Learning Engagement and Support Worker

The Learning Engagement and Support Worker will work with a caseload of young people developing a consistent and trusted relationship with each young person. S/he initially engaging them in an environment where they feel safe, including within the family home where appropriate. The role will focus on gradually building confidence, resilience, independence and motivation, helping young people take manageable steps towards leaving their home, participating in their community and ultimately re‑engaging with education, training, employment or other meaningful activities.

The postholder will work closely with critical stakeholders including parents/carers, education services, CAMHS and other community services to provide coordinated support around the young person.

Key duties and responsibilities

• Develop safe, trusting and consistent relationships with young people who may be reluctant or unable to engage with traditional services.
• Take a patient, non‑judgemental and young‑person‑centred approach to engagement.
• Meet young people initially within their home or another environment in which they feel safe and gradually support engagement beyond that setting.
• Understand the individual barriers preventing each young person from leaving home, engaging socially or participating in education.
• Use creative and flexible approaches to maintain engagement when young people experience setbacks or periods of withdrawal.
• Ensure the young person has a meaningful voice in setting their own goals and determining the pace of their support
• Work in close collaboration with the local authority support worker attached to the provision to optimise the effectiveness of support provided to the young person

Work alongside each young person to develop a personalised and progressive plan for re‑engagement. This could include:

• initially building a relationship within a setting where they are comfortable, including within the family home
• supporting the young person to spend short periods outside the home;
• accompanying them on short walks or local journeys;
• using public transport together;
• accessing parks, libraries, cafés, leisure facilities or community centres;
• exploring hobbies, sports and positive recreational activities;
• supporting participation in small‑group activities;
• developing confidence in unfamiliar social environments;
• gradually reducing the level of direct support as confidence and independence increase.

The emphasis will be on manageable, agreed steps rather than placing young people under pressure to progress before they are ready.

• Provide regular one‑to‑one mentoring sessions.
• Help young people identify their strengths, interests and aspirations.
• Support the development of self‑confidence, resilience and positive self-esteem.
• Help young people develop strategies for managing anxiety, stressful situations and everyday challenges.
• Support improvements in communication, relationships and social interaction.
• Encourage healthy routines, including sleep, activity and preparation for education.
• Provide a consistent trusted adult relationship while maintaining appropriate professional boundaries.
• Recognise and celebrate progress, including achievements that may initially appear small but are significant to the individual young person.
• Signpost young people to specialist support where necessary

Re‑engagement with Education

Support young people make a gradual and sustainable return to learning.

• Explore the young person’s previous experiences of education and identify barriers to attendance and engagement
• Identify the young person’s baseline position regarding their educational level and prior attainment
• Help the young person rebuild confidence…