Mentoring That Bridges the Gap

We don't believe in a one-size-fits-all approach to alternative provision. At Elevate Wellbeing Group, we use real-world environments, physical activity, and tailored psychological support to help young people reconnect with their education and themselves.

How We Support Young People

Our provision is built on three foundational pillars, designed to provide comprehensive wrap-around support for every student we work with.

1-to-1 Mentoring

Dedicated, highly consistent support in the community. We focus on building genuine relationships, giving young people a safe space to talk, regulate, and rebuild their confidence outside of the traditional classroom.

School Reintegration

We work closely with students who have struggled with attendance or exclusion. By slowly rebuilding their routine, resilience, and trust in educational figures, we map out a structured, successful return to the classroom.

A Person-Centred Foundation

While our mentors do not provide formal clinical counselling, our entire framework is built on person-centred therapeutic principles. We utilize the "core conditions"—offering genuine empathy, authenticity, and a non-judgmental space—to provide immediate, in-the-moment support. This helps young people safely process their emotions as they arise in the real world.

Our Structured 3-Stage Framework

Lasting change takes time, trust, and a clear plan. We guide every young person through our structured Re-engagement Model to ensure they feel safe, supported, and ready to progress.

Stage 1: Trust & Stabilisation

We don't believe in strangers turning up on day one. Our first priority is simply building a genuine, non-judgmental connection. We meet the young person where they are, focusing on shared interests and creating a completely safe environment where they feel heard.

Stage 2: Building the Toolkit

Once trust is established, the real work begins. Through active sessions and targeted conversations, we help the student identify their emotional triggers. We work together to build a bespoke "toolkit" of coping mechanisms, communication skills, and self-regulation techniques.

The ultimate goal of our provision is that the young person no longer needs us. We gradually shift the focus toward independence, supporting them to apply their new toolkit in the real world—whether that is transitioning back into full-time education, entering a new school, or stepping into further training.

Stage 3: Transition & Independence

Wellbeing Mentoring

We know that the best conversations rarely happen sitting face-to-face across a desk. Our mentoring takes place in the real world, using engaging activities to naturally lower defenses and encourage open communication.

Our sessions frequently include:

Physical Health & Fitness: Gym sessions, strength training, and team sports to burn off anxiety and build physical confidence.
Community Engagement: Utilising local parks, cafes, and community spaces to practice social interactions and build public confidence.
Life Skills Development: Practical, hands-on tasks that promote independence, problem-solving, and emotional regulation in everyday scenarios.

The Results That Matter

Our bespoke approach yields measurable, life-changing results for the young people we work with. Through consistent mentoring, our students regularly achieve:

Drastically reduced emotional outbursts and improved self-regulation.
A steady, confident return to mainstream or specialist educational settings.
Increased self-worth, physical health, and social independence.

When I met Ben 2 years ago, I was not in a good place. I was constantly being excluded from school and they wanted to send me to a PRU. I was dealing with severe bullying and struggling to stay in my lessons because my ADHD and anxiety were so bad. I was also going through a major family crisis at home and felt my life was hopeless.

That is when Ben started mentoring me. This helped me a lot because Ben was calm and made me feel like I was a good person. He always listened to me and asked me what I would like to do. Getting out in the car and having a bit of space helped me to see that things could get better. He always made sure that our time together was enjoyable.

I am now doing my GCSEs and have managed to stay in mainstream school, and things at home are okay now too. Things really did get better. Ben is a really nice guy that can make anyone feel comfortable. I am grateful for the time he gave me."

— AB, Former Mentee