Daisy's story

Supported reintegration through
relational trust and teamwork

After struggling with anxiety and disconnection following the pandemic, Daisy stepped away from mainstream education. With personalised support focused on building trust and understanding, she gradually re-engaged with learning. Through teamwork between Tute, her family, and specialists, Daisy regained her confidence and successfully transitioned back into a mainstream school environment.

The challenge

Anxiety, uncertainty, and disengagement

Daisy was referred to Tute in Year 5 after experiencing significant anxiety following the Covid-19 pandemic. Although previously confident and sociable, the return to school post-lockdown brought overwhelming challenges. Daisy began to mask her difficulties and was later placed under assessment for autism. Daisy had disengaged from mainstream schooling, feeling her needs were unmet and her voice marginalised. Both she and her family were navigating a prolonged wait for formal assessment of a complex set of needs, including emotional regulation and sensory challenges. At this point, Daisy’s education was effectively on pause.

A new path begins

Building trust, not just delivering lessons

Support was sought not only for Daisy’s academic needs but also for rebuilding a sense of trust in education. With the involvement of occupational therapy and the family’s new assistance dog, Maya, Daisy began a new journey, one shaped by empathy, adaptability, and collaborative practice.

Tute's solution

Personalised, creative, and consistent

Daisy joined Tute’s provision at the end of Year 5, initially with one 1:1 lesson each weekday. These began informally, focused on connection and communication rather than curriculum coverage. Over time, the sessions built up to formal learning with three lessons a day, five days a week, shaped carefully around Daisy’s emotional capacity and interests.

Tute’s primary curriculum leader and teacher, Sami, worked intensively with Daisy across nearly two years. Lessons were personalised daily, often adapted responsively to Daisy’s needs and energy levels. Creativity and relevance were central: Daisy often responded well to tasks focused around her assistance dog; she designed advertising posters for dog food, created visual presentations of her learning, and explored science and geography through themes linked to Maya.

Beyond the screen 

Family connection, multi-agency collaboration

Support extended beyond the virtual classroom. Sami developed a rich and dynamic relationship with Daisy’s mum, exchanging strategies, resources, and insight. Frequent email communication supported a united front in Daisy’s learning and wellbeing. Sami also participated in multidisciplinary meetings with OTs and other professionals, ensuring joined-up practice and continuity across services.

Adapting with Daisy

Maintaining
continuity through change

Continuity of relationship was especially important during holidays or difficult transitions. Sami maintained contact over summer through friendly email exchanges, ensuring Daisy felt secure returning in September. When holidays disrupted routines, they adapted: lessons were moved to afternoons to support sleep, and even took place remotely while Daisy was on holiday in France, using the lesson to share pictures and maintain regulation.

Sami was even present virtually when Daisy was ready to visit potential new school-based settings, acting as a point of comfort and familiarity whilst Daisy explored new surroundings.

The outcome

From school avoidance to thriving in mainstream

From a starting point of total school avoidance, Daisy grew to attend 96% of her timetabled Tute lessons, without a single late notification. She developed emotional literacy, increasingly able to express her needs and co-regulate during challenges. In one memorable “full-circle moment,” Daisy independently identified a strategy that worked for her and requested to use it, evidence of profound progress in self-awareness and agency.

By the end of Year 7, Daisy was confidently engaging with a Key Stage 3 curriculum across English, maths, science and geography, adapted to support her learning preferences (e.g., typing instead of handwriting, choosing non-fiction texts). She also began participating in public spaces with Maya, building confidence beyond the home.

Crucially, the shared work between Tute, Daisy, and her family led to reintegration into a mainstream secondary school. With support from Sami, Daisy took part in phased transition sessions, including Tute lessons delivered from school, conversations with new teachers, and gradual in-person visits. The school welcomed Maya as a recognised assistance dog and developed a tailored support plan.

By the end of Year 7, Daisy was enrolled in a full-time mainstream timetable. She continues to attend, now in Year 9, with her needs recognised and accommodated. Her story is a testament to the power of personalised learning, redressive action, and the relational trust that can rebuild disrupted educational journeys.

Teacher perspective

"We were a team around the family."

“There was a constant exchange of knowledge, strategies, resources, and observations between me and Daisy’s mum. Over time, Daisy began to articulate what worked for her. Seeing her self-regulate and advocate for herself was an incredible moment.”

– Sami, Curriculum Leader-Primary, at Tute

Reintegration made possible

Daisy’s story is not just about academic reintegration. It exemplifies the strength of mesosystemic working: school, home, and specialist provision working in harmony. Through consistent relationships, sensitive curriculum adaptation, and deep empathy, Daisy found her way back into education. And most importantly, she found her voice.

Supported reintegration through relational trust and teamwork