Case Studies
Real contexts. Real challenges. Meaningful change.
Every setting is different and every child’s story matters. The case studies below illustrate how SCB Inclusion Consultancy works alongside schools, trusts and partners to understand context, respond to complexity and create practical, sustainable inclusion solutions.
Each case study reflects a journey rather than a quick fix, showing how thoughtful intervention can shift outcomes for children, staff and systems.
“Shakira made sure things were run accurately and smoothly even during tough moments.”
Anonymous,
Behaviour Mentor.
“Level headed and great at leading. Approachable and firm, with great initiative and enthusiasm.”
Amy,
Pupil Support Worker.
“As the leader of an in house behaviour unit, Shakira built trusting, positive relationships with young people, earning their respect and engagement while maintaining clear boundaries and high expectations.”
Helen,
Higher Level Teaching Assistant.
“Shakira consistently held students to the highest standards and held them accountable when they fell below those standards.”
Ben,
Pastoral Manager.
Case Study
At a school with over 1,000 students, a significant group of 160 learners over two years, were identified as most at risk of exclusion, including truants, those experiencing EBSA, and students involved in violent incidents. These students were new referrals to the newly designed and established Internal Alternative Provision and required tailored support and post-intervention mentoring to re-engage with education.
Approach
This intervention, designed and led solely by me, offered a bespoke programme for students in Years 7–11 and Sixth Form.
Each learner received:
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Mentoring and pastoral support focused on personal and social development
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Curriculum sessions to maintain learning progress
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Relational, trauma-informed, and restorative approaches in a separate timetable from mainstream lessons
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Duration ranged from 2–14 school days, with some students returning for additional cycles
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The programme was fully individualised, ensuring every student’s needs and goals shaped their pathway
Leadership
I established this intervention from scratch and led the initiative for two years. I managed a team of behaviour mentors and coordinated all teaching input. It did not exist prior to my leadership and concluded when I moved on, demonstrating the direct impact of my intervention and approach.
Impact
Attendance
Early tracking data indicates positive attendance outcomes for a significant proportion of pupils following their placement in the Internal Alternative Provision.
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68 percent of pupils showed a substantial improvement in attendance in the weeks immediately following their placement, attending daily after referral.
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81 percent of pupils either improved or sustained strong attendance following their exit from the provision. This includes pupils whose attendance increased to daily attendance, as well as those whose attendance was already high and therefore showed stability rather than numerical improvement.
These figures reflect early impact and should be understood as indicative rather than consistent across all pupils.
Quantitative Outcomes
81% of pupils either improved or sustained strong attendance.
Behaviour and Engagement
Behaviour points were monitored throughout the intervention period.
While individual trajectories varied, overall tracking showed measurable improvements in engagement, regulation and alignment with school expectations for many pupils over time.
Qualitative Outcomes
Pupil feedback and staff observations suggest positive reintegration experiences for the majority of pupils, with some variation depending on individual need and context.
84.4% of pupils demonstrated either a positive or neutral response to reintegration.
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84.4 percent of pupils demonstrated either a positive or neutral response to reintegration. Positive indicators included improved attitudes, increased willingness to engage and greater openness to learning. Neutral responses often reflected situational anxiety, subject specific concerns or apprehension around particular events rather than disengagement from school overall.
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65 percent of pupils experienced a clearly positive return to school, evidenced through increased confidence, more engaged classroom behaviours, a willingness to try new approaches and an expressed desire to attend and participate in school life.
Across pupil voice and post intervention mentoring, many pupils reported feeling happier, safer and better supported following their placement, which in turn contributed to improved engagement with learning and school routines.
Challenge
Why It Matters
The intervention demonstrates that early, tailored, and relational interventions can significantly reduce exclusion risk and improve attendance for vulnerable students. By monitoring both quantitative data (attendance, behaviour points) and qualitative indicators (attitude, confidence, wellbeing), the intervention highlights that improving student engagement is about more than just academic metrics, it is about supporting the whole child.
“As the leader of an in house behaviour unit, Shakira built trusting and positive relationships with young people while maintaining clear boundaries and high expectations.”
Helen, Higher Level Teachign Assistant.
"I really enjoyed the sessions.
My favourite was when we did business."
"[I enjoyed] playing games with different people."
Student Reflections
"I liked my sessions with X and Miss Bryan because they are really nice."
"I enjoyed having some time out of mainstream."
"I also enjoyed some of the activities and mentor sessions."