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Mentoring

Boy on a scooter doing a trick on a skate ramp in a grassy park under cloudy skies.

Boy on a scooter doing a trick on a skate ramp in a grassy park under cloudy skies.

When the Return to School Still Feels Difficult

OSMIS looks at why the first few weeks back at school matter and how early mentoring, inclusion support and calm routines can help young people settle.

5 days ago1 min read

Two boys sit at a computer in a classroom, one pointing at the screen; pencils, sanitizer, and a yellow wall poster behind.

Two boys sit at a computer in a classroom, one pointing at the screen; pencils, sanitizer, and a yellow wall poster behind.

Settling Back Into School: Why the First Few Weeks Matter

OSMIS looks at why the first few weeks back at school matter and how early mentoring, inclusion support and calm routines can help young people settle.

Sep 151 min read

Close-up of a hand writing in a notebook at a wooden table, with blurred people studying in the background.

Close-up of a hand writing in a notebook at a wooden table, with blurred people studying in the background.

Request a Quote for Youth Support Services: Youth Service Guidance

Request a quote from OSMIS for youth support services, including mentoring, Alternative Provision and inclusion support for schools and care partners.

Aug 181 min read

When a young person is struggling, their behaviour can often be the first thing people notice. However, behaviour is rarely the full story. It can be a way of communicating feelings, needs or difficulties that a child or young person may not yet be able to explain. A pupil who appears angry, withdrawn, distracted or disruptive may be experiencing anxiety, low confidence, frustration, trauma, emotional overwhelm or difficulty understanding what is expected of them. For some young people, behaviour can become a way of saying that something does not feel manageable. At OSMIS, we believe it is important to look beyond the behaviour and try to understand what may be happening underneath. This does not mean ignoring boundaries or expectations. It means responding with curiosity, consistency and care, so that the young person can begin to feel safe enough to reflect, communicate and make progress. Mentoring and inclusion support can give young people the time and space to better understand

When a young person is struggling, their behaviour can often be the first thing people notice. However, behaviour is rarely the full story. It can be a way of communicating feelings, needs or difficulties that a child or young person may not yet be able to explain. A pupil who appears angry, withdrawn, distracted or disruptive may be experiencing anxiety, low confidence, frustration, trauma, emotional overwhelm or difficulty understanding what is expected of them. For some young people, behaviour can become a way of saying that something does not feel manageable. At OSMIS, we believe it is important to look beyond the behaviour and try to understand what may be happening underneath. This does not mean ignoring boundaries or expectations. It means responding with curiosity, consistency and care, so that the young person can begin to feel safe enough to reflect, communicate and make progress. Mentoring and inclusion support can give young people the time and space to better understand

Understanding Behaviour as Communication

OSMIS explores how behaviour can communicate unmet needs, emotions or anxiety, and how mentoring can support young people to make positive progress.

Jul 81 min read

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