Case Studies:
See Highlights’ impact in real life.
Hannah
She was a challenging child going through a challenging childhood. Could we change that?
The beneficiary:
Hannah, 11, returned to London from Eastern Europe with her mother last summer. Born in London, Hannah spent much of her childhood in Eastern Europe.
The challenge:
Hannah suffered from the double move of countries and cultures. Her mother, who experiences emotional instability, struggled to give Hannah the emotional support she needed. When they arrived in London, Hannah was wild, lacked boundaries, and had limited social and emotional regulation.
Hannah’s challenging transition and social challenges caused significant issues both at school and home, which Social Services recognized as a concern. Apart from giving her emotional help, Hannah was referred to us, in order to provide her with the opportunities a disadvantaged child like her needs so desperately.
The Highlights solution:
Hannah joined our talent project, but refused to take an active part at first. We learned from her teachers that she was withdrawn and spaced out at school too.
With consistent attention from her key volunteer, Diane, Hannah began to open up about her difficulties. Diane kept offering kind words and encouraging her to join in the dance group, where slowly it became apparent that Hannah was graceful and talented.
The outcomes:
Hannah’s peers and volunteer boosted her confidence, helping her feel worthy and positive. After several months, Hannah told Diane that she was finally playing with her classmates and raising her hand in class. Diane also worked with a qualified youth worker to help Hannah with her social skills so that she felt confident to approach others and make friends.
Liaising back with Hannah’s school revealed a marked increase in social-adeptness in the classroom and playground, and a good start on the learning side of things now that she had started to trust in her abilities.
Sarah & Debbie
They were stuck in a cramped flat for weeks. Could we get them to stop fighting?
The beneficiaries:
Sarah and Debbie are sisters who regularly benefit from our services. Close in age, they share a room in one of Hackney’s overcrowded apartments.
The challenge:
Covid hit, leaving Sarah and Debbie stuck at home. Lack of personal space and boredom led to the inevitable: constant bickering, frustration, and emotional vulnerability. Living in a small apartment and facing deprivation meant their parents could not afford to buy them games, nor did they own entertainment devices to connect with friends. According to their parents, they were miserable and fighting constantly.
The Highlights Solution:
We distributed 150 arts and craft kits to our beneficiaries during the first lockdown. Experimenting with the different mediums, both Sarah and Debbie settled on painting, and surprised themselves — and their grateful parents — with how much they enjoyed it.
The outcomes:
Working together to paint murals for their bedroom walls helped the sisters spend time together without fighting. This activity also eased their boredom and emotional dysregulation. We look forward to helping them develop their talents and have an emotional outlet through art.
2 SEND children
They have special educational needs. Could they still be part of production?
The beneficiaries:
2 members of our talent development project have special educational needs and need LSAs at school. Lea has ASD and Rachel is physically disabled, with difficulty walking.
The challenge:
Young people with disabilities often struggle to prove their self-worth. Both of these children felt unequal to their classmates as they faced their unique challenges. Showcasing their talents would do them a world of good — but who would accommodate them?
The Highlights solution:
When asked if Lea and Rachel could take part in our talent programme and perform in the production, there was no way we could say no. Playing to their strengths, both children were put in musical productions, where they finally felt like everyone else.
The outcomes:
Lea’s parents reported that she started interacting more with her peers, as she felt safe in this smaller, cohesive group. Rachel was given a solo, which she sang with pride at each session.
Feedback from parents and schools about their children’s excitement gives us the encouragement to continue. It is often difficult due to their challenging needs and behaviours, but we believe that if we engage these children and young people at a creative level and bring out their abilities, they begin to co-operate and feel valued for who they are.