**Type of intervention:** Academic Planning and Social-Emotional Support
**Background / Context**
Student, [Name: Emily Davis], aged 15, was referred by her English teacher, Ms. Thompson, due to a noticeable decline in academic performance (from B's to C's and D's in the last month) and increased social withdrawal. Emily has historically been a high-achieving student with a good peer group. Her parents recently separated, and she has moved to a new home with her mother. She reports feeling overwhelmed with schoolwork and struggling to connect with her friends since the move. Prior support included informal check-ins from Ms. Thompson and a brief conversation with the Year Level Coordinator.
**Actions / Discussion Summary**
During the session, Emily expressed feelings of sadness, anxiety, and difficulty concentrating in class. She reported feeling isolated from her previous friend group and overwhelmed by the change in her home environment. We discussed her current academic load and strategies for time management and prioritisation. Emily identified specific subjects she is struggling with (Maths and Science). We explored her feelings about the separation and relocation, acknowledging the significant impact these life changes are having. We collaboratively brainstormed ways to re-engage with her hobbies and social activities. Key decisions included setting up a weekly check-in with the guidance counsellor, exploring after-school study support for Maths, and discussing a potential meeting with her parents to establish a consistent study routine at home. Emily agreed to try one new social activity this week.
**Consultation / Communication**
Consulted with Ms. Thompson (English Teacher) regarding Emily's academic decline and social changes, which prompted the initial referral. Discussed with Year Level Coordinator, Mr. Henderson, to inform him of the initial assessment and planned interventions, ensuring a coordinated approach within the school environment.
**Outcomes**
Emily committed to attending weekly counselling sessions, attempting the suggested study strategies, and participating in one new social activity. Agreed to review academic progress and emotional well-being in two weeks. A parent meeting will be scheduled to discuss home support strategies.
**Plan / Follow-up**
Next steps include scheduling a follow-up session for 15 November 2024 to review progress on academic strategies and social engagement. The case will remain open for monitoring for the remainder of the term, with a reassessment planned for the beginning of the next term. Referral to external mental health services will be considered if no significant improvement is observed within the next month. A meeting with parents is scheduled for 8 November 2024.
