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Staying engaged

Staying engaged

Two ways in, individual and collective, and forms of support that fit together: so that every young person finds their place and their power to act at school again.

Page under construction. The structure is in place; the texts will be written by Dycie.

01How we support young people

To rebuild beyond the hurts, three key principles guide every form of support.

  1. SecureBuild a relationship of trust with the young person and understand what, for them, is a source of “personal danger”.
  2. StrengthenBuild on their natural qualities as much as on their ability to cope with those sources of danger.
  3. AchieveChoose, act and be proud of oneself.

Together with the young person, we move step by step through these three stages, aiming at goals tied to what causes their difficulties.

SECURE STRENGTHEN ACHIEVE Step by step

02The support pathway

Staying engaged at schoolTwo ways in, forms of support that fit together.
IndividualA young person referred to Dycie.
Understanding the young person’s situationTheir path, difficulties, resources, home and school context.
CollectiveA group, a class or a whole school.
Understanding the group’s dynamicsRelationships, climate, roles, needs, how the school works.
Bridges between the twoGroup work can bring individual needs to light. Supporting one young person can also draw on the group.

Identifying what blocksUnderstanding what keeps the difficulties going, and what can help things change.

Motivation-related disengagementWhen a young person slowly drifts away.Loss of motivation and meaning, absenteeism, struggling to see a future…
Discipline-related disengagementWhen things get tense with school rules.Conflicts, disruptive behaviour, rule-breaking, a day of exclusion…

Building the right supportThey are combined to fit the needs of the young person, the group and the school.

  • When a conflict sets two pupils, or a pupil and an adult, against each other, we help them talk again and find a way out together.

  • After an incident, the young person repairs what was damaged: the bond, trust, sometimes an object. They act instead of simply undergoing a sanction.

  • Taking time to understand one’s emotions, needs and values: through talking and reflection, or through the body.

  • With a class or a group: activities to cooperate better, help each other and make everyone feel they belong.

  • The young person picks a concrete goal at school and moves towards it step by step, with someone by their side.

  • Going back over the subjects that block, at their own pace, to catch up and believe in their abilities again.

  • When it helps, we refer to professionals (psychologist, assessment, support services) and stay in touch with them.

  • We stay close to the young person and the school team, to adjust the support and make the changes last.

Hover over or tap a form of support to learn more.

The goalFinding one’s place and one’s power to act at school again.Regaining confidence, finding meaning again and building one’s own path.