Mason* was in foster care from a very young age. He was diagnosed with ADHD and he struggled to sit still and focus in class, and sometimes he would act disruptive. Teachers didn’t always know how to support him. When his behaviour was seen as disruptive, he was often removed from the classroom—sometimes by force—and locked in an isolation room.
This only made things worse. He felt angry, scared, and alone.
All Mason wanted was to call his mum. But he wasn’t allowed.
He moved from one school to another, again and again, because he kept getting excluded. By the time he left school, he had no qualifications.
Despite the challenges he faced in mainstream education, Mason was determined to achieve the necessary qualifications to complete a Level 2 Animal Care course. His dream was to become self-employed and set up a dog training and grooming business. Referred to the Youth Education Service (YES) by Reboot West, he was assessed for English and Maths and found to be working at entry level. This was to be expected because of his sporadic engagement with education.
Mason’s Reboot worker gave him a welcome tour of YES and introduced him to the tutors. He joined a small English and Maths group with students at a similar level to him.
In the beginning, he would turn up to class with his coat on and hood up and was very quiet and withdrawn. He later described his hood as his comfort blanket.
Mason didn’t speak up much in class. But when he did, it was usually to ask questions—ones that didn’t always relate to the lesson. He was curious about the world and wanted to understand how things worked. This way of thinking, jumping from one thought to another, was part of his ADHD.
Being in the classroom was already hard for Mason.
On top of that, he found himself in a group with an ex-girlfriend, which made things even more uncomfortable. It was a difficult situation, but his Reboot worker supported him through it.
They talked together about what healthy relationships look like—how to treat others with respect, and how to set boundaries. These chats opened the door to bigger conversations about equality, diversity, and understanding different perspectives.
He expressed himself through creative writing and his stories often had dark themes. This was quite common among the other learners. Instead of expressing shock at the content, his tutors encouraged his writing, using it as an opportunity to develop his grammar and a way for him to talk about his past traumas and life experiences.
Mason also got the chance to meet senior colleagues at 1625 Independent People, as well as some of the charity’s funders. They listened to him, treated him with respect, and made him feel like his voice mattered.
For the first time, Mason could see himself in a role like theirs—supporting others, making a difference.
It sparked something in him. He started looking into what kind of work they did, and what qualifications he’d need to follow a similar path.
Things took a bad turn and with the considerable turmoil in his personal life and a breakdown in his relationship with his foster family, Mason stopped attending classes at YES for five weeks.
With his tutors ensuring Mason that he’d be welcome back any time despite his absence, and with the support of his Reboot Worker, Mason returned and was entered for entry level Maths exams after completing several mock exams. He was excited to be the first person in his family to get any qualifications.
With the backing of his tutors, he decided to take a much-needed break with his friends and family instead of sitting his English exam. It showed he was starting to prioritise his wellbeing—recognising when to step back and take care of himself.
Mason passed his maths exam, and while he didn’t sit his English Level 1 just yet, the progress he’s made speaks volumes. He’s grown so much—and he’s on track to pass when he takes it next year.
The changes haven’t just been academic.
Mason’s grown in confidence, too. He cooked for other YES students at the Christmas party and has made lots of new friends. He no longer keeps his hood up in class and is much more comfortable talking to adults he doesn’t know.
His attendance has improved, his mental health is stronger, and most importantly—he’s no longer afraid to ask for help.
Mason now believes in himself.
And with that belief, he’s building a future based on goals that are both realistic and within reach.
Mason said about his time at YES ‘You actually help me, and you actually care’
*Name changed for privacy