Important note
To protect privacy, these are anonymised composites based on common student profiles we support.
Case Study 1: “Bright but overwhelmed” after mocks (Year 11)
Profile
- Year 11 student
- Autism; traits consistent with ADHD
- Anxiety increasing in the run-up to GCSEs
What parents noticed?
- Predicted grades were high, but mock grades dipped.
- Revision was avoided due to overwhelm.
- The student could explain ideas verbally but “blanked” under timed conditions.
What we did?
- Executive function coaching: built a simple weekly plan with micro-steps and clear priorities.
- Accountability: short check-ins to keep revision moving.
- Exam mechanics: practised past paper questions in small chunks, focusing on reading the question, showing working, and using mark-scheme language.
Progress we typically see in this profile
- Reduced overwhelm because the plan is smaller and clearer.
- Improved consistency (more revision sessions completed, fewer “stuck” days).
- Stronger exam performance because the student has a repeatable method.
Case Study 2: Literal communicator struggling with Combined Science questions (Year 10)
Profile
- Year 10 student
- Autism
- Very literal communication style
What parents noticed?
- Strong factual knowledge, but low marks on exam-style questions.
- Confusion caused by vague command words and “what does it want?” moments.
What we did?
- Subject tutoring + exam decoding: explicitly taught command words, mark scheme patterns, and what a “6-mark answer” requires.
- Visual structure: used a consistent answer scaffold (define → explain → apply) and clear templates.
- Retrieval practice: regular low-stakes recall to build confidence.
Progress we typically see in this profile
- Fewer lost marks due to misreading questions.
- More predictable performance across papers.
- Increased confidence because the rules feel explicit.
Case Study 3: ADHD procrastination and time blindness (Easter period)
Profile
- Year 11 student
- ADHD
- Anxiety linked to “falling behind”
What parents noticed?
- Hours “spent revising” but little completed.
- Difficulty starting, switching tasks, and sticking to a plan.
What we did?
- Coaching for task initiation: clear start-routines and 10–20 minute work bursts.
- Mentoring for confidence: calm reassurance, realistic expectations, and progress tracking.
- Practical revision structure: swapped long sessions for short, varied practice that better matched attention patterns.
Progress we typically see in this profile
- Better follow-through and less avoidance.
- More effective revision per hour.
- Reduced panic because the student knows what to do next.
Case Study 4: Exam anxiety and “blanking” despite strong understanding
Profile
- Year 11 student
- Autism and anxiety
- Subject understanding is generally secure
What parents noticed?
- Sudden drop in performance under timed conditions.
- Shaky confidence after mocks.
What we did?
- Exam rehearsal: practised timed questions with calm pacing and predictable routines.
- “If–then” plans: what to do if stuck, what to do if panic rises, how to restart.
- Technique focus: marks-first strategy (secure the easy marks before perfectionism takes over).
Progress we typically see in this profile
- Fewer “blank” moments.
- More marks captured from working, method, and structure.
- A calmer, more confident approach to exams.
FAQ for parents
Do you have outcomes you can share?
We focus on practical progress parents can see: more consistent revision, reduced overwhelm, clearer exam technique, and improved confidence. Because each student’s plan is personalised, outcomes vary.
Can you support during Easter and the final weeks before GCSEs?
Yes. This is one of the most common times families contact us.
Next step
If these profiles sound familiar, visit SENSpecialists.org and get in touch to discuss support for your child.