CASE
STUDIES

Powerful stories and real journeys of resilience, growth, and transformation…

At Support Through Sport, our impact isn’t just about numbers, it’s about our individual impact on the lives of the disadvantaged young people that we support every day. Their stories inspire us to be our best for those we serve and to continue making a difference for those who need us most.

Here’s a few stories demonstrating the significant impact of young people having access to the right support, at the right time.

TYRIE’S STORY…

Our 16 year old Support Through Sport Participant, Tyrie, had difficulties controlling his anger and was experiencing high levels of stress due to ongoing complex challenges, a lack of support and a number of adverse childhood experiences. After being excluded from school, he struggled to find employment and was unable to maintain a role for longer than a month.

Therefore, Tyrie was struggling with poor mental health, ongoing feelings of anxiety, and increasingly low confidence.

Since attending Support Through Sport sessions at his local youth club, Tyrie has learnt crucial skills and received employability support to aid him in finding meaningful employment. He developed a number of pro-social behaviours and attitudes which enabled him to become work ready, such as punctuality, reliability and consistency. Moreover, Tyrie has found the sessions paramount for improving his mental health, empowering his transition to get back into employment.

Through basketball, football and boxing, Tyrie has made new positive friendships and foundational relationships with staff, something which he previously found extremely difficult. Tyrie chooses to play an important role in the sessions he attends, making sure to help out, include younger children in activities, and role model positive behaviours to his peers. He now has a positive outlook, a sense of belonging and hope, and raised aspirations for the future.

With the help of Support Through Sport staff, Tyrie has been supported into an apprenticeship in his chosen industry and has been guided through the application and interview process. He has begun his apprenticeship, enjoys his new role and continues to regularly engage in Support Through Sport sessions.

LAYLA’S STORY…

Layla, a 16 year old Support Through Sport participant, lives in an area where income deprivation is among the 0-20% most deprived in the UK. Coaching and progressions staff developed trust-based relationships with Layla and identified a number of risk factors including mental health issues and risk of gang involvement

Layla also has a complex home life with multiple services such as social care and the police involved. She also struggled at school and became disengaged with her education.

Through strong relationships and engagement, Layla regularly attends our weekly sessions. Through 1-2-1 work with her progressions mentor, she disclosed a constant struggle with mental health and low self-esteem.

During this time, Layla was withdrawn from the group and often struggled to manage emotions, leading to outbursts towards other participants. She later accepted additional support from our service and CAMHS.

Layla has built up good relationships with staff and other peers in sessions, she now contributes and joins in regularly. Coaches supported her to volunteer with STS and a local charity shop as well as helping with her college application. This has helped to increase Layla’s confidence and provided goals for her future, diverting her from involvement in negative influences within the community.

Mum has stated that Layla enjoys the sessions and is often excited to come down and participate. She has shifted her mindset, developed a number of skills and attributes, and overcome many presenting challenges.

Layla continues to participate and volunteer within sessions, and we aim to continue supporting her with her future education, goals and progression. She now has an established support network and is on track to reach her full potential.

JOSH’S STORY…

A Support Through Sport participant named Josh, aged 16, became disengaged from education and was excluded from mainstream school. Josh enjoys football and uses his local session as a way to burn off energy and develop positive friendships.

Josh lives in an area heavily affected by crime and deprivation, falling within the worst 0-20% affected communities of the UK.

Combining this with challenges at school and a rising rate of negative influences, Josh’s aspirations were extremely low and they began to drift towards gang involvement.
Josh soon established strong relationships with Support Through Sport staff and progressively began volunteering and attending more sessions.

Through constructive conversations with progressions staff and work to remove associated barriers, he has become motivated to focus on school and getting qualifications to attend college. Josh has become more disciplined and resilient as a result. He has experienced mental health improvements and growth in self-esteem as a result of Support Through Sport intervention and now has an established positive support network.

Through work to raise aspirations and develop pro-social behaviours, Josh is motivated to pursue a future career in sport, inspired by positive role models at Support Through Sport. On the condition of continued positive engagement, Josh is embarking on a bespoke development pathway, through which he will undertake coaching and youth work qualifications whilst initially volunteering then potentially working for the organisation.

As a result, Josh is gaining valuable life skills, empowering his peers through positive leadership and engaging with the local community, all whilst pursuing his love of football.

LIAM’S STORY…

When Liam, a Year 5 pupil, began mentoring in March 2025, he was struggling with disruptive behaviour, impulsivity, and low self-esteem. Underlying challenges with ADHD, autism, and identity issues made it difficult for him to focus in class or maintain positive relationships.

His initial Adversity to Achievement scores (10th March) reflected this mixed picture: Education and Work – 3, Aspirations – 3, Choices and Behaviour – 2/3.

The first phase of mentoring focused on building trust through basketball and pool, which allowed for relaxed conversations. Over time, Liam began opening up about his difficulties. By May 2025, his scores showed strengths in Physical Activity (5) and Wellbeing (5), but also significant concerns, with Education and Work dropping to 2 and Choices and Behaviour falling to 1. These scores highlighted the need to focus on decision-making, relationships, and self-regulation.

As the sessions progressed, Liam began to reflect more on his behaviour and the influence of low self-esteem. He recognised that much of his disruptive behaviour was linked to seeking approval from peers. With support, he explored strategies to pause before acting and developed a greater understanding of the importance of authenticity in friendships.

By July 2025, Liam’s final scores showed gradual improvements in Choices and Behaviour (2) and more balanced Family and Friend Relationships (2/3). While challenges remained—particularly around change and self-regulation—he was engaging in more meaningful reflection and conversations about his feelings. With continued trusted support, Liam has the potential to build resilience and make lasting improvements in both learning and relationships.

MAYA’S STORY…

When Maya first began mentoring in March 2025, she was a Year 6 pupil struggling daily with school life. She felt isolated, carried the weight of bullying experiences, and often reacted with anger or withdrawal.

Her initial Adversity to Achievement scores reflected this struggle: Education and Work – 1, Physical Activity – 1, Choices and Behaviour – 2, Family & Friends – 1, Safety – 3. She was a child on the margins – frustrated, vulnerable, and unsure of herself.

Through mentoring, Maya began to find her voice. Physical activities like tennis rallies gave her a safe space to build trust and self-belief. She opened up about how her anger was often a shield against feeling hurt, and she learned strategies to calm herself – running, drawing, football, basketball, and breathing exercises. Slowly, she started to use these tools not just in sessions but in real situations.

By May, her progress was visible. She sat and completed all her SATs papers—an achievement that once seemed impossible. Her scores improved: Education and Work – 2, Physical Activity – 3, Safety – 4. Most importantly, Maya showed she could choose differently. When another pupil hit her with a pool cue, instead of retaliating, she walked away, used her breathing strategies, and calmly asked for support. This was a turning point—proof that she could control her responses and make better choices.

By July, Maya’s growth was undeniable. Her final scores told the story: Education and Work – 3, Aspirations – 3, Wellbeing – 4, Choices and Behaviour – 4, Family & Friends – 3. She was calmer, more resilient, and beginning to believe in herself. While the transition to secondary school remains a challenge, Maya now carries strategies, confidence, and hope that were absent at the start of her journey.

Maya’s story shows that with patience, empathy, and persistence, a child can move from adversity towards achievement—finding not only progress in school but also belief in their own potential.

TEAGAN’S STORY…

Teagan is a Year 8 student who has experienced significant challenges in school, including frequent suspensions and risk of permanent exclusion. She has complex SEMH needs and is being assessed for possible neurodiversity. Although close to her family, Teagan struggles to trust professionals and often feels judged and misunderstood.

Teagan previously attended an alternative provision but is determined to stay in mainstream school. This mistrust made it difficult for her to engage with support, and ongoing conflict with staff and peers left her feeling isolated and disconnected. Early experiences of witnessing domestic abuse and the pressures of a complex home life also affects how Teagan copes in school.

When our Targeted Youth Practitioner began working with Teagan, the focus was on building trust and offering a consistent, safe and supportive space. Sessions helped her explore emotions, understand triggers and frustration, and feel genuinely heard. Together, they worked on relationships, communication, recognising strengths, managing emotions, and developing positive coping strategies.

Football, one of Teagan’s passions, was used to help her express herself and regulate her emotions. Since working with our Targeted Youth Practitioner, her progress has been incredible. Suspensions have dropped from three to four a week to just one and Teagan has been in no fights and earned “Star of the Lesson” in a class she once disliked. Teachers say Teagan is more reflective and regulated, and Teagan says she can “see herself changing into a better person”.

Teagan’s Youth Worker describes her progress as a testament to her resilience. With the right support, Teagan is thriving in the mainstream school setting and is beginning to believe in herself again. Teagan’s journey demonstrates the power of early intervention, trusted relationships, and relational support.

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