ESCC Student Case Study: From Disengagement to Purpose

When R first joined us at C&G Education, he was entirely disengaged from education. He had stopped attending both his on-roll school's weekly counselling sessions and his placement at Horizon College. His attendance by February was at 0%, and his motivation to engage with learning was minimal.

Early conversations revealed that R viewed most academic subjects as "boring," often struggled with attention and sleep routines, and was uncertain about his future.

Through our community-based, experiential learning programme, Skills for Working Life, we were able to connect with R in a way that felt meaningful and relevant to his interests. From the outset, our approach focused on developing his confidence, communication, and sense of purpose by engaging him in real-world activities outside of the traditional classroom.

Over the course of the programme, R demonstrated significant progress in multiple areas:

Attendance & Engagement

R began regularly attending both his school counselling sessions and Horizon College again. Since beginning with C&G, he only missed three counselling appointments. This marked a major improvement and reflected a shift in his attitude and consistency.

Interest-Led Learning

We used R's passion for motorbikes, mechanics, and hands-on tasks as an entry point. He engaged well with visits to motorbike shops, planning journeys using public transport, and taking part in structured yet flexible sessions such as scavenger hunts, workplace visits, and mock interviews.

Communication & Confidence

Over time, R became more confident in professional verbal communication, particularly when discussing subjects he was passionate about. He increasingly initiated conversations, asked questions, and reflected on his successes. Role play, real-world application tasks, and exposure to supportive adult mentors helped scaffold these skills.

Work Experience & Personal Development

R has taken part in regular work experience at The Greyhound pub, where he has helped with kitchen prep, food safety tasks, and customer service. He also completed a Level 2 food safety course to further his skills and was recently involved in planning and preparing a meal to serve at the pub. His confidence and maturity during this placement have been consistently praised by staff.

Future Planning

R has applied for an access course at a local college and is considering part-time work alongside his studies. He has expressed interest in practical pathways, such as apprenticeships or roles involving mechanics or hospitality. He is aware of the challenges posed by traditional academic subjects, but now sees a purpose in education that is connected to his personal goals.

Through consistent, interest-led, real-world engagement, R has transitioned from an avoidant and disengaged learner into a young person who participates in education with greater purpose, maturity, and confidence.

He still faces challenges—particularly with attention and academic components—but is now better equipped to manage them. He has developed greater self-awareness and resilience, and we believe he is well-placed to succeed in his next steps.