Our Students
At Parity Education and Careers Services, we are proud of the positive impact we have on the lives of our students. Below, you can find some case studies to showcase just a few of their stories, as well as additional information about the different needs that we can support and how our pupil-centred approach makes that support possible.
Conditions and needs that we support
At Parity Education and Careers Services, we recognise that children and young people face a wide range of challenges that can affect their ability to engage fully with education. Our tailored support addresses both individual conditions and broader needs, ensuring every learner has the opportunity to thrive academically, socially, and emotionally.
Medical Needs and Long-Term Illness
Many young people experience disruption to their education because of chronic health conditions or recovery from medical treatment. This can include cancer, epilepsy, diabetes, severe asthma, or post-surgical recovery.
- Miss extended periods of school, leading to gaps in learning and reduced confidence.
- Require flexible timetabling to accommodate hospital appointments, fatigue, or fluctuating health.
- helping young people to manage challenges effectively.
- Need tutors who understand safeguarding, risk assessment, and the impact of medical conditions on concentration and stamina.
These students often:
We provide hospital - and home-based tuition, adapted around medical schedules, with tutors trained in health awareness and liaising with medical teams. We ensure continuity of the National Curriculum so that pupils can reintegrate smoothly when health improves. Importantly, we also focus on reducing isolation through pastoral support, helping learners remain connected to their education during treatment or recovery.
Newly Arrived Migrant and Refugee Students
Young people who are new to the UK may struggle with accessing education due to language barriers, cultural transition, or previous trauma linked to displacement. These students often:
- Arrive mid-year with limited English (EAL – English as an Additional Language).
- Have significant gaps in education due to interrupted schooling in their country of origin.
- Experience anxiety linked to resettlement, housing instability, or adjusting to a new education system.
We offer targeted EAL support, focusing on functional English, literacy, and numeracy skills, alongside orientation to the UK National Curriculum. We deliver cultural and academic bridging programmes that enable students to integrate into mainstream schooling or college. Our holistic approach includes mentoring, helping students build confidence, adapt to new social environments, and engage positively with peers and staff.
Emotionally Based School Avoidance (EBSA)
At Parity Education and Careers Services, we understand that school attendance is about more than just being present in a classroom. For some children and young people, attending school can become overwhelming due to significant anxiety, emotional distress, or unmet needs. This can lead to Emotionally Based School Avoidance (EBSA), where persistent difficulties in attending school are rooted in complex emotional factors rather than simple disobedience or defiance.
Understanding EBSA
- Anxiety disorders or heightened stress linked to school pressures.
- Bullying or peer difficulties, leading to fear and avoidance.
- Special educational needs or disabilities (SEND), including those with EHCPs, who may feel unsupported in mainstream settings.
- Challenges at home, such as family transitions or trauma, impacting a child’s emotional wellbeing.
- Negative past experiences in education, leading to low confidence and mistrust of school environments.
EBSA often arises from a combination of social, emotional, and environmental influences. Common factors include:
At Parity, we recognise that EBSA is a barrier to learning and a wellbeing issue that requires early, compassionate, and coordinated intervention.
Our Support Approach
We provide a holistic framework of support to address EBSA, combining personalised strategies with therapeutic and educational interventions. Our approach includes:
- Individual assessment to identify the underlying causes and triggers of school avoidance.
- One-to-one mentoring to rebuild confidence, trust, and positive associations with education.
- Therapeutic interventions such as counselling, wellbeing sessions, and creative therapies to address underlying emotional needs.
- Gradual reintegration plans, enabling children to return to school at a pace that feels safe and achievable.
- Collaboration with families, schools, and external agencies to ensure consistency of support and shared strategies.
Through understanding, patience, and tailored intervention, we help young people overcome barriers to attendance and build brighter, more hopeful futures.
Family and School Engagement
We work closely with parents, carers, and schools to create a united support network around each young person. Our team provides practical guidance, workshops, and advice to families, while also supporting schools with inclusive practices and early intervention strategies to reduce the risk of EBSA.
Our Commitment
At Parity Education and Careers Services, our mission is to ensure that children and young people experiencing EBSA are not left behind. By combining emotional support with structured educational pathways, we aim to:
- Improve attendance and re-engagement with learning.
- Promote resilience, confidence, and wellbeing.
- Reduce the long-term impact of school avoidance on educational attainment and life opportunities.
SEND Support
Parity Education and Careers Services provides tailored support for a wide range of Special Educational Needs and Disabilities (SEND). We recognise that every child and young person is unique, and our programmes are designed to respond flexibly to individual needs, particularly for those with Education, Health and Care Plans (EHCPs).
- Autism Spectrum Disorder (ASD) and Asperger’s Syndrome. We provide structured teaching, sensory regulation strategies, and communication support to reduce anxiety and build social understanding.
- Social, Emotional and Mental Health (SEMH) needs. We do this through mentoring, therapeutic interventions, and consistent routines that develop resilience and emotional regulation.
- Attention Deficit Hyperactivity Disorder (ADHD). We do our best to plan and embed movement breaks, clear boundaries, and personalised strategies to support focus and impulse control.
- Specific Learning Difficulties such as dyslexia and dyscalculia. We do this through differentiated teaching, multi-sensory approaches, and assistive technology.
- Speech, Language and Communication Needs (SLCN). We ensure that we use targeted language enrichment, visual supports, and collaboration with speech and language therapists.
- Sensory and Physical Needs, including sensory processing difficulties, hearing or vision impairments, and conditions like hypermobility. We try to support students and young people with these conditions by creating safe, accessible learning environments with appropriate adaptations.
We have extensive experience supporting the following needs and conditions:
Ultimately, we believe SEND support should be fully integrated into education. This means combining targeted interventions with engaging, accessible curriculum delivery so that learners make progress both academically and personally. We work closely with families, schools, and local authorities to ensure consistency of care and a joined-up approach.
Our Commitment
Parity Education and Careers Services is committed to inclusion, empowerment, and measurable impact. By tailoring strategies to each learner’s needs, we aim to improve attendance, build confidence, and enable progress in both learning and life skills. Our goal is to prepare every child and young person for positive futures in education, training, and employment.