PBS and Neurodiversity Affirming Approach for School Refusal and Challenging Behaviours
(please note all names have been changed to protect privacy).
Introduction:
This case study examines the transformative journey of Calesha, a high school
student facing significant challenges in both her academic and personal life. By
utilising a neurodiversity affirming approach and implementing proactive strategies,
her life took a positive turn, leading to notable improvements in her emotional
regulation, relationships, and academic achievements. ( please note all names have
been changed to protect privacy).
Participant Information: Name: Calesha, Age: High school student (exact age not provided), Background: Facing academic failure, disciplinary issues, and disconnected relationships at home.
Background:
Calesha’s first year of high school was marked by academic struggles, with failing grades in most subjects. Her behaviour at school led to two suspensions due to
physical aggression towards fellow students. Additionally, she experienced challenges and conflicts with both her mother and father at home, resulting in a disconnected relationship with her mother and ongoing issues with her father.
Neurodiversity Affirming Approach:
The Transform Life programme adopted a neurodiversity affirming approach to address Calesha’s difficulties. This approach recognises and respects the diverse ways individuals’ brains function and process information. Instead of focusing on
deficits, it emphasises understanding and supporting unique neurological profiles.
Proactive Strategies Implemented:
- Emotional Regulation and Social Skills Training: Calesha received positive behaviour support to help her manage her emotions and reduce meltdowns. She also underwent training to enhance her social skills, enabling her to build new friendships and even mentor a younger student.
- Family Relationship Improvement: Transform Life worked on improving Calesha's relationships with her parents. By facilitating positive communication and understanding, Calesha developed a strong and positive connection with both her mother and father.
- Academic Support: The programme implemented measures to help Calesha improve her academic performance. She received guidance and assistance to turn her failing grades into a remarkable B average.
Outcome:
Within a span of less than six months, Calesha’s life underwent a remarkable
transformation. The implementation of proactive strategies resulted in the following outcomes:
- Academic Achievements: Calesha turned her failing grades around and achieved a B average, earning praise from her teachers for her remarkable progress.
- Emotional Regulation: Her emotional regulation significantly improved, reducing meltdowns and enhancing her overall emotional well- being.
- Family Relationships: Calesha's relationship with both her mother and father improved, leading to a stronger and more positive bond with her parents.
- Self-Realisation and Aspirations: Calesha gained a newfound sense of self-esteem and confidence. She discovered her intelligence and began to believe in her potential to attend university.
- Pursuit of Dreams: Inspired by her progress, Calesha started volunteering in a role aligned with her dream of becoming an Entomologist.
Conclusion:
Calesha’s journey exemplifies the power of a neurodiversity affirming approach and positive behaviour support in transforming the life of a struggling high school student. With personalised coaching and support, she overcame academic failure,
behavioural challenges, and disconnected relationships. Calesha’s newfound self-
belief and positive outlook on life have set her on a path towards achieving her
dreams and unlocking her full potential.
