In School Programmes
Let's Bring Inspiring Futures Into Your School
Whether you need support for one young person, a targeted group or a wider cohort, we can work with you to develop an intervention around the needs of your school.
Earlier relationships.
Stronger engagement.
Better choices.
Brighter futures.
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In-School Programmes
Part of the Inspiring Futures Education Offer
Trust • Hope • Resilience • Independence • Value • Empowerment
Meeting young people where they are — and helping them discover where they can go.
Early Intervention • Targeted Support • Mentoring • Personal Development
Sometimes a young person doesn't need to leave school to receive something different. They simply need the right support to reach them where they already are.
Inspiring Futures' In-School Programmes bring our relationship-led approach directly into schools, providing flexible, targeted support for individual pupils, small groups and wider school communities.
We work alongside school staff rather than replacing the support already in place, creating additional capacity around young people who may be struggling with engagement, behaviour, confidence, emotional regulation, relationships, attendance, wellbeing or emerging risk.
From intensive 1-to-1 mentoring to targeted group interventions, workshops and whole-school sessions, programmes can be designed around the needs of individual pupils and the priorities of the school.
The right intervention, with the right relationship, at the right time can change a young person's direction.
Who Do We Support?
Our In-School Programmes can support young people across a wide range of needs and circumstances, including pupils who may be:
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beginning to disengage from education
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experiencing attendance difficulties
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struggling with behaviour or emotional regulation
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at risk of suspension or permanent exclusion
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experiencing low confidence or self-esteem
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living with SEND or SEMH needs
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struggling with friendships or peer relationships
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finding relationships with adults difficult
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experiencing anxiety or poor emotional wellbeing
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vulnerable to exploitation or negative influences
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displaying emerging risk-taking behaviour
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struggling with anger, conflict or impulsivity
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experiencing difficulties outside school that are affecting education
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struggling with transition
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lacking positive role models
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socially isolated or vulnerable within peer groups
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needing additional support to develop resilience and independence
We can also work proactively with pupils before difficulties become crises.
Support doesn't have to wait until something has gone wrong.
Early Intervention Matters
Too often, support begins when attendance has already collapsed, behaviour has escalated or a young person is approaching exclusion.
We believe there is enormous value in getting alongside a young person earlier.
A change in behaviour.
Increasing absence.
Withdrawal.
Conflict with peers.
Reduced engagement.
A noticeable drop in confidence.
Sometimes these are the first signs that a young person is struggling.
Our in-school programmes give schools another opportunity to respond.
Not simply to manage what's happening — but to understand what's driving it.
Workshops & Whole-School Sessions
Sometimes the conversation needs to reach more than a small group.
Inspiring Futures can deliver engaging workshops, assemblies and larger-group sessions around issues affecting young people.
These can include areas such as:
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mental health and emotional wellbeing
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resilience and coping strategies
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confidence and self-belief
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healthy relationships
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bullying and peer pressure
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choices and consequences
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exploitation and contextual safeguarding
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risk awareness
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crime and its consequences
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social media and online influences
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positive decision-making
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aspiration and future pathways
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transition and preparing for change
Content can be adapted for different ages and school priorities.
Where appropriate, our practitioners can draw upon lived experience to make discussions real, relatable and meaningful.
We don't want young people simply to sit through a presentation.
We want them to think, question, participate and remember it afterwards.
Prevention Before Crisis
Our in-school work can also provide targeted support around young people showing early indicators of vulnerability.
This might include concerns around:
Exploitation • Offending • Anti-Social Behaviour • Negative Peer Groups • Substance Use • Risk-Taking • Online Influences • Community Risk
We create space for honest conversations without labelling young people as offenders or problems.
We explore choices.
Consequences.
Relationships.
Identity.
Belonging.
Future aspirations.
And the things a young person may stand to lose.
Prevention is most powerful when a young person still has choices — and someone helps them recognise them.
A Flexible Offer for Schools
Every school is different.
So is every cohort.
Our In-School Programmes can be commissioned as one-off interventions, short targeted programmes or longer-term packages of support depending on need.
A school may need intensive mentoring for one young person.
A six-week intervention for a targeted group.
Support around a particular year group.
A workshop responding to an emerging safeguarding concern.
Or a wider programme embedded alongside existing pastoral provision.
We build the intervention around the need — not the need around the intervention.
Our Approach
We don't arrive in school with a standard package and expect every young person to fit within it.
We work with schools to understand the need and build support around the young people involved.
Delivery can include:
1-to-1 Mentoring
Consistent individual support from a trusted practitioner, providing young people with space to talk, reflect, set goals and work through the barriers affecting them.
Targeted Small-Group Programmes
Focused interventions for pupils experiencing shared needs such as confidence, emotional regulation, relationships, resilience, behaviour, identity or transition.
Larger Group Work
Interactive sessions designed to explore issues affecting young people while encouraging discussion, reflection and positive peer interaction.
Whole-School Talks & Workshops
Engaging sessions around relevant themes that can complement a school's wider pastoral, safeguarding and personal-development curriculum.
SEMH Support
Helping young people recognise emotions and triggers, develop coping strategies and strengthen emotional regulation.
Behaviour & Engagement Support
Looking beyond presenting behaviour to understand need, develop accountability and help young people make more positive choices.
Attendance & Re-engagement
Early intervention with pupils beginning to disengage or experience increasing barriers to attendance.
Transition Support
Targeted work around key transitions, including moving into secondary education, returning following absence or preparing for post-16 pathways.
Lived Experience. Professional Practice. Real Conversations.
One of the strengths of Inspiring Futures is the combination of professional expertise and lived experience within our team.
Used appropriately, lived experience can create conversations that feel very different to traditional interventions.
It can help break down barriers.
Challenge misconceptions.
Make consequences real.
And, importantly, demonstrate that difficult circumstances, poor choices or challenging experiences don't have to determine someone's future.
Lived experience is never used for shock value.
It sits alongside professional practice, safeguarding and clear educational outcomes to create meaningful conversations that young people can relate to.
The Outcomes We Work Towards
Outcomes are agreed around the needs of the young person, group or school and can include:
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improved engagement with education
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improved attendance
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increased confidence and self-esteem
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improved emotional regulation
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improved behaviour
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reduced incidents of conflict
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stronger relationships with adults
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healthier peer relationships
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increased resilience
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improved communication
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greater understanding of risk
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improved decision-making
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increased accountability
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greater sense of belonging
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improved wellbeing
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increased aspiration
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reduced risk of suspension or exclusion
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increased readiness for transition
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improved engagement with wider support
We don't only measure whether a young person completed the programme.
We look at what changed because they took part.
Part of Something Bigger
Our in-school support sits within the wider Inspiring Futures THRIVE approach.
Where greater need becomes apparent, we can work with schools to consider whether another element of our education offer may be appropriate, including:
Attendance Support • Alternative Provision • FIGHT to Thrive • Mentoring • SEMH Support • Transition Support
This creates opportunities for continuity rather than expecting a young person to continually start again with somebody new.