WEEKLY IMPACT BULLETIN · 12–16 OCTOBER 2026
Listening, persistence and positive choices
This week’s session reports show how steady, relationship-led support creates space for young people to talk about what is difficult and practise a next step.
The week in perspective
Across 11 distinct completed sessions with substantive mentor reports, we saw moments of open conversation, practical learning and thoughtful responses to challenges. These are snapshots from sessions—not evidence that every difficulty has been resolved.
Impact highlights
Speaking up about learning
A young person explained which parts of schoolwork they were finding difficult, helping their mentor identify a possible route to further support.
Sticking with a task
Another completed two workbook pages and practised an everyday skill with support, despite finding it frustrating at first.
Handling a setback
During a competitive activity, a young person remained calm after losing and later responded to a reminder by apologising.
A conversation about schoolwork
One young person spoke positively about aspects of school while also saying they did not always understand the work and worried about falling behind. Their mentor encouraged them to tell teachers when they need help and suggested following up on what support may be available. The progress here is the young person being able to articulate a need; any change in learning will take further work.
Learning in manageable steps
Another young person was reluctant to work on their booklet in one session. In the next reported session, they completed two pages and practised a practical everyday skill with mentor support, even though the task tested their patience. The mentor’s next focus is to keep tasks manageable and linked to the young person’s interests.
A calmer response to competition
Two mentors described the same shared session in which a young person took part in a competitive activity and stayed settled when they did not win. They also recorded that the young person accepted a prompt about respectful language and apologised. This was a positive moment in one session, not a claim that managing frustration is now consistently easy.
More than an activity
Shared games, time outdoors and practical tasks gave mentors opportunities to listen, observe and respond. The purposeful work happened around those experiences: naming a learning need, breaking a task into steps, and practising how to respond when something does not go to plan.
Discuss a Referral
TWMAD works alongside schools, councils and families to support children and young people in education settings and the community. If a young person needs relationship-led support, we can talk through what might help.
Based on mentor reports for sessions dated 12–16 October 2026. Joint-mentor accounts of one session were counted once. Non-delivered sessions were excluded. Accounts are anonymised and describe session-level observations or a young person’s own report, not verified long-term outcomes. Sensitive and identifying information has been omitted.