School mornings were tough for Sarah* and her son Matthew*.
Anxiety stemming from changes at home meant Matthew felt frustrated at school.
“I would fight with Matthew most mornings about going to school,” says Sarah.
When Matthew did make it to school, his time there was difficult. “He would just shut down and not talk to anyone or lash out and have a fight with another student,” says Sarah.
Matthew didn’t realise that his school community wanted to see him flourish; that teachers weren’t opponents, but “friends,” explains Sarah.
As a newly single parent, Sarah needed someone in her corner to help Matthew reengage with school.
Matthew’s principal connected the family with Alyse, a local Pastoral Care Engagement Officer (PCEO).
“[My] role supports the families to help students feel safer coming to school,” says Alyse.
Over two years, Alyse helped Matthew develop the language to identify his feelings, and the practical tools to help him manage them.
Sarah says the impact has been huge. She credits Alyse’s “patience, kindness, and ability to create a safe, non-judgemental space.”
“Getting him to school is less of a struggle. Even the school has noticed the difference in his willingness to participate, talk to others, and be more socially inclusive … Now [Matthew will] go to the office and ask to talk to the principal on his own,” says Sarah.
“Seeing Matthew genuinely happy and integrated into school life is the greatest gift,” she says.
Sarah and Matthew are rebuilding their relationship, too.
“Matthew’s reconnected with me and his brother in a different way. He was very avoidant and defiant at home. We’re coming back to a space of having discussions,” says Sarah.
“The support at home has been outstanding,” she continues. “I can message Alyse and talk to her about anything that I need to. Any stresses or problems that I’m having with Matthew and the household, she’s there. She helps me figure out support.”
“I was a child who didn’t have anyone step up to help me stay connected with school and I dropped out at a young age,” she says. “If we can keep kids connected with schools and the adults at the school, that is going to keep them there for a longer time.”
*Names changed for privacy.
