No two mentoring weeks look quite the same. This week’s reports highlighted preparation for education changes, curiosity through hands-on experiences and the value of adjusting support to meet a young person where they are.
Three things that stood out this week
Preparing for what comes next
One young person spoke about mixed feelings ahead of moving to a new school. Another described feeling more settled in their current education setting. Mentors used these conversations to explore expectations and offer reassurance, recognising that a positive session is one step rather than proof of a completed transition.
Learning by doing
This week’s activities included wildlife experiences, physical challenges and creative planning. One young person participated in an experience they had previously found daunting; another helped plan a journal for recording new experiences. Such activities can make exploration and learning feel more accessible.
Adapting the approach
Reports also showed the importance of flexibility. Mentors adjusted activities to a young person’s energy and readiness, used preferred interests to sustain participation, and reinforced clear expectations when a session became challenging. Not every session went ahead, reminding us that re-engagement can require patience and a revised approach.
Looking beyond behaviour: ten staff take part in specialist training
On Thursday, ten TWMAD staff attended specialist training exploring why children behave as they do and how adults can respond in ways that are thoughtful, consistent and appropriate to individual needs.
The session focused on understanding what behaviour may be communicating, noticing patterns, considering emotional and environmental factors, and reflecting on practical approaches for supporting children who find situations difficult.
Investing in staff learning is an important part of improving the quality and consistency of our work.
The purpose behind the experience
A visit to the park, a creative project or a sporting activity is not the outcome in itself. These experiences give mentors opportunities to understand interests, practise everyday skills, build relationships and connect what happens in a session with wider goals.
Could a young person benefit from relationship-led support?
TWMAD works with schools, councils, families and care services to provide tailored mentoring and intervention.
Based on anonymised mentor reports submitted since the previous review. Some sessions have more than one mentor report. Individual observations are not claims of verified long-term outcomes. Identifying and safeguarding information is excluded.