Mentoring For Pupil Referral Units

Young people who are accessing education through a pupil referral unit (PRU) can be among the most hard to engage. By the time they arrive at a PRU, these young people will have experienced multiple challenging situations that are likely to have left them reeling and emotionally scarred. We know there is a lack of support for this vulnerable population. But we also know these young people are at a critical point in their lives. Fail to provide them with the support, positive relationship modelling and encouragement they need, and the consequences could be devastating.

‘’77% of young people referred to us have previously displayed violent, aggressive and disruptive behaviour. To date we have had ZERO behavioural incidents during our mentoring sessions.’’

With nobody challenging their negative worldview or their thoughts about themselves, the outlook can be bleak.

But get it right, and the future can be whatever they want it to be. Our Challenging Me mentoring programme for PRUs is a dynamic series of targeted support mechanisms and interventions that helps to promote growth and positive wellbeing among this most vulnerable population. We work with educational settings and external support services to design an individualised package of support for each young person, ensuring they are always getting the right kind of support, in the way that will make the most difference for them. Through this bespoke programme, we are able to create a safe, nurturing, non-judgemental space in which our mentors can encourage these young people to recognise and restructure the thoughts and behaviours that are holding them back.

We help to tackle the underlying beliefs these young people have about themselves and the world around them.

We encourage them to reflect on the relationships that have shaped them, and we support them to become more confident and resilient. Our mentors have been where these young people are; they have faced the same challenges and, with grit and determination, have made it to the other side.

Young people who experience persistent social, emotional, behavioural and mental health difficulties are more vulnerable to drug and alcohol use, exploitation, knife crime, gang affiliation, criminality and prison. Drawing on their own real-life experiences, our mentors are able to create an environment of unwavering trust, respect and safety. We are able to reach and engage with these young people fundamentally, and on their level. We ask young people to reflect on their experiences and think about the way they see themselves.

We inspire the young person to challenge their thought and behaviour patterns and to take control of and responsibility for their decisions.

We help build their self-esteem, confidence and trust, and teach them techniques for self-regulation and de-escalation. And we teach them alternative and effective ways of communicating with the people and the world around them so that they are better equipped to navigate and nurture the relationships in their lives.

‘Many of our young people have gone on to live happy, fulfilling and authentic lives, with a renewed sense of purpose and a more positive view of themselves and the world.’

The benefits of working with us

By acknowledging the experiences and underlying challenges faced by young people in PRUs, we help them reflect on the circumstances that have led them to where they are now, and help them recognise the power they have in shaping their own lives going forward. Many of our young people have gone on to live happy, fulfilling and authentic lives, with a renewed sense of purpose and a more positive view of themselves and the world.

We help to empower the young person to make positive, sustainable change.

We help to reduce conflict and increase engagement in the setting.

We help support growth by providing time, space and encouragement.

Through targeted, individualised support we drive meaningful results.

Case Study

Impact Pupil Referral Unit

TP was referred to our service because he was struggling with social, emotional and behavioural issues which were presenting as violence and aggression towards staff and other pupils. TP had completely disengaged from school following an incident and was not actively participating in any form of education.

Don’t just take our word for it