Contact Success: Supporting Student Reintegration into Education 

At Contact Success, our mission is to help young people in Devon reintegrate back into mainstream education and overcome learning challenges. Located in Devon, we work closely with the Local Authority, schools, parents, and carers to support primary and secondary students in building confidence and breaking down barriers to learning.  

A Multi-Dimensional Support Approach 

Our holistic approach addresses the academic, emotional, and social needs of each student, working with schools and families to ensure each child receives the right support. Research shows the importance of integrated academic and social-emotional support for students with learning challenges, especially in improving their engagement and success (Von der Embse et al., 2023).  

Through our partnership with Kip McGrath tutoring, we provide structured academic support that helps students bridge gaps in English and Maths, key areas essential for successful reintegration. Research by the Education Endowment Foundation (2021) found that small-group or one-to-one tutoring could provide additional progress equal to five months of learning, especially beneficial for students facing academic barriers.

Building Confidence Through Nature-Based Learning 

Our unique setting at Poltimore House gives students access to green spaces and woodland areas, allowing them to experience the benefits of nature-based learning. Studies highlight how nature exposure supports mental health, reduces anxiety, and enhances cognitive function, crucial for students who struggle in traditional classroom settings (Zhang et al., 2020).  

Each day, students participate in outdoor activities, such as guided woodland walks and team-building exercises, which not only aid emotional regulation but help them build resilience, teamwork skills, and focus. A 2023 report (Mould et al., 2023) emphasizes these cognitive benefits, showing how nature engagement can improve attention and problem-solving, essential for academic and personal success. 

Our therapy dog, Orpheus, adds an extra layer of emotional support. Research has shown that therapy animals can reduce stress and promote emotional well-being in children, especially those dealing with trauma or anxiety (Beetz et al., 2012).

Thematic Programmes for Lasting Change 

Our six-week reintegration programme combines communication, confidence, and mindfulness exercises, preparing students for a return to school. Each week, students engage in structured exercises that build on previous learning, fostering resilience and personal growth. Research by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2022) shows that social-emotional learning (SEL) interventions can improve student outcomes by 11%, underscoring the impact of these targeted activities. 

Our extended learning sessions also help sustain academic progress made in tutoring, with a continued focus on academic and emotional skills to aid a smooth transition back into school. 

Reintegration Through Partnership 

Successful reintegration into mainstream education requires coordinated support. We maintain strong communication with schools and families to make sure students have a seamless transition. Research shows that strong school-family partnerships enhance student motivation and academic success, underscoring the importance of our collaborative approach (Journal of Educational Psychology, 2023). 

Conclusion: Building Brighter Futures 

Contact Success empowers students in Exeter and Devon to reintegrate and succeed through academic support, nature-based learning, and social-emotional development. Working closely with families, schools, and Kip McGrath, we help build a brighter future for every young person, one step at a time.

References 

- Beetz, A., Uvnäs-Moberg, K., Julius, H., & Kotrschal, K. (2012). *Psychosocial and psychophysiological effects of human-animal interactions: The possible role of oxytocin*. Frontiers in Psychology, 3, 234. 

- CASEL. (2022). *The CASEL Guide to Effective Social and Emotional Learning Programs*. Collaborative for Academic, Social, and Emotional Learning. 

- Douglas, O., Lennon, M., & Scott, M. (2017). *Green space benefits for health and well-being: A life-course approach for urban planning, design and management*. Cities & Health, 1(1), 141–150. 

- Education Endowment Foundation. (2021). *Small group tuition*. EEF. 

- Mould, R., Boulton, A., & Griffiths, J. (2023). *Assessment of the role of natural environments in improving cognitive function and educational outcomes in children*. Journal of Environmental Psychology, 75, 101688. 

- Von der Embse, N., Sandilos, L. E., Pendergast, L., & Mankin, A. (2023). *Teacher-student relationships and academic motivation in elementary school: The importance of collaboration and family engagement*. Journal of School Psychology, 95, 135-147. 

- Zhang, H., Zhang, Y., Li, W., & Seaton, R. (2020). *The restorative benefits of nature: Toward an integrative framework for green space planning in urban China*. Urban Forestry & Urban Greening, 52, 126689.