“I just wanted to say how helpful it’s been having open communication between BASE, me, and my child. It makes such a difference knowing that we’re all on the same page and working together. It’s made it easier for them to learn, feel supported, and move forward.

As a family, we’ve been dealing with a lot of trauma, and it’s meant so much that both my child and I have felt comfortable enough to be open about it with you. Having that understanding and connection in place has really helped us feel like we’re not facing it alone.”

“BASE has been a hugely valuable programme that has gone a long way to supporting the emotional wellbeing of our pupils. This holistic approach has seen a change in the children’s levels of resilience and confidence and we are grateful to the team for their work with our school.”

“We have been pleased with the service received from BASE. They are consistently kind, supportive, and child-centred in their approach, always responsive to the individual needs of our pupils. They offer a broad and flexible range of services, including 1:1 support, group work, and whole-school initiatives, all of which have made a meaningful impact. Their dedication to the well-being and development of the children is evident in every aspect of their work.”

Josh was referred to mentoring due to difficulties with emotional regulation in the classroom. He would often become upset and found it challenging to communicate the reasons behind his feelings. In mentoring, he began to share frustrations from home, particularly around being compared to his younger brother. These comparisons left Josh feeling misunderstood and contributed to emotional outbursts both at home and in school.

During sessions, we focused on developing Josh’s communication skills by helping him express how he was feeling before making requests. Josh practiced this approach with his mother and reported a more positive response, feeling listened to and acknowledged.

This progress transferred into the classroom. Josh began identifying and naming his emotions before reacting. He was introduced to the WATER Check, which supported him in understanding the underlying causes of his emotions and choosing appropriate regulation strategies. Josh reflected on this by stating, “I feel like I know what to do now when I’m feeling angry or upset.”

Josh now independently uses self-regulation tools, such as a stress ball, to manage his emotions. The school SENCO noted the effectiveness of this approach and has since implemented the WATER Check with other students.

Through targeted mentorship and intervention, Josh has become more confident and expressive, enabling him to communicate his emotions in a safe and constructive way both in sessions and in the classroom.