Pseudonym of Child: Benjamin
Diagnosis: NA
Benjamin’s journey at our school has been one of gradual, but profound, transformation. When Benjamin first joined us in 2023, he struggled to connect with his peers, had difficulty participating in group activities, and seemed to live in a world of his own. He wouldn’t respond when his name was called, avoided eye contact, and seemed disengaged during circle time. At mealtimes, he would stare out the window and refuse to eat. He would often cry during transitions, and playing with others just didn’t seem to interest him. In fact, he often played alone, not knowing how to interact or share.
Benjamin’s situation sounds challenging, but his story is a powerful example of how early intervention, personalised support, and community involvement can make all the difference.
A Holistic Approach: Finding the Right Support for Benjamin
Benjamin did not have a formal diagnosis, but his behaviour and challenges suggested that he needed extra support in areas like social interaction, self-regulation, and routine adaptation. His teachers began by implementing a range of strategies to help him settle into the classroom environment, from structured routines to visual aids. We worked closely with his family to provide consistent reinforcement at home, advising them on strategies like reading together and setting earlier bedtimes to help Benjamin be more alert and ready to engage with his peers during the school day.
Benjamin’s mornings were especially tough. He would arrive around 9 or 10 a.m., which meant he missed out on morning playtime and bonding with his classmates. His parents were encouraged to bring him in earlier and to help establish a routine that would provide Benjamin with more structured time with his peers. The goal was to help him feel settled and involved from the very beginning of the day.
A Breakthrough: Growing Connections and Building Confidence
Over time, Benjamin’s behaviour started to change. The key was consistency—helping him understand what to expect each day, providing visuals for his routine, and giving him clear, gentle guidance. At first, Benjamin could not sit still with his classmates, but with continued support, he slowly began to join the group. He would say things like, “I want to play with this,” or “This is mine,” showing that he was becoming more engaged in his interactions. His progress was evident: he was now able to mingle with his peers and even communicate his needs more clearly.
With the Education Support Teacher (EST) working alongside him, Benjamin’s understanding of classroom activities grew. For instance, during lesson time, the EST would sit with him and gently explain what was happening, translating the teacher’s instructions into terms Benjamin could understand. This helped him stay focused, and he started to follow along with activities like story-time and song-singing.
We also used visual cards to help Benjamin understand what was happening next—whether it was transitioning to a new activity, changing clothes, or eating. These simple but effective tools gave him the clarity he needed to navigate his day with more confidence.
Progress Beyond Expectations
While he still needed support to fully engage with his classmates, he has shown incredible growth. He now interacts with his peers more comfortably, and even includes the EST in his play, a positive sign of his growing social engagement. We believe that his challenges were less about a deeper diagnosis and more about needing more consistent support, more inclusion, and early intervention
Benjamin now plays alongside his friends, enjoys structured activities, and has developed a better understanding of what’s expected of him throughout the day. He still needs some reminders to transition from one activity to another, but with each passing week, his independence continues to grow.
Benjamin’s story is a testament to the power of early intervention and personalised support. For many children who may present behavioural challenges, it can sometimes seem as though they are being intentionally uncooperative. Some might even think that these behaviours will simply disappear with time, or that the child will eventually outgrow them. However, early intervention makes all the difference.
Donate to “A Christmas Story” to help us keep access to Education Support accessible for children like Benjamin. Your contribution will allow us to continue providing early intervention at the right moment, meeting the children where they are at and giving children the chance to overcome behavioral and learning challenges, and removing barriers to their learning as much as possible.
Special Gift for Donors: Donate $250 or more, and you’ll receive a customisable Little Olive Tree LEGO character—a special way to show your support for the children whose lives you’re helping change.
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