Emmanuel* came to a Priory school as a residential student after struggling to deal with his Asperger Syndrome in mainstream education.
When he arrived he was educationally able, yet failing to engage and cope with both the academic and social demands of school.
He was initially placed in a small class group and was given clear expectations, firm boundaries and
predictability. This gave Emmanuel the structure he needed to reduce his anxieties and extreme behaviours.
Muhammad* has dyslexia and came to live and learn at one of Priory Education and Children’s Services’ schools at the age of 15.
As a student from Saudi Arabia, Muhammad’s parents wanted him to study in a Specialist Educational Needs (SEN) school in England where dyslexia was understood and his needs were met.