Finding safety in learning again: A primary school pupil’s journey with Academy21
Ellis is a bright, articulate Year 5 pupil at Havelock Junior School, a federated Infant and Junior School in Kettering, Northamptonshire. Earlier this year, he began experiencing severe anxiety about attending school. By September, the situation had escalated to the point that he did not make it past the second day of term.
Assessments from educational psychologists and other agencies confirmed a diagnosis of emotional-based school non-attendance (EBSNA). Mornings became a struggle, school drop-offs were traumatic, and Ellis found himself overwhelmed by crowded spaces, noise, and the pressure of expectations that he felt unable to meet. Although he is academically capable and enjoys learning, simply walking into a school building was enough to shut him down.
It was clear to his family and the school’s SENCo that traditional school, in its usual format, was not a viable option for him. They needed a solution that would allow Ellis to continue his education without triggering distress, while also maintaining the structure and quality of learning he required.
The challenge
Like many children experiencing severe anxiety, Ellis’s emotional responses were often misunderstood. His mum, Claire, explains that the intensity of his behaviour made it difficult for others to see him for who he was.
“He has a massive anxiety about going into the school setting, and that had come out in him as very aggressive behaviour, a lot of swearing, a lot of emotional distress. And so, it’s very difficult for people to see beyond his behaviour to the actual child himself.”
Initially, the plan for Ellis was a hybrid approach: he would attend school in the mornings and then complete his lessons with Academy 21 in the afternoons. This was intended as a temporary arrangement to gradually support him back into full-time school.
However, Ellis was unable to attend the morning sessions at school due to his anxiety, so the original plan couldn’t be implemented. Because of this, the school called an emergency annual review meeting to address the situation.
At that meeting, school leaders were able to see video footage and first-hand observations of Ellis engaging in online lessons, which demonstrated just how much progress he was making in the Academy 21 environment.
“I was just blown away by how much he was interacting. I can’t speak for Claire, but it brought me to tears to see the change in him – the way he was interacting, articulating himself, and communicating with the members of staff,” shares Jenny Carter, Deputy Head and SENCo at Havelock Junior School.
It was clear that the solution for Ellis was to learn fully online for the time being.
Turning to online learning full-time
Ellis’s current learning arrangement is a carefully structured, afternoon-only online programme with Academy 21, designed to support him while managing his anxiety around the school environment. Each morning, he remains at home, working on homework or low-pressure activities, with his mother nearby. She works from home, which allows her to provide oversight without interfering with his independence. Ellis has a dedicated workspace equipped with his preferred technology, which helps him feel comfortable and in control of his learning.
“he’s got a set-up. I’m in the room next door, and I’ve really not had to do a lot because he’s taken so well to it. And so obviously I check he’s logged on, and he’s OK, and on time, but he’s managing it himself because he feels he can do that,” says Claire
The afternoon sessions with Academy 21 allow Ellis to engage in structured lessons from the safety of his home. Here, he is able to interact confidently with teachers, ask questions through chat or breakout rooms, and participate fully without the overwhelming sensory input and social pressures of a physical classroom. This setup has allowed him to re-engage with learning in a meaningful way, rebuilding confidence and motivation.
“He's doing it, he's turning up, he's doing what he's supposed to be doing. So, from my point of view, it's a dream because I can still work and know that he is alright, he's safe,” shares Claire
Meanwhile, Havelock Junior School continues to maintain contact and oversight. Safeguarding checks are conducted through the school’s family support worker, and there are regular updates between his teachers, the SENCo, and Academy 21 staff to monitor progress. This ensures that Ellis remains connected to his school community, even while participating primarily online, and lays the groundwork for a gradual, phased reintegration into school when he is ready.
Rebuilding confidence, curiosity, and identity
The changes since Ellis began Academy21 have been steady rather than sudden. Removing the daily pressure of the school building reduced his anxiety and created the conditions in which he could engage with learning again. As Claire put it:
Claire is careful to acknowledge there is still work to do, particularly with socialisation and leaving the house, but the family and school now have evidence that he can access education in a way that suits him, and that he is happier and more confident than ever. Importantly, “he feels heard, he feels listened to, and he’s calm.”
Jenny saw a marked difference in both his online and in-person interactions. “Ellis does occasionally come down to school to drop off his younger sibling, and he does say hello to us, which is lovely. He does interact.” For Jenny, it’s about lifting the pressure off. They have safeguarding links within the week, and the school’s family support worker checks in frequently, but Ellis does come down to the building occasionally, out of choice rather than obligation.
What’s next? Tracking progress with clarity and confidence
Both Claire and Jenny know that this is a slow and gradual recovery. “We don’t want to undo the progress that has been made at Academy 21,” shares Jenny. Reintegration to school remains cautious and incremental, but both Claire and Jenny are planning on starting those conversations about reintegration later in the summer term, and potentially adopting a phased approach from there.
One of the strengths of Academy21 for schools is the ability to closely monitor a child’s engagement through the Mentor Portal, which has been invaluable for Jenny. “The portal is fantastic in terms of giving me the information I need, which I also use to support the EHCP review. It’s very accessible.”
This transparency has helped the school build a full, accurate picture of Ellis’s needs, something that is essential for annual reviews, EHCP processes, and planning future support.
Why Academy21 and online learning work for EBSNA
Through flexible online provision, consistent monitoring, and a compassionate, personalised approach, Ellis has gone from crisis to calm, from survival mode to re-engaging with a curriculum he enjoys. “I think for children who are unable to access school for whatever reason that is, as long as the safety checks are there, then this is a good option,” shares Jenny.
Jenny shares that, after seeing the changes in Ellis, she can see how Academy21 is particularly beneficial for children and young people avoiding the physical classroom. The curriculum content is, according to her, very comprehensive, and follows the sequence pattern of the curriculum taught at the mainstream school.
Claire agrees, stating that an important consideration for her as a parent was the accreditation, which brings a safe and trust element.
“He's a smart kid, and he wants to learn, so it's really reassuring for me as a parent to know that there are different routes out there for him. My dream would be for him to go to school and be happy in that setting, but if it's not for him, at least I know there are other pathways open for him.”
For schools supporting children with similar challenges, Ellis’s journey offers a powerful blueprint. By removing barriers to learning, providing a safe environment, and fostering independence, the programme has allowed him to regain confidence, re-engage with education, and take the first steps towards reintegration into school.
