Jaya’s story: Re-engaging with education after prolonged absence
After missing almost three years of formal education, Jaya joined Academy21 through her school as part of an alternative provision placement. At the time of referral, she was academically able and highly articulate, but unable to sustain attendance in a mainstream setting due to escalating anxiety and loss of confidence.
Today, she is studying A levels in Psychology, Law and Politics and hopes to pursue a career in law. Her journey illustrates how a carefully structured, relational online provision can support students who are academically capable but unable to thrive in a mainstream setting.
The Challenge
Jaya had always enjoyed the academic side of school but increasingly struggled with the social demands of a mainstream environment. Large crowds, heightened academic pressure and growing self-doubt gradually eroded her confidence. Following the Covid lockdown, these challenges intensified, leading to prolonged absences and significant learning gaps.
“I often struggled with the social aspect of [school] and found it challenging to maintain regular attendance. It just felt too demanding. I reached a point where I just couldn’t carry on attending. I believe it was around two and a half years, so almost three years of missed education.”
She describes this period as a combination of overwhelming external pressures and internal self-criticism, explaining that she became “overly self-critical” of her work and lacked confidence in her own academic ability, despite previously enjoying learning.
Her school realised that a traditional reintegration pathway would not be suitable. Jaya needed an alternative that could provide structure, personal support, and academic continuity without exposing her to the pressures that had led to her non-attendance. So, rather than forcing a return to a setting that had become unmanageable, school leaders explored a model that would rebuild her confidence first, alongside her academic progress.
Listen to Jaya's story in our latest podcast episode
The solution
Jaya was referred to Academy21 by her school’s AP lead. She joined a full-time online programme, studying a broad range of subjects aligned to her GCSE timetable, with 15–20 hours of live teaching per week and additional independent study supported by her teachers. The provision was designed to be flexible, relational, and responsive to her needs.
The flexibility of online learning meant Jaya could gradually rebuild routines and establish a sustainable study rhythm. Initially, adapting to a new learning model required adjustment, but over time she developed her own structured routine and sense of accountability.
The tutorials played a key role in her reengagement, enabling Jaya to revisit content, practise exam technique, review written feedback, and consolidate her understanding before assessments. By the time exam season approached, she felt more prepared and capable.
The small-group online lessons and the relational approach of her teachers supported not only academic progress, but also confidence, independence and self-discipline.
“My teachers always acknowledged my contributions and showed genuine interest in my thoughts, which made me feel seen and valued as a student… I became more self-motivated, organised and able to manage my time efficiently because before doing online provision, I really struggled with my time management, and since being with Academy21, I definitely learnt to use my time more wisely.”
Academic progress and renewed aspiration
Despite missing nearly three years of education, Jaya achieved excellent results including a grade 9 in English Literature. She credits the one-to-one mentoring approach, structured revision support, and opportunities to revisit recorded lessons via the lesson library as instrumental in reaching this outcome. She also developed a renewed passion for literature (particularly Macbeth).
Exploring the psychological depth of Shakespeare’s characters sparked a wider interest in human behaviour, power and control – themes that later informed her A-level choices. Literary analysis not only strengthened her academic writing, but also shaped her intellectual curiosity and long-term ambitions.
One particularly significant moment during her time at Academy21 was being asked to share her literature work as exemplar material for future students.
“Having both my analysis on Macbeth and poetry now being used as reference material for current literature students and helping contribute to their understanding of the course was and still is a huge honour for me.”
By the time she transitioned to college, Jaya had re-established consistent routines, regained self-confidence, and developed the independence required for further study.
Helping more students like Jaya
Reflecting on her experience, Jaya describes Academy21 as rewarding, empowering and transformative. Now progressing confidently through further education, Jaya hopes to become a barrister specialising in criminal law, driven by a desire to advocate for those who feel unheard.
“I want to be a voice for people who are often dismissed, unheard or failed by the system… I hope through my line of work I’m able to bring change and allow for reform both in society and through supporting families and communities.”
Jaya’s story demonstrates how alternative provision can do more than fill learning gaps - it can rebuild confidence, nurture independence, and inspire students to aim high in both education and life.
Written by
Academy21
Posted on
17/02/2026
Updated on
17/02/2026
Location
North West EnglandType
Schools
