As told by his SHS Practitioner…
I first met Riad during his first year of secondary school. Riad had been diagnosed with ADHD in Primary school, however, after moving from Primary to Secondary education, his behaviour was becoming increasingly problematic. He would often be removed from class for being disruptive and was spending an increasing amount of time in detention as a result of his behaviour. After meeting with Riad’s parents, they informed me that his behaviour at home had also become increasingly difficult. The deterioration of Riad’s behaviour at school led to more arguments at home, which in turn meant that he would come into school already frustrated and upset. I could see that without intervention Riad was heading down a negative pathway towards total disengagement with his family, school and education.
After a number of sessions in conversation with Riad, I gained his trust. We were then able to uncover some of the issues that were making him upset. Riad told me that he was really struggling with the difference between Primary and Secondary school. He was finding the strict routine with different classrooms and teachers really overwhelming and adapting to new friendship groups very stressful. We also discussed his feeling that his parents had less patience with him because he was in Secondary school, and he felt less supported – both at home and at school.
I arranged with the school that Riad could come and find me whenever he felt overwhelmed, and started a programme of anger management sessions. During our sessions, we were able to talk about what triggers Riad’s anger and how he can deal with these emotions more positively and remove himself from certain situations. I arranged for a time-out card to be set up for Riad, so when he began to feel angry and upset he could leave the classroom and calm down. Riad’s teachers also agreed to start a positive behaviour report which has really boosted his self-esteem. I also made sure I liaised with the SEND officer and Riad’s parents to ensure he was supported throughout the process.
Riad is now much more relaxed at school which means he is less prone to disruptive behaviour and his relationship with his parents has improved significantly. Riad’s parents are now much more engaged with the school and are able to deal with any problems earlier. Riad told me he feels much happier at home and subsequently has seen his results at school also improve dramatically. I was delighted to learn that the number of detentions he has received has halved and Riad’s attendance is now 100 per cent.