Charlotte as an individual, working closely with her to understand her strengths and needs. She quickly began to show great promise academically, excelling in all curriculum areas. Alongside her academic progress, she worked with staff to improve her social skills, learning how to remain calm, communicate more effectively, and manage conflicts positively.
As her confidence grew, she became determined to reintegrate into a mainstream school. With her goals in mind, a fresh start was arranged at Willows High School. There, she has settled well, demonstrating maturity and commitment to her education. She has now sat her GCSE examinations and passed them all! Including achieving an A*. She now has aspirations of going to University.
She said 'I just needed someone to show me they believed in me!'
A particular highlight of her progress is her remarkable independence: she took two buses each morning to get to school, showing a high level of dedication and self-discipline. Since joining Willows High, she had no further behavioural incidents, proving that with the right support, nurture, and opportunity for a fresh start, young people can overcome significant barriers and thrive.
Charlotte’s story is a testament to the resilience of learners and the transformative impact of a trauma-informed, relational approach that focuses on strengths, belonging, and future aspirations.
Rebuilding Relationships and Success through Nyth y Deryn
Tom (pseudonym used for anonymity) was at risk of permanent exclusion from his High School due to escalating behavioural concerns. Although his attendance was consistently excellent, he struggled to manage his emotions and relationships within the school environment.
He was offered a placement at Nyth y Deryn for five months, where staff worked intensively with him to develop positive strategies for managing his emotions, improving communication, and rebuilding trust with adults. This trauma-informed and relational support helped him feel heard, respected, and safe, laying the foundation for his successful reintegration.
After five months, Tom transitioned back to his school. His attendance has remained excellent, and he has re-established himself positively in the school community. His mum shared:
“He gets on with the SLT in school much better than he did and feels listened to now. He does still have the odd up and down moment, but no one is perfect.”
Academically, he has made fantastic progress, completing his English Literature exam in January and gaining a grade C, which boosted his motivation and confidence. He has just sat his Welsh and Religious Education exams and feels confident about his performance.
Tom has also started to engage more fully in wider school life, including attending school trips. When we last spoke to his mum, he was actually away on a Geography school trip, demonstrating his growing confidence and sense of belonging.
His story highlights how a short, focused intervention at Nyth y Deryn can empower young people to rebuild relationships, achieve academic success, and fully engage with their school community again.
Overcoming Severe Anxiety to Build Resilience and Connection
Iris (pseudonym used for confidentiality) experienced severe panic attacks in school settings, particularly around other learners. Her anxiety was so significant that she was home-schooled for most of her secondary education, as traditional school environments felt overwhelming and unsafe for her.
When Iris began attending Nyth y Deryn, staff worked sensitively to build trust, providing a calm, consistent, and nurturing environment. She was supported to develop strategies to manage her anxiety and to grow her confidence at a pace that suited her. Over time, she became more aware of her own emotions and learned how to name and express them. She also developed a deeper understanding of other people’s feelings, showing empathy and picking up on others’ emotions.
Through targeted support, she learned to access help from different adults, using a variety of communication tools and coping techniques. As her confidence grew, she became more able to manage change: while previously it might have taken her months to settle after any shift in routine, she can now adapt far more quickly.
Socially, she has progressed from avoiding peers to becoming much more confident in forming friendships. Iris is now able to connect with others, share experiences, and build relationships in a way that would have felt impossible before. Her mum commented:
“Iris is not nervous about going to a new school, where she would have been before.”
This reflects how far she has come, now approaching new environments and experiences with far less fear.
Her journey demonstrates how trauma-informed, relational practice can help learners move from a place of overwhelming anxiety to one of self-awareness, resilience, and belonging. With the right support, young people who experience severe anxiety can not only cope, but thrive.
From Home Tuition to Happiness and Independence
Year 9 learner, Rhys (pseudonym used for confidentiality) had been home educated with tuition support for an extended period due to difficulties engaging with a mainstream school setting. When he was first offered a place at Nyth y Deryn, he was reluctant to attend, as he had developed a strong connection with his home tutor and felt anxious about the transition.
With the support of the Nyth y Deryn team, he began to settle and build trust. Staff worked carefully to address every concern he raised, even when these concerns were complex or challenging, responding with sensitivity and consistency. His teacher handled difficulties, including his initial struggles with understanding the school points system, with calm and patience.
Over time, he formed positive relationships with staff and built good friendships with his peers. Rhys’ confidence grew, and he became much more independent in managing routines and expectations. The school also supported him to work through his thinking patterns, helping him to become more flexible and resilient when faced with new or unexpected situations.
He is now genuinely happy to come to school and takes pride in attending each day. His mum described his progress:
“He is improving no end and is really happy to come to school and attend. It has been an incredibly positive experience.”
After four years of struggle, he is now happier and more settled. Even when lessons aren’t his favourite — for example, cooking — he is willing to give them a try and complete them, showing his growing adaptability.
He has also formed a strong bond with staff and is now looking forward to moving on to his next step, with confidence and optimism.
