Meet the three-year-olds helping anxious teens spend more time in school

Siena never thought that she would take communication and trust lessons from a three -year -old child.

It is a part of a plan that matches young people with younger children in a local nursery to help increase their participation and participation in the school.

The 13 -year -old says that there is “too much concern”, so he will never be at school, but “come here and taught me more about how to communicate and make me more confident, and the child starting to walk is teaching us something.”

Although he did not think that the project would help to increase the participation, it has actually increased more than twice.

“It really helped me, or he says. “The child who started to walk is very happy to see and see me very happy.”

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When the summer vacation is over and the new academic year starts, many parents will be concerned about the participation and participation of their children.

The issue of avoidance of school is great and has created this mentoring program with it. Research proposes In a controlled environment, a discrete young person who is responsible for a small child may have a positive effect on the interaction of school and learning.

The absence of school since my pande has almost doubled – 2024/25 Academic Year, 17.79% of students There was no constant, so they missed 10% or more school sessions.

Data show that only 10 -day absence can be reduced to a student of at least 5th class in English and mathematics.

The 12 -year -old Miller says another student participating in the program struggles to stay in the classroom because it has a lot of energy, but helps sessions focus more on school studies.

“I was a little nervous and it took me two weeks to say yes to the project because I was really shy.”

Miller was matched with Andrew three, and now he says they’re really close.

“When he sees me, he runs to me and hugs me.”

In addition to improving his trust, Miller adds that sessions make him feel more calm and less energetic.

Sam Marcus is currently the director of the Services in Power2, a charity organization that carries out this plan in London and Manchester.

It offers various mentoring programs to children of all ages and has helped 27,000 children and young people to interact with the school over the years.

This project works in a 16 -week period in which young people visit a local nursery once a week and guide a child.

The matching is well thought out – “Usually based on personalities, so the child who starts to walk a really vibrant walk can be matched with a shy young or a shy walk, matched to a noisy teenager who helps to create a much smoother side.”

The aim is to help the bond between the child and young people who start to walk, and then to create confidence and accountability that encourages them for the lessons and “sense of responsibility to young people who do not give these positions.

“If a child is destructive in the classroom, there are no opportunities to prove that they are more than that, or he says.

“We help youth become a positive role model for that child.” Young people also have reflective sessions to learn more about creating healthy relationships and positive attitudes after a visit to nursery.

According to Power2, 78% in the plan developed their attitudes towards learning and 83% developed self -esteem.

The child, who usually starts to walk, has additional needs such as speech and language delays or difficulty making friends and lisa, he says that the nursery has a great impact on the children who participated in the project.

“Every Friday they like to have that special person, or he says. “It is very nice to see that they have once on them once, and the children hug young people every week.”

This schema is a small program aimed at helping the very complex issue of the advocacy of the school.

The Ministry of Education provides guidance on what to do. The child is fighting to go to school.

Dr Weisberg, a consultant clinical psychologist working with young people who feel disconnected from their education, says that children are often difficult to deal with education because “There are many rules in school and none of them are under the control of the child”.

In contrast, this program “provides them with a responsibility and strengthening to find out what works and what does not work, and makes them feel a real difference”.

It gives three clues about how parents can work with their children to improve their participation:

• Upgrade with the school – “Make sure the school is on the same page and there are many charities and support to make things better.”

• Give it to the child agency – “Be available.

• Follow their leaders – with young children, parents play with them and follow their leaderships that “encourage healthy relationships and confidence”.

Relationship Support Sue Armstrong, the clinical service manager of Charity Relalate, says Other ways to support your child It includes the following through school anxiety and avoidance:

• Avoid blaming yourself and your child – “trying not to feel guilty or that’s somehow that you are your mistake”.

• Wait for positive things – “ongoing ‘normal’ family events will help you all. Finding time when you can have vital importance for your own interests, a couple and individually.”

• Accept that there will be ups and downs – “You may feel that you are withdrawn in all directions, you may have to continue a job and support your child when they feel very worried and confused, that there is no space for you”.