Greg*, a Year 2 student at a primary school on the NSW Central Coast, has had a very challenging year. But with his Rise mentor by his side (and a new friend made through the program!), things are finally turning a corner.
Greg was referred to the SHINE for Kids Rise program early in 2025 as his behaviour at school had become difficult to manage and he clearly needed extra support. It was the first time his mentor had worked in this school, so everything felt new, for the teachers, for the mentor, and of course for Greg. Still, everyone came together with one goal: supporting him to succeed.
His mentor observed that Greg often responded aggressively to other students and struggled to cope in a mainstream classroom. He found it hard to focus on any task and was only attending school for two hours each morning, sometimes less when he was suspended, which happened frequently.
Thankfully, the school, the Department of Education, and his mentor worked closely together, and a turning point came when Greg’s grandmother, with whom he lives, received support to take him to a paediatric specialist.
Just two weeks after returning to school following these appointments, Greg showed a remarkable transformation. He began engaging in two-way conversations, smiling, and taking part more meaningfully in classroom activities.
To better support him, the school created a different learning environment that offered smaller class sizes and regular breaks. With guidance from the school and the paediatrician, Greg received a formal diagnosis and the support he needed to thrive.
His Rise mentoring sessions also improved vastly, stretching to 45 minutes with an additional 15 minutes of free-choice activities as a reward at the end. This was a huge step forward compared with the very short, often interrupted sessions earlier in the year.
Later in the year, Greg sadly witnessed a traumatic incident at home. He struggled to settle back into school after this, leaving his teacher and mentor concerned after all his recent gains.
His mentor however stepped in to provide the gentle support he needed. During a session, he was encouraged to talk as much as he felt comfortable to do so about what had happened as his feelings. Afterward he said he no longer wanted to talk about it, having expressed everything he needed to.
His mentor and teacher could understand the importance of this time, and its impact on Greg’s emotional well-being.
As Greg prepares for the next chapter at school, he won’t be facing it alone.
Though he has now graduated from the Rise program, he knows his mentor will still be nearby next year. She has invited him to join her for recess or morning tea whenever he needs a safe space to talk, keeping open the connection that has made such a difference for him.
Greg has also made new friends through Rise at the group activity days and has built a particularly close bond with another boy in the program.
“At the first Rise group day this year, he magnetised to another boy who was slightly older than him and they laughed and giggled and acted like they had known each other much longer!” his mentor shared.
His family is also connected with local community groups and is looking into joining afternoon basketball sessions at a nearby sports venue.
Greg’s mentor is incredibly proud of the progress he’s made. With supportive adults around him, new activities like basketball, and friendships he’s excited about, Greg is heading into a much better year ahead.
*Names and images changed to protect privacy.
The Benevolent Society support this program.
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