Jenny and James:

Navigating SEMH, SEND, and school anxiety

When school became overwhelming, Jenny and James found themselves unable to engage. Anxiety, SEND (special educational needs and disabilities), SEMH (social, emotional, and mental health) needs, and EBSA (emotionally based school avoidance) made full-time mainstream education impossible.

Their school recognised that they needed a different approach – one that provided structure, flexibility, and support without adding to their anxiety.

The challenge

When school feels impossible

Jenny, a year 10 student, was on the SEND (Special Educational Needs and Disabilities) register and undergoing assessment for ASD (Autism Spectrum Disorder). Alongside her diagnosis, she experienced significant SEMH (Social, Emotional, and Mental Health) needs, including severe anxiety in classroom settings. Her school raised concerns around self-harm, linked to her difficulties expressing emotions in a busy, overwhelming environment. Following her autism diagnosis, it became clear that traditional schooling wasn’t meeting her needs.

James, a year 11 student, also presented with complex SEMH needs, including anxiety, depression, and EBSA (Emotionally Based School Avoidance) that had worsened post-lockdown. Despite being a high prior attainer, the pressure of catching up academically and the fear of facing his peers after prolonged absence left him completely disengaged from school life.

Without intervention, both students risked falling further behind. Their school’s SENDCO knew they didn’t need to stop learning - they just needed a different way to access it. That’s when they turned to Tute.

The solution

A genuine alternative

To re-engage Jenny and James in education, their school commissioned Tute’s Shared Courses in GCSE English and maths – structured programmes that combine routine, academic progression, and pastoral sensitivity in a small-group setting.

James (Year 11) enrolled on a one-year course, attending four live lessons per week in each subject. Jenny (Year 10) followed a two-year pathway, with two live lessons per week per subject, giving her a more gradual route.

Their provision included:

✔ Live, timetabled lessons with qualified teachers – offering routine, consistency, and familiarity from week to week.

✔ Small-group settings of no more than ten students – creating a calm, low-pressure space to focus and participate at their own pace.

✔ Regular assessment and independent learning activities – helping them build knowledge, reinforce progress, and stay on track.

✔ Personalised teacher feedback and half-termly reports – keeping them, their families, and their school updated on progress.

✔ Safeguarded, accessible online classrooms – removing the pressures of physical attendance, while ensuring a safe and inclusive learning environment.

Tute’s approach gave Jenny and James the tools they needed to engage in learning – without the social and emotional strain of a mainstream classroom – and empowered them to succeed, in a way that worked for them.

The impact

From overwhelmed to reconnected

For Jenny, the consistent but flexible structure allowed her to learn in a setting that reduced her anxiety. She stayed engaged and focused - and by the end of the year, she was working at grade 4 in both English and maths.

For James, learning from home gave him space to focus on progress rather than pressure. Without the anxiety of being in school full-time, he reconnected with learning - and was working at grade 4 in English and grade 5 in maths by year’s end.

Their school’s SENDCO reflected:

“Since lockdown, the number of students needing a more flexible system has increased massively, but our education system hasn’t changed to reflect this.

For some, long-term online provision is the right thing. But for many, a shorter-term package of academic and pastoral support can help them overcome difficulties and reintegrate into school life. With Tute, our learners have a chance to reach their academic potential and regain the confidence to engage with education in a way that works for them.”

Jenny and James’ story shows the power of personalised online learning for students facing real barriers. With the right structure and support, they didn’t just keep learning – they reconnected with it.

For schools supporting students with SEMH, SEND, or EBSA needs, Tute offers an alternative that doesn’t just keep them in education – it gives them the space to thrive.