Beneath the Canopy: Notes from the Field

What Makes a Good Referral to Canopy & Campfires:

We work with a wide range of young people, and no two referrals are ever the same. Over time, we have noticed that the strongest, most successful referrals tend to share a few key features.

Good referrers understand that our setting is different. They recognise that we are not a formal intervention or an extension of the classroom, and they value the calm, relational, nature-based space we offer. They usually come with a clear understanding of what the young person is finding difficult, and why something softer, slower, and more individualised might help.

They are often honest about what has not worked elsewhere, but they also hold hope. Rather than referring to simply fill time or meet a requirement, they have thought about fit and can explain why Canopy & Campfires might offer something meaningful at this particular point in the young person’s journey.

Why Clarity Helps:

We know that making referrals is not always straightforward, especially when a young person’s story is complex or when they have already had a lot of support that has not quite worked. Even a small amount of context can make a big difference.

When we understand a young person’s needs, hopes, or history, even in simple terms, it helps us consider fit more carefully and tailor what we offer. It also sets the tone for a more thoughtful, grounded placement. On the other hand, referrals that are vague or unclear can make it harder to get started well, or lead to support that does not quite meet the need.

We do not expect polished reports or professional language. Just a little insight into why now and what is needed goes a long way.

What to Include in a Strong Referral:

You do not need to write pages of background or use specialist language. A thoughtful, well-informed referral makes it far easier for us to understand the young person, consider fit, and plan the right support from the start.

Here are some of the most helpful things to include:

- A short summary of the young person’s current situation: this might include key challenges, any recent changes, or what is going on at school or at home.

- Why Canopy & Campfires is being considered at this time: a sentence or two about why a nature-based, low-pressure space might be helpful right now.

- Any relevant needs or diagnoses: including SEND, social care involvement, mental health, trauma, or sensory preferences.

- Known barriers to engagement: for example, difficulties with trust, motivation, routines, or past experiences of support.

- Any existing support or interventions: so we can see how this might complement what is already in place.

- What progress might look like for this young person: this helps us set realistic hopes. Even small shifts, such as showing up consistently or trying a new activity, can be meaningful.

Referrals During Exclusion or Crisis:

We do sometimes receive referrals during periods of exclusion, crisis, or placement breakdown. While these situations often bring urgency, a placement with Canopy & Campfires can still be beneficial when approached with care and intention.

Our setting can offer a steadying influence during times of upheaval. The calm, consistent, and non-judgemental nature of our sessions can help young people begin to re-regulate, reconnect, and feel safe again. Even a short-term placement can create space to pause, reflect, and rebuild trust, provided there is clarity around the purpose and a willingness to meet the young person where they are.

When a referral is made with care, and the right support is put in place, we often see small but significant shifts begin to unfold. A young person might start attending regularly, build trust with an adult, or re-engage with the world around them. These moments are rarely dramatic, but they matter. They can be the start of increased self-belief, renewed connection, and a pathway back into education, relationships, or a more hopeful future.

A Shared Commitment:

At its best, a referral is more than a form: it is the start of a shared commitment to helping a young person grow, recover, or re-engage. We value working with professionals who take the time to consider fit, communicate openly, and stay connected throughout the process.

If you are supporting a young person who might benefit from calm, consistent, nature-based support, we are always happy to talk it through. Whether you are sure it is the right next step or just want to explore the idea, you are welcome to get in touch.

A Different Kind of Setting:

Many of the young people referred to Canopy & Campfires have reached a point where school has become difficult to access. For some, this looks like persistent absence or refusal. For others, it may involve anxiety, overwhelm, or behaviours that make classroom life feel impossible. Whatever the path, there is often a common thread: a young person who no longer feels able to engage in a conventional setting, even when support has been offered.

What we provide is not a replacement for school, but a different kind of environment that can help young people begin to re-engage at their own pace. Our sessions are informal, low-pressure, and relational. There is no set curriculum or formal structure, and young people are not expected to meet specific targets or sit still for long periods. Instead, the setting is calm and consistent, with fewer distractions and more opportunities for quiet connection, shared activity, and choice.

Young people often tell us they feel more able to express themselves here. The rhythm of the sessions, the natural environment, and the absence of formal pressure can create a space where trust begins to grow. For many, this is the first step toward rebuilding a sense of safety in themselves and in the idea of being supported at all.

What Progress Looks Like:

For young people who have stopped attending school, progress does not always follow a linear path, and it does not always look the way people expect. Sometimes, it begins with just turning up. Or staying for the full session. Or making eye contact. Or letting someone walk alongside them without pulling away.

These small moments are often the building blocks of something much deeper. In a setting like ours, progress is rooted in relationship and trust. It begins when a young person feels safe enough to show up as they are. From there, we begin to see signs of self-regulation, growing confidence, and tentative steps toward trying something new.

The changes we observe are often social, emotional, and personal. They may not be immediately visible in the classroom, and they might not show up as shifts in outward behaviour, at least not straight away. That is why we encourage referrers to look beyond surface-level changes and stay curious about what might be happening underneath.

Our aim is not to modify behaviour for school, but to help young people reconnect with a sense of agency, self-belief, and emotional safety, tools they can carry into all areas of life. Sometimes this leads to noticeable change in school settings too, but often these shifts are subtle and require patience, consistency, and careful observation to recognise.

Reconnection Takes Time:

For young people who have become disengaged from education, the road back is rarely quick or straightforward. But with the right support, offered at the right time, new possibilities can emerge. A calm, consistent, relational space, free from pressure and full of quiet encouragement, can be the first step in helping a young person reconnect with themselves and, in time, with the world around them.

We are always happy to talk with schools or services who are supporting a school-refusing young person and wondering what might help. Whether you are seeking a short-term bridge, a longer-term placement, or just exploring options, we are here to listen and reflect with you.

Understanding Our Role:

Canopy & Campfires is sometimes included in wider support plans for young people who are out of school, struggling to attend, or receiving alternative provision. While we are proud to contribute in these ways, we are not an Alternative Provision in the formal or statutory sense.

We are not a registered education provider, and we do not offer a set curriculum, qualifications, or targeted academic intervention. We do not track progress through academic data or behaviour systems, and we are not commissioned as part of the AP framework in the way schools or tuition services might be.

Instead, we offer something different and often complementary.

Our work focuses on emotional wellbeing, confidence, and relational development. We create calm, consistent, nature-based experiences where young people can begin to feel safe, seen, and capable again. For some, this provides a valuable bridge: a steadying presence that can run alongside education or help prepare them to re-engage with it when the time is right.

Where We Do Fit:

While we are not an AP ourselves, our work often complements Alternative Provision, therapeutic input, and other forms of wraparound support. For some young people, it can be helpful to place us within a wider, joined-up plan, but this is not always necessary.

Sometimes our sessions run alongside formal tuition or other therapies. In other cases, we offer a standalone placement that provides emotional stability, consistency, and a chance to rebuild trust in adults and support systems. Where appropriate, we are happy to be one part of a broader approach, particularly when the aim is to support long-term re-engagement, not just short-term containment.

Whether we are working alongside other services or holding a space on our own, our focus remains the same: helping young people build confidence, self-belief, and emotional safety at a pace that feels manageable to them.

Holding the Thread When Everything Else Falls Away:

When a young person is excluded from school, there is often a sudden sense of rupture from routine, from relationship, and from the systems around them. In those moments, maintaining a consistent connection somewhere in their week can make a significant difference.

At Canopy & Campfires, we work hard to build trust, emotional safety, and relational continuity. For young people already struggling with regulation, self-esteem, or belonging, sudden breaks in that support can reinforce feelings of rejection or shame. That is why we encourage placements to continue during periods of exclusion wherever possible.

This is not about offering a reward for behaviour that led to exclusion. It is about preserving a thread of consistency at a time when other parts of life may feel unpredictable or unstable. Our sessions offer space for reflection and reset. They create an opportunity for the young person to talk through what happened, explore what led up to it, and begin to repair their sense of self without judgement or pressure.

We are not seeking to bypass school boundaries or undermine the structure that school provides. Our setting is intentionally separate, and in some cases, that separation is what makes the work possible. When a young person has reached a point of overwhelm or conflict in school, stepping into a different kind of space that feels safe, relational, and low pressure can offer the stability they need to begin making sense of things. It allows them to reflect without defensiveness, reconnect without fear of judgment, and start to rebuild trust in themselves and others.

Supporting the Bigger Picture:

From a school’s perspective, exclusion is sometimes necessary, a line in the sand when safety, boundaries, or expectations have been challenged. That line does not have to mean the young person loses all access to positive, stabilising relationships.

By maintaining their placement with us, the young person stays anchored to something that is still working. It keeps one thread intact while other routines may be paused. This continuity often helps reduce escalation, support reflection, and protect the relational groundwork already laid, which in turn can help with reintegration later on.

For schools, this can mean fewer setbacks, fewer restarts, and a better chance of the young person returning with a stronger foundation. It also provides a space where they can explore what happened, begin to understand the impact of their actions, and feel supported in thinking about next steps without the weight of judgment or institutional memory.

We are not here to replace school systems. We can, however, complement them, especially during moments of disruption, disconnection, or change.

A Small Step That Keeps Connection Alive:

Exclusion does not have to mean disconnection. For some young people, the consistency of a session at Canopy & Campfires during a difficult week can make a quiet but lasting difference. It reminds them that not everything has been lost, that someone still sees them with hope, and that they are still held in mind.

Keeping this thread of relationship intact is often what allows the work, and the young person, to continue moving forward.

Sometimes it can feel as though a young person is making no visible progress in school whilst undertaking a programme with us. Not often, but it does happen. The same behaviours may appear day after day, the same reluctance to join in, the same guardedness that first prompted a referral. It is natural for school staff to wonder whether the support provided off-site is having any impact, especially when time, effort, and resources are being invested.

In our experience, these moments often indicate that important development is happening quietly. Progress rarely follows a straight line, and the first changes are often subtle. The work we do focuses on building the underlying skills, resilience, and confidence that support long-term growth rather than immediate behavioural corrections. What appears as stagnation in the classroom can actually be the groundwork for meaningful change that will become visible over time.

Why Change May Not Be Immediately Visible in School:

Classroom environments present challenges that do not exist off-site. Social pressures, sensory input, academic expectations, and routine can make it difficult for a young person to display the gains they are developing elsewhere. Even if confidence, self-regulation, or emotional awareness is improving, these changes may not immediately appear during the school day.

The early stages of support often focus on creating safety, trust, and internal readiness. If a young person arrives carrying anxiety, fatigue, or a sense of being misunderstood, their priority is to feel settled before attempting new behaviours. This work can appear repetitive or low-key, but it is essential preparation for sustainable progress.

What Schools Can Look For:

Even when dramatic shifts are not visible, there are subtle signs that a young person is developing the skills and confidence that will translate into school success. Schools may notice:

- Willingness to engage in a task or activity that they previously avoided

- Asking questions or seeking clarification rather than remaining silent

- Brief participation in social interaction with peers or staff

- Remaining focused on learning tasks for longer periods

- Small changes in mood, expression, or tone indicating comfort or curiosity

- Responding to prompts or instructions with less resistance

- Tentative attempts at new skills after observing others

Recognising these subtle indicators helps schools see that progress is occurring, even when it is not immediately apparent in traditional academic or behavioural measures.

Reinforcing the Investment:

Sharing observations between settings is vital. School staff often see only part of the picture, while practitioners witness development in environments that are lower pressure and tailored to the young person. Bringing these perspectives together demonstrates the value of the work and reinforces the link between off-site progress and eventual classroom application.

Progress is rarely linear. Many young people hold steady for periods before moving forward again. Patience, consistency, and acknowledgement of early signs help make changes lasting. By noticing and valuing these incremental developments, schools are investing in a foundation that strengthens the internal wiring a young person relies on for confidence, resilience, and sustainable engagement.

By the time a young person is referred to us, school staff have often adapted, scaffolded, listened, and responded in every way they can. Sometimes this has been for months, sometimes for years. When things still feel stuck, it is not unusual for staff to feel worn down, out of ideas, or unsure what else to offer.

A referral off-site is not only about providing support to the young person. It is about creating space — space for the pupil to explore, and space for the staff who have been holding them. It can carry hope, uncertainty, or both. At its heart, it reflects care and a willingness to try something different. Handing over even part of that load is an act of trust. We do not take it lightly.

Holding the Edges:

Off-site work does not fix everything, but it can ease pressure. Knowing that a young person is supported elsewhere, even part of the week, can reduce stress for staff and create breathing space in a demanding timetable. For the young person, the change in setting and rhythm can lower anxiety and open the door to different forms of engagement.

These benefits are not only practical. Emotional breathing space allows teachers to exhale. The sense of “I am not alone in this” can ease frustration and soften the feeling of being stuck. We do not take over, but we hold the edges so schools can regroup, reflect, and refocus.

Sharing What We See:

One of the most useful ways we support schools is by reflecting back what becomes visible here. Our feedback goes beyond attendance or activities to include small shifts in tone, emerging strengths, and patterns in what helps or unsettles.

We share this in a calm, grounded, and practical way. Sometimes it informs EHCPs or behaviour plans. Sometimes it simply helps staff see the young person in a new light. It is not about telling schools what they have missed, but about widening the picture and offering something they can use to support the pupil moving forward.

Shaping What Happens Next:

For some, changes are quick — a calmer return, greater openness to support. For others, shifts are gradual: a different tone of voice, a new willingness to try, or a moment of insight that was not possible before. Each one offers something for school to build on.

We feed this back as part of a shared picture — where the young person is, what has helped, and what might still be needed. Sometimes it points to opportunities for re-engagement, sometimes to a gentler pace, sometimes simply to progress worth naming.

Conclusion:

Schools carry a huge weight, often holding complex needs with limited time and resources. Our role is to share that weight — gently, practically, and always with care.

At Canopy & Campfires, we support the whole picture. We work with the young person, and we work with the school. Through insight, partnership, and space to breathe, we help both thrive.

We understand that visiting our site takes time, planning, and a break from the demands of a busy school day. We never expect it. When it happens, whether with young people present or not, it can become one of the most meaningful points in a working relationship.

Some visits happen before a referral, or early on in our work together, when staff want to get a feel for the setting and meet us face-to-face. Others take place mid-programme, giving staff the chance to see a young person in our space. In both cases, visits can bridge gaps, spark understanding, and create shared ground between settings that do not always connect easily.

When Young People Are Present:

A visit is more than a courtesy. It can reframe relationships, open new understanding, and create moments of connection that last long after the fire has gone out. Seeing a young person in a calmer, more confident space, away from corridors and classrooms, can shift the whole dynamic. Staff may encounter them making a brew, preparing food, or concentrating on a task, where interaction is warmer and more equal.

It is also practical. A visit brings our work to life, grounding reports and conversations in lived experience. “They have made great progress with firelighting” becomes “I saw them build and light a fire safely, and they were proud.” These shared experiences often become reference points back in school, building trust and strengthening relationships.

The benefit runs both ways. We gain insight from staff perspectives, building a fuller picture of the young person and strengthening the bridge between our setting and the classroom.

When Young People Are Not Present:

A visit without pupils offers something different. There is more time, more space, and a chance to step gently into the world we work in, not as observers, but as guests. Staff can settle into the atmosphere, walk the site, and have unhurried conversations that range from practical arrangements to deeper discussions about emotional development and relational practice.

These visits often remove uncertainty. They turn a name and a referral form into something tangible. Many staff comment on the calmness, the welcome, and the rhythm of the setting. These are things that cannot always be conveyed in reports or emails. This understanding often leads to more thoughtful referrals and smoother transitions for young people.

Getting a Feel for the Ethos:

It is difficult to describe our setting in words alone. Being here gives context to terms like “low-pressure” and “attuned,” showing how practical activities blend with therapeutic aims. Staff can see the seating circle, the tools, the shelters, and the fire setup, helping them picture how a young person might settle in.

For those visiting with a pupil, it offers a rare chance to see them in a slower, quieter environment. Without the crowd, the rush, or the next lesson waiting, different qualities often surface. Quiet confidence, focused attention, or relaxed ease can emerge. These shifts may be subtle, but they can reshape how a young person is understood back in school.

Making Visits Positive:

We know visits need care and thought. The tone and intention matter. If the focus is on incidents, attendance concerns, or warnings about behaviour, a young person may shut down. Arriving unannounced or with a rushed, formal tone can undermine the safety we work hard to create.

This is why we plan visits thoughtfully, check with the young person beforehand, and talk with staff about how to make the time meaningful for everyone. For visits without young people, we keep the space informal, offer hospitality, and make room for open, honest conversation.

Why They Matter:

Whether with or without young people, a visit can strengthen professional relationships, deepen understanding, and lay the groundwork for collaboration. It can soften tensions, reframe perceptions, and leave everyone involved with a shared reference point to carry forward.

We do not expect visits, but we welcome them. If you are curious, considering a referral, or simply want to see the space for yourself, let us know. We will put the kettle on.

Some of the young people we support live in residential care homes. In these cases, it is not uncommon for a familiar care staff member to attend sessions with them, sometimes just for the initial handover, and sometimes for the full duration of the work.

When it is done well, this arrangement can bring real benefit. We have found that care staff often have a natural rapport with the young person, one built through daily familiarity, not formality. Their presence can help the young person feel safer, more settled, and more able to step into something new.

They are also able to read the attendee’s signals in subtle ways. If something is off or bubbling under, they often see it before anyone else. For young people with complex needs or personal risk assessments, having that extra layer of understanding and support can be vital, and when the relationship is healthy, it rarely gets in the way.

Care staff who attend regularly tend to develop a quiet understanding of the space. They know when it is helpful to join in, when to step back, and how to support the flow of the session without disrupting it. In many cases, their presence becomes a natural part of the rhythm, quietly holding the edges rather than occupying the centre.

When Presence Becomes a Barrier:

While most care staff presence is supportive, there are occasional situations where it may unintentionally create a barrier. Sometimes, a young person finds it harder to open up or reflect honestly when a familiar adult from their day-to-day life is nearby. This is not always about the relationship itself, it can simply be the weight of being observed, even gently, in a space that is meant to feel freeing.

We are mindful of this, especially when deeper reflective work or counselling is part of the session. In these moments, we will often agree with staff in advance to step away or take a quiet break elsewhere on site, allowing the young person space to explore things independently.

These situations are rare, but they matter. Part of our role is to make sure that every young person feels able to engage at a level that is right for them, and that includes gently adjusting the dynamic when needed.

Building a Thoughtful Partnership:

When care staff join sessions regularly, it is not just the young person who benefits, it also gives us a chance to build a relationship with the staff themselves. Over time, these relationships often become grounded in mutual understanding, shared insights, and a real sense of collaboration.

Care staff tend to know the young person in ways that schools often do not. They see them outside of structured environments, at mealtimes, in quiet moments, and during transitions. That gives them a deeper view of the young person’s emotional world. When they share those insights with us, it helps shape the support we offer. In turn, we are able to reflect back our own observations, offering a different perspective grounded in nature-based, relational work.

It becomes a gentle two-way flow. Not formal reporting, but quiet partnership. A shared curiosity about how best to support someone who may not always find it easy to be understood.

Holding Space Together

When it works well, the presence of care home staff enriches the session rather than distracting from it. It offers continuity and support, and strengthens the network around the young person in a way that feels steady and human.

At the same time, we remain mindful of when a step back is needed, when the young person might benefit from privacy, or when the work would be more fruitful with a little more space. These decisions are always made with care, and often in quiet conversation with the care team.

Ultimately, our aim is to hold space together, not just physically, but relationally. When everyone around the young person works with the same steady intention, even small shifts can lead to meaningful change.

We work with a number of young people who are electively home educated, in the process of leaving school, or waiting for a more suitable placement. For many of them, the structure of traditional education has not worked, or no longer feels safe or viable.

In that in-between space, things can feel uncertain. There may be pressure to find the “next step,” but little clarity about what that should be. Young people in this position often need time to recover, to reset, or to simply feel safe again. They may not be ready for new demands, new environments, or anything that feels too much like school.

That is where our setting can help.

We do not offer curriculum or qualifications. We are not school, and we do not try to be. What we do offer is something gentler, a consistent, relational space where young people can breathe a little. There is rhythm and structure, but no pressure to perform. We are outdoors, away from classrooms, and our focus is on emotional safety, trust, and engagement at a pace that suits the individual.

For young people who are adjusting, recovering, or in limbo, this kind of space can offer a steadying influence, something calm to hold onto while the bigger picture takes shape.

Why This Works for Some Young People:

Many of the young people we meet have found traditional environments overwhelming, rigid, or simply misaligned with how they process the world. Some have experienced anxiety, burnout, sensory overload, or relational ruptures in school. Others have been out of education for some time and are unsure where they belong.

What we offer is not a replacement for education. It is a space where young people can begin to reconnect with themselves. Without uniform. Without crowds. Without the weight of outcomes or comparison.

The outdoor environment supports this in quiet but powerful ways. There is movement, sensory grounding, and permission to engage in different ways. One young person might be happiest carving wood in silence. Another might open up halfway through making tea. Some just need to sit by the fire and watch the trees for a while. All of that is allowed.

This flexibility matters. So does the fact that we work one-to-one or in very small groups, where trust and consistency take priority. For families navigating the complex world of home education, EHCPs, or school avoidance, it is not just the young person who needs reassurance. It is the adults too. Part of our role is to offer a space that feels trustworthy, stable, and aligned with the family’s wider hopes for recovery, regulation, or reconnection.

Holding a Steady Space:

When a young person is home educated or between school settings, the question of “what next?” can feel heavy. We do not try to answer that question for them. Instead, we create a space where they can simply be, where they can explore, talk, create, or stay quiet, knowing that there is no agenda beyond being present.

This is often what young people need before they can think about their next steps. A steady, attuned relationship. A place where their pace is respected. A chance to build confidence in small ways, through making a fire, trying a tool, or just showing up on a cold morning.

For families, this can bring a different kind of relief. There is comfort in knowing that their child has a space that offers support without the pressures of formal education, a setting that is calm, relational, and grounded in something real. It is not school, but it also is not “nothing.” It is a space that holds them while things settle.

At Canopy & Campfires, we do not promise quick transformations. But we do offer something real — time, trust, and a safe space where a young person can begin to feel more like themselves.

Emotionally Based School Avoidance (often called school refusal) is rarely about simply not wanting to attend school. For many young people, it stems from anxiety, trauma, social difficulties, unmet learning needs, or a combination of factors that make the school environment feel overwhelming or unsafe. The longer they are away, the harder it can be to return, and feelings of shame or failure can build alongside the original challenges.

We provide a stepping stone — a place where engagement can be rebuilt through trust, manageable expectations, and positive experiences of participation.

Reducing Pressure to Perform:

School can feel like a high-stakes environment, with constant demands on attention, behaviour, and social interaction. Our sessions are different: the focus is on connection, practical involvement, and feeling safe, rather than meeting academic targets. By removing the pressure to “catch up” or “prove themselves,” we help young people re-experience participation as something positive and within their control.

Restoring a Sense of Capability:

School refusal can erode self-belief, leaving young people convinced they can’t manage routines, follow instructions, or cope with social contact. We design tasks so that success is achievable from the start, while still allowing for gentle challenge as confidence grows. Over time, repeated experiences of success help counter the belief that they can’t manage structured environments.

Rebuilding Routines in Manageable Steps:

For many, the transition back to school or other structured learning is too big to tackle in one leap. We help them practise elements of routine such as arriving on time, preparing for activities, or following a session plan in a low-pressure setting. These steps are discussed and agreed with the young person, so they feel part of the process and have ownership over the pace of change.

What This Looks Like in a Session:

A young person who has been out of school for some time may start by simply arriving and staying for the full session, even if their participation is minimal. As trust grows, they may take on practical roles, work alongside others, and follow a shared plan for part of the session. Gradually, these steps build towards readiness for more formal learning environments.

For young people experiencing school refusal, re-engagement begins with feeling safe, capable, and understood. By providing a space where routines are manageable, relationships are consistent, and success is possible, we help lay the groundwork for returning to education or other structured settings.

For many autistic young people, school can bring constant sensory demands, shifting expectations, and unspoken social rules. Even with support in place, the pace and environment can make it difficult to feel regulated, understood, and able to engage fully.

Our sessions take place in a slower, steadier environment shaped around each young person’s needs. This creates space to engage in ways that feel safe and sustainable, while gently stretching skills and confidence at a pace that works.

Sensory Regulation:

The woodland environment naturally supports regulation. Sensory input is rich but not overwhelming, with space to move away from busy areas and return when ready. Sounds are softer, light is filtered, and the air is fresh.

Some young people seek out certain sensory experiences, while others prefer to limit them. We work with both preferences, building sensory opportunities into practical tasks such as firelighting, cooking, or preparing materials. For some, the warmth and rhythm of tending a fire is calming. For others, the physical effort of splitting kindling or sawing wood offers a focused outlet for energy.

Where needed, we adapt the space and materials. This might mean creating a quieter area, offering a choice of tools with different weights and textures, or beginning with a familiar, preferred task before introducing something new.

Social Interaction:

Many autistic young people benefit from interaction that is unforced and predictable. In our setting, social contact grows around shared tasks with practitioners rather than direct conversation. This makes it easier to connect without the pressure of maintaining constant eye contact or finding the right words immediately.

Staff are attuned to cues and preferences, allowing time for responses and recognising that silence can be part of communication. Humour, shared observations, and gentle encouragement often help trust to build.

We also use special interests as starting points for connection. Whether it’s wildlife, tools, or a specific skill, these interests can become a bridge to other conversations or activities. Working one-to-one or in very small groups allows young people to practise social skills without the noise and complexity of larger settings.

Flexibility and Structure:

Autistic young people often need a balance between predictability and choice. Our sessions follow a familiar flow, but within that there are opportunities to make decisions. This might include choosing the order of tasks, deciding how long to spend on something, or selecting a tool or material that feels most comfortable.

Having a clear structure reduces uncertainty, while built-in choice helps develop adaptability. Small changes are introduced gradually, supporting the idea that variety can be safe and manageable.

What This Looks Like in a Session:

A young person might begin with a preferred task, such as preparing food by the fire, working quietly alongside a trusted adult. Interaction develops naturally through shared observations or light humour. They may move between focused work and quiet breaks, returning when ready. Over time, this steady rhythm and gentle encouragement help them feel safe enough to try new activities or join short conversations.

Why This Matters:

When autistic young people have access to a space that meets their sensory, social, and emotional needs, they are better able to explore, learn, and connect. Recognising individual patterns — whether sensory-seeking, sensory-avoiding, socially reserved, or highly focused on a special interest — allows us to adapt in ways that feel respectful and effective.

By combining understanding with flexibility, clear communication, and meaningful choices, we help autistic young people feel understood and capable. This can provide a strong foundation for greater engagement, both with us and in other settings.

For many young people with ADHD, daily life can involve competing demands, shifting instructions, and expectations to stay still for extended periods. In school, these demands can be particularly difficult when movement is restricted, tasks change suddenly, or attention is expected to stay in one place for long stretches. Even with support, this can lead to frustration, restlessness, or feeling disconnected from the learning process.

Our sessions take place in a slower, steadier environment shaped around the individual. This allows young people to channel energy, shift attention when needed, and focus in ways that work with their natural patterns rather than against them.

Movement as a Strength:

For many young people with ADHD, movement is not simply restlessness — it can be a way to regulate focus, process information, and manage energy levels. The woodland gives movement a clear purpose. Paths, clearings, and work areas invite walking, carrying, and active contribution.

Tasks such as gathering firewood, filling water containers, or setting up equipment provide opportunities to move without being removed from the activity. This approach validates movement as part of participation, rather than something to suppress.

Practical Tasks with Clear Outcomes:

Young people with ADHD often respond well to tasks that are tangible and hands-on. Activities such as firelighting, tool work, cooking, and shelter building provide clear goals and visible results. We adapt tasks so they can be completed in short steps, with each step offering a sense of achievement. This helps to sustain attention while giving frequent feedback on progress. Success is seen, felt, and sometimes even tasted — such as sharing food prepared over the fire.

Supporting Attention Through Variety:

While some young people with ADHD benefit from frequent task changes, others can sustain focus when they are deeply engaged in a chosen activity. We adapt to both patterns, offering variety where it helps and depth where interest holds attention. Transitions are made clear and predictable, with options to return to a task later. This reduces the sense of being “cut off” mid-flow and allows attention to be directed without sudden breaks in engagement.

What This Looks Like in a Session:

A young person might begin the day with active roles such as carrying wood, fetching tools, or tending the fire. As they settle, they may move into a more focused task such as carving or cooking. Activities are linked so that movement flows naturally into purposeful work. Over time, they take on more sustained challenges, knowing they can still change tasks when needed.

Why This Matters:

When young people with ADHD have opportunities to move, clear goals to work towards, and space to follow their focus, they can engage more fully and experience success on their own terms. By valuing movement and offering flexible, purposeful activities, we help turn energy into progress and build the confidence to take on new challenges.

With sensory processing differences, everyday environments can feel unpredictable, overwhelming, or under-stimulating. They may be highly sensitive to certain sounds, lights, or textures, or they may actively seek sensory input that others find intense. In school or busy spaces, these challenges can make it harder to stay regulated, focused, and engaged.

We create an environment where sensory experiences are more predictable, with space for each young person to explore, manage, and adapt their comfort levels in ways that work for them.

A Calmer Sensory Environment:

The woodland offers a sensory setting that is rich without being overloading. Light is filtered, sounds are softer, and natural scents replace the artificial smells of indoor spaces. There is room to step away from busy areas and return when ready, which helps to maintain regulation.

We pay close attention to environmental factors such as wind, temperature, and ground conditions, adjusting activities to support comfort. This might mean setting up in a quieter corner, providing shelter from direct sunlight, or choosing tasks that match a young person’s sensory preferences.

Practical Activities with Sensory Choice:

Some young people seek sensory experiences such as the warmth of a fire, the texture of wood, or the sound of tools in use. Others prefer to limit these inputs. We adapt tasks to suit both needs. For example, firelighting can be approached from different distances, tool work can use materials with varied textures, and cooking can involve strong or mild scents depending on preference. This flexibility helps each young person engage with sensory elements in a way that feels safe.

Gradual Exposure and Control:

Where a sensory experience feels challenging, we break it down into smaller, manageable parts. The young person chooses when to begin, how long to engage, and when to pause. This might mean starting further from a sound source, wearing gloves to manage texture, or trying a single small step before building to the whole activity. Over time, these experiences can help expand comfort zones and reduce sensory-related anxiety.

What This Looks Like in a Session:

A young person might begin in a quieter part of the site, choosing a task that feels comfortable to their senses. They may sit by the fire at a certain distance, select materials with a preferred texture, or avoid strong smells. Gradually, they might move closer to new sensory experiences or try unfamiliar materials, doing so in their own time and with the support of a practitioner.

Why This Matters:

When sensory needs are recognised and respected, young people are better able to take part in activities and manage their own comfort. By combining environmental awareness, flexible task design, and gradual exposure, we help them build confidence, resilience, and self-regulation that can transfer to other areas of life.

For those with speech, language and communication needs, expressing themselves, understanding instructions, or joining conversations might feel daunting. The pace of interaction in busy settings may make it harder to process language or find the right words in time, which can lead to frustration, withdrawal, or feeling overlooked.

A Setting that Supports Communication:

The woodland is naturally quieter, with fewer competing sounds, allowing voices to be heard more clearly. Physical distance can be adjusted so interaction feels more comfortable, whether side-by-side over a shared task or with more space to reduce pressure. We use a mix of clear verbal instructions, demonstrations, and visual cues to support understanding. Tasks are explained in small, manageable steps, and repetition is always available without judgement.

Multiple Pathways for Expression:

Not all communication is verbal. Practical action, gesture, facial expression, drawing, or pointing can all be valid ways to share ideas. We recognise and value these forms equally, responding to them as part of the interaction. Shared practical activities, such as cooking, tool use, or nature-based tasks, provide focus points where communication can happen more naturally, without the demand of maintaining eye contact or sustaining a conversation.

Building Confidence to Share:

We create low-pressure opportunities for young people to use their voice if they wish. This might be describing what they are doing, asking a question, or offering a suggestion. Positive responses to contributions, verbal or non-verbal, help build trust and a sense that their input matters. Over time, many young people become more willing to initiate conversation or join in group exchanges.

What This Looks Like in a Session:

A young person might begin by taking part in silence, using gesture or action to show their involvement. As the task progresses, short exchanges may develop naturally, perhaps to confirm a step or share an observation. Over time, these moments grow into longer contributions, often linked to the activity or environment around them.

Why This Matters:

When young people with speech and language needs have the time, space, and tools to express themselves, they can participate more fully and with greater confidence. By valuing all forms of communication and creating opportunities for success, we help build both skills and self-belief, supporting more positive interactions in a range of settings.

For anyone experiencing anxiety, joining a new group, meeting unfamiliar people, or stepping into an unknown space can feel daunting. In school or other busy settings, noise, unpredictable changes, or the pressure to perform can increase these feelings. Anxiety may show up as reluctance to take part, physical symptoms, or the need to avoid situations altogether.

A Calmer and More Predictable Environment:.

The woodland offers a setting with fewer sudden changes and more control over personal space. Natural light, softer sounds, and open spaces help reduce sensory load, making it easier to feel settled.

Our sessions follow a familiar rhythm so that young people know what to expect. Any changes are introduced gradually and explained clearly, helping to reduce the uncertainty that can trigger anxiety.

Gentle Entry Points to Participation:

Anxiety can make starting something new feel overwhelming. We provide multiple ways to take part, from observing at a distance to helping with a simple, non-demanding task. By breaking activities into small, achievable steps, we offer early opportunities for success. This helps to reduce the sense of risk and makes it easier to take the next step.

Building Trust Through Steady Relationships:

Trust is built through consistent presence and low-pressure interaction. We avoid forcing conversation, instead allowing it to grow naturally through shared work or observations. We also recognise the signs of rising anxiety and adjust our approach accordingly — whether by offering a break, changing the activity, or providing reassurance. Over time, these steady, predictable interactions create a foundation for greater participation.

What This Looks Like in a Session:

A young person might begin by standing at the edge of the activity area, quietly watching until they feel ready to join in. They may take on a small, manageable role such as stirring ingredients or passing materials. As confidence grows, they begin to join in for longer periods, speaking more with staff and exploring activities they enjoy.

Why This Matters:

When young people with anxiety are given choice, predictable routines, and gentle encouragement, they can begin to manage new situations with more confidence. By creating space for gradual steps, we support them to take part more fully and to carry that confidence into other areas of life.

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Low confidence can affect every aspect of a young person’s life. It may show in their willingness to try new things, their ability to speak up, or how they see themselves in relation to others. For some, it stems from repeated experiences of difficulty or criticism. For others, it builds over time through feeling different, excluded, or unnoticed.

We provide a setting where strengths can be noticed and built on, where success is possible in small, steady steps, and where each young person is reminded through experience that they are capable.

Creating Opportunities for Success:

When confidence is low, failure can feel like confirmation of already-held doubts. We design activities so that success is achievable from the very first step, while still leaving room for gradual challenge. This might mean starting with familiar skills, introducing a small new element, or giving extra time for practice before moving forward. The aim is to build a chain of successful experiences that start to outweigh past setbacks.

Acknowledging Effort as Well as Outcome:

We recognise not only what a young person achieves, but also the courage it can take to try. By acknowledging effort, persistence, and problem-solving, we help them see value in the process as well as the result. This approach shifts the focus from “I can’t” to “I’m learning”, making it easier to keep going even when something is difficult.

Encouraging Ownership of Achievements:

We make space for young people to recognise their own progress. This could be through reflecting at the end of a task, noticing a skill that has improved, or sharing what they’ve learned with staff. By helping them name and own their achievements, we reinforce the idea that their successes are the result of their own actions and abilities.

What This Looks Like in a Session:

A young person might begin with a task they already know, completing it with quiet confidence. As the weeks go on, they may choose to add a new skill or take on a slightly larger role in the session. When they notice — and we reflect back — that they have done something they couldn’t do before, the belief that they can keep improving begins to take root.

Why This Matters:

When young people with low confidence experience repeated success, recognition of their efforts, and the chance to take ownership of their progress, they start to see themselves differently. This renewed self-belief can open the door to greater resilience, stronger relationships, and the confidence to face new challenges in and beyond our setting.

For anyone affected by depression or low mood, the world can feel muted and difficult to engage with. Activities that once felt enjoyable may no longer hold interest, and even small tasks can seem exhausting. Concentration may be reduced, energy unpredictable, and a sense of hopelessness or disconnection can make it hard to believe things will improve.

Here at camp there is no expectation to arrive in a certain mood or at a certain energy level. Young people can begin from where they are, without judgement, and build their participation in a way that feels manageable and meaningful.

A Gentle and Consistent Pace:

When mood is low, starting can be the hardest step. Our sessions are unhurried, with time to watch, settle, and choose how to join in. There is no penalty for stepping back, and rejoining is always welcomed without question. This steady rhythm can help reduce the pressure that often comes with performance or speed. It also provides something predictable to hold onto — a structure that continues even when energy or motivation fluctuates.

Restoring a Sense of Agency:

Depression can leave young people feeling that they have little control over their circumstances. We offer choices, however small, to reinforce their ability to influence what happens next. This might be deciding where to start, when to pause, or which role to take in a shared task. Even small decisions contribute to rebuilding a sense of ownership and self-direction, which can help counter feelings of helplessness.

Recognising Progress Without Forcing Positivity:

We focus on acknowledging effort and progress without dismissing how a young person feels in the moment. This means celebrating small achievements (such as returning to an activity after a break) without expecting them to pretend to be cheerful. By valuing consistency, showing that their presence matters, and reflecting on moments of engagement, we help them notice signs of progress even when mood remains low.

Connection as a Protective Factor:

Low mood can lead to isolation, which in turn can deepen withdrawal. Our relational approach builds connection gradually through shared experiences, light conversation, and being alongside each other in practical tasks. Relationships are strengthened by reliability — the same staff, the same welcome, and the same willingness to meet the young person exactly where they are each week. Over time, these connections can offer a sense of belonging that helps lift the weight of isolation.

What This Looks Like in a Session:

A young person might spend the first part of the session sitting quietly, observing without joining in. Over time, they may begin to take small steps — helping to prepare a space, joining a short part of a group activity, or returning to finish something they started the week before. These moments are noticed, valued, and built upon, creating a slow but steady increase in engagement.

Why This Matters:

When young people with depression or low mood are given space, choice, and genuine recognition for their efforts, they can begin to rebuild a sense of purpose and self-worth. By providing a consistent environment, valuing their presence, and offering opportunities to reconnect, we help them take steps that may feel small but can have a lasting impact.

Sometimes, emotions can shift quickly and feel intense, making it hard to respond in ways that feel safe or constructive. Some may find it difficult to recognise what they are feeling until it becomes overwhelming, or to calm down once their emotions have been triggered. In school or group settings, this can lead to conflict, withdrawal, or a cycle of frustration and consequence.

Our camp is a place where emotional expression is understood as part of being human, and where there is space to notice, name, and manage feelings without fear of judgement.

Creating Space Before Reaction:

In moments of high emotion, time and space can be the most powerful tools. Our sessions are designed so young people can step back, take a break, or choose a quieter area without losing their place in the session. This helps them avoid escalating situations and gives them room to begin calming before re-engaging. Staff remain nearby, offering quiet support until they are ready to reconnect.

Recognising and Naming Emotions:

Being able to label emotions is a step towards managing them. We support young people in identifying what they might be feeling, sometimes through direct conversation, and sometimes by reflecting back what we notice in their body language or behaviour. Over time, these conversations help them see patterns in their emotional responses, making it easier to recognise the early signs and take steps to manage them sooner.

Offering Regulation Strategies That Fit the Individual:

Every young person regulates differently. Some find calm through focused, repetitive tasks; others need physical activity, sensory input, or simply the reassurance of a trusted adult nearby. We help each young person find and practise strategies that work for them, so they have tools they can use both here and in other settings.

What This Looks Like in a Session:

A young person who arrives feeling unsettled might choose to begin in a quieter area, working alongside one staff member. If emotions rise, they might pause, take a walk around the site, or shift to a calming, hands-on task. Once they feel ready, they rejoin the main activity with support in place to help them stay engaged.

Why This Matters:

When young people learn to notice, name, and manage their emotions, they gain skills that reach far beyond the session itself. By creating a safe space for expression, building self-awareness, and offering practical tools, we help them feel more in control and better able to cope with the challenges they face.

For young people who have experienced trauma, the world can sometimes feel unpredictable or unsafe, even in neutral situations. Sights, sounds, smells, or particular situations can trigger intense emotional or physical reactions, sometimes without warning. Concentration, memory, and emotional regulation can be affected, and trust in others may take time to rebuild.

We provide a steady, predictable environment where safety is prioritised, and where each young person can explore, participate, and connect at a pace that feels right for them.

Predictability as a Foundation for Safety:

For those living with the after-effects of trauma, knowing what will happen next is a powerful reassurance. Our sessions follow a clear rhythm, and any changes are explained in advance. This predictability reduces uncertainty and helps make the setting feel safe.

When possible, we give a clear overview of the day, including options for where to be and what to do, so that the young person can plan their own comfort levels.

Choice and Control:

Trauma can leave a young person feeling powerless or unable to influence what happens around them. We make space for them to make decisions, however small, so they experience themselves as having control. This might mean deciding which role to take, when to start or stop an activity, or where to position themselves within the space. Each choice reinforces autonomy and helps to counter the sense of helplessness that trauma can leave behind.

Building Trust Through Consistency:

Trust cannot be rushed. Our approach focuses on showing up reliably — the same faces, the same welcome, the same willingness to respect boundaries. Relationships grow from this reliability, rather than from pushing for disclosure or rapid closeness.

We use shared tasks and gentle conversation to create opportunities for connection, knowing that trust often begins in moments where the young person feels seen, heard, and respected without pressure.

Supporting Regulation and Managing Triggers:

We remain alert to signs of rising distress and respond by adjusting the environment or activity. This might include offering a quieter space, changing the pace, or suggesting a grounding activity. We also support the young person in developing their own self-regulation strategies, so they have tools they can take beyond the session.

What This Looks Like in a Session:

A young person might start by choosing a spot where they feel comfortable and in control of their surroundings. They may take on a task that keeps them slightly to the side of the group while still being part of the shared work. Over time, as safety builds, they might choose to move closer, take part in more varied activities, and interact more openly with staff and peers.

Why This Matters:

When young people affected by trauma have a safe, predictable space with choice and respect at its core, they can begin to rebuild trust in themselves and others. This foundation of safety allows them to take gradual steps towards connection, resilience, and a stronger sense of agency.

Self-harm can take many forms, from visible injuries to less obvious behaviours. For some young people, it is a way of coping with emotional pain, regaining a sense of control, or expressing feelings they find hard to put into words. Whatever the reason, it signals distress that needs to be taken seriously and responded to with care.

Because our work takes place in a remote woodland setting, we must carefully assess each referral involving self-harm before committing to a programme. This is to ensure that we can meet the young person’s needs safely, with the right level of supervision, and with appropriate support in place from other professionals.

Balancing Safety and Participation:

In a remote environment, access to sharp tools, open fires, and uneven terrain brings additional risks that need to be managed carefully. If a young person’s current level of risk is high, we may delay starting a programme until more suitable safeguards are in place.

When a placement goes ahead, we agree clear safety boundaries from the outset and adapt activities where necessary to reduce opportunities for harm while still enabling meaningful participation.

Creating a Non-Judgemental Space:

We work to ensure that young people do not feel shamed or punished for their coping strategies, while making it clear that safety must come first. Trust is built through steady, respectful interactions, where the young person knows they can speak honestly about how they are feeling. Our role is not to replace specialist therapeutic support but to offer a safe, consistent environment alongside it.

Promoting Alternative Coping Strategies:

Where appropriate, we introduce grounding and regulation techniques that can help manage strong feelings without resorting to self-harm. These might include focusing on repetitive physical tasks, sensory regulation activities, or quiet reflective moments with a trusted adult. Over time, the aim is to expand the young person’s coping toolkit so that they have more options when feeling overwhelmed.

What This Looks Like in a Session:

A young person may begin by choosing a calm, contained role where risks are minimal, such as tending a small fire under close supervision or helping with light preparation tasks. Staff remain alert and present, offering breaks or changes in activity if signs of distress appear. Any incidents or concerns are addressed promptly in line with safeguarding procedures.

Why This Matters:

Working with young people who self-harm in a remote setting requires careful planning, professional judgement, and collaboration with other services. When it is safe and appropriate to proceed, our sessions can offer a secure space where the young person is accepted, supported, and encouraged to develop safer ways of coping.

Grief can affect young people in many different ways. Some may become quiet and withdrawn, while others show changes in behaviour, mood, or ability to concentrate. The impact can be immediate or delayed, and it may resurface unexpectedly long after the loss has occurred. Bereavement can involve the death of a family member or friend, but loss can also mean the breakdown of a relationship, a change in living arrangements, or the removal of something important from their life.

We offer a calm, consistent space where the young person can participate without pressure, and where their emotions — whatever form they take — are met with understanding.

Meeting Them Where They Are:

Grief is not a straight line, and young people may move quickly between sadness, anger, distraction, and moments of joy. We do not expect them to be in any one emotional state during sessions, and we make it clear that all feelings are valid. This approach helps reduce the pressure to “hold it together” and gives them permission to express themselves in ways that feel natural.

Gentle, Steady Participation:

For some, loss can make even simple activities feel overwhelming. We allow for flexible involvement, offering both active roles and quieter spaces where they can observe or take part in a smaller way. We notice and acknowledge their presence and any steps towards engagement, while also giving them space to step back when needed.

Opportunities for Connection and Reflection:

Shared practical work, light conversation, and time in nature can offer moments of comfort and grounding. The woodland also provides natural points for reflection — seasonal changes, growth, and renewal — without forcing these into a formal conversation about grief. When the young person does want to talk, we listen without judgement, allowing them to lead the pace and depth of the discussion.

What This Looks Like in a Session:

A young person may spend part of the session in a favourite spot, quietly observing before joining an activity for a short time. They might choose a task with a clear start and finish, which can provide a small but valuable sense of control and completion during a period when much feels uncertain.

Why This Matters:

Loss can leave young people feeling unsteady, disconnected, or unsure of how to move forward. By offering consistent relationships, flexible participation, and an environment where their emotions are accepted, we help them begin to process their grief in ways that feel safe and sustainable.

Looked After Children (LAC) often have a life history that includes instability, loss, and significant change. Moves between foster placements, schools, and social workers can disrupt relationships and create uncertainty about who is safe to trust. Many carry the impact of early adversity, which can affect attachment, emotional regulation, and self-esteem. Our work is grounded in understanding these experiences and providing a steady, consistent environment where trust can be built at the young person’s pace.

Consistency as the Cornerstone:

For LAC, frequent change can make it difficult to believe that relationships will last. We prioritise consistency in staff, setting, and session structure so that each week feels predictable and dependable. We make a point of being there when we say we will, greeting them in the same way, and maintaining clear boundaries. Over time, this reliability becomes part of the foundation for trust.

Relationship First, Activity Second:

While our sessions are rich with practical, hands-on opportunities, we know that for LAC the relationship with the adult is often more important than the activity itself. We invest time in listening, noticing small changes, and recognising the meaning behind behaviour. If a young person arrives in a heightened emotional state or reluctant to take part, we focus first on connection before moving towards tasks. This may mean starting with quiet conversation, walking the site together, or simply sharing space until they feel ready to engage.

Recognising the Impact of Early Experiences:

Early adversity can shape how a young person responds to challenge, praise, or boundaries. Some may withdraw to protect themselves from disappointment, while others test boundaries to see if they hold. We respond with calm, consistent expectations, making it clear that mistakes do not result in rejection. Where appropriate, we name strengths and efforts rather than only achievements, helping to counteract negative self-beliefs formed in earlier experiences.

What This Looks Like in a Session:

A young person may arrive unsettled, testing whether the adults present will respond with patience or frustration. We remain calm, giving them space to settle and showing through tone and body language that they are welcome. As trust grows, they begin to arrive more open to engagement, taking on tasks with less hesitation and interacting more readily with staff.

Why This Matters:

For LAC, the presence of a reliable adult in a safe, predictable space can be transformative. Each session becomes part of a wider message: you are worth showing up for, your presence matters, and you can rely on this relationship to hold steady. These repeated experiences of stability and care can support healing, strengthen resilience, and build the confidence to form and maintain healthy relationships beyond our setting.

Young people with attachment needs have often experienced early relationships that were disrupted, unpredictable, or inconsistent. This can make it harder to trust others or believe that connections will last. The effects can be seen in many ways — avoiding closeness, seeking constant reassurance, or testing boundaries to see if they hold. These are not signs of defiance but strategies developed to feel safe in a world that has not always been reliable.

Our work is built on understanding these patterns and offering a steady, consistent environment where trust can grow at the young person’s pace.

Predictability as a Foundation:

Attachment difficulties can make sudden changes feel threatening. We keep the same staff team, follow a familiar session structure, and maintain reliable boundaries. From greeting each young person in a familiar way to closing the session with a clear ending, we make each week feel dependable. This repeated experience of reliability helps to challenge the belief that relationships will inevitably end or change without warning.

Building Trust Through Shared Activity:

Connection often grows best without direct pressure. Practical, side-by-side activities such as lighting a fire, preparing food, or using tools allow trust to form naturally. These shared tasks create space for quiet conversation, mutual problem-solving, and moments of success that are acknowledged without judgement or overstatement. Over time, these experiences show that adults can be present, supportive, and safe to be around.

Responding When Trust Is Tested:

It’s common for young people with attachment needs to check whether boundaries and relationships will hold. This might look like withdrawal, reluctance to engage, or challenging behaviour. We meet these moments with calm and consistency, holding firm to safe limits while keeping our welcome open. This approach shows that connection can survive difficulty and that mistakes do not mean rejection.

What This Looks Like in a Session:

A young person might arrive withdrawn, scanning the group to see who is present and how they will be received. We greet them warmly in the same way each week, giving them space to choose how and when to join in. They may begin by standing back or moving between tasks before settling into one activity. Over time, their arrival becomes more open, with less hesitation and more readiness to take part. These small shifts are signs of growing trust and security in the setting.

Why This Matters:

For young people with attachment needs, the presence of a reliable adult in a safe, predictable setting can be life-changing. Each consistent interaction reinforces the idea that relationships can be trusted and maintained. Over time, this helps to repair earlier experiences of instability, strengthens resilience, and supports the confidence needed to build and sustain healthy relationships beyond our setting.

Young carers take on responsibilities at home that most of their peers do not have to manage. This may include looking after a parent, sibling, or other family member due to illness, disability, or substance misuse. The demands of this role can be physical, emotional, and time-consuming, often leaving little space for rest, friendships, or personal interests.

We provide time and space where the focus is solely on them, where they can take part without the weight of responsibility and be supported as a young person first and foremost.

Relieving Pressure Through a Change of Environment:

Many young carers have limited opportunity to step away from the routines and pressures of home. Our woodland setting offers a complete change of scene, where responsibilities are paused and there is no expectation to care for anyone else. This shift in environment can allow them to relax, recharge, and enjoy experiences that are purely for their own benefit.

Rebuilding Energy and Resilience:

Caring responsibilities can be exhausting, and young carers often put their own needs last. We design sessions to support their wellbeing — physically, through fresh air and active tasks; emotionally, through consistent relationships; and mentally, by giving them the chance to focus on something other than their caring role. We encourage a pace that suits their energy levels on the day, with the freedom to choose how much or how little to take on.

Valuing Their Skills and Identity Beyond Caring:

Young carers often develop maturity, problem-solving skills, and empathy beyond their years, but can also feel defined only by their caring role. We make space for them to explore other aspects of themselves — skills, interests, and personal goals that have nothing to do with their responsibilities at home. Recognising and valuing these parts of their identity can help them see their own worth in a broader way.

What This Looks Like in a Session:

A young carer may arrive tired or distracted, taking time to settle into the session. They might choose a quieter role at first, gradually becoming more involved as the morning or afternoon progresses. By the end of the session, they often leave lighter in mood, having had a few hours where they could be themselves without the demands of their caring responsibilities.

Why This Matters:

Young carers carry a level of responsibility that can impact their education, friendships, and wellbeing. By providing a safe space that is just for them, we offer a much-needed break from their daily role and the chance to experience support, rest, and enjoyment in their own right.

At Canopy & Campfires, we do not see SEND as a barrier to outdoor work, and we do not treat it as a fixed identity. The young people we support may have diagnoses, needs, or differences, but those are not the things we centre. We are not here to manage their SEND. We are here to meet them as people.

The woods give us space for that.

Out here, there are fewer demands. No social rules to decode. No pressure to mask or to prove anything. There is time to settle. Time to move, or be still. Time to speak, or stay quiet. The environment itself supports regulation, grounding, and gentle attention, without drawing focus to what is "difficult" or "challenging."

For young people who may be used to being defined by their needs, that shift matters. In our sessions, they are not reduced to a label or seen through the lens of what they struggle with. They are just themselves. Capable. Curious. Complex. And in control of how they choose to show up.

What Support Actually Looks Like:

Support does not always need to be formalised, explained, or labelled. Sometimes it is about knowing when not to speak. Or when to change the activity plan without comment. Or when to simply walk alongside someone rather than facing them.

We pay attention to the cues each young person gives us, not to diagnose or correct, but to understand. If someone needs movement, we do not ask them to sit still. If they need silence, we do not fill it. If they need clarity, we offer it. And if they need control, we find ways to give it, safely, respectfully, and without making it feel like a reward.

Working outdoors helps. There is room to move. Space to be alone without being excluded. Natural sounds instead of background noise. Fewer visual distractions. Less social comparison. All of this combines to create an environment where a young person can regulate more freely in their own way.

What we offer is not a programme “for SEND.” It is a space where SEND does not need to be defended, explained, or hidden. A space where a young person can feel safe enough to just be.

Seeing the Whole Person:

Some of the young people we meet have spent years being seen through the lens of what they find difficult, whether that is their attention, their behaviour, or their communication. But those things are only part of the picture. What we are interested in is who they are underneath all that. What they care about. What they notice. What they enjoy. What they are proud of.

The outdoors allows for that kind of seeing.

When the pressure lifts, something else becomes visible, such as a sense of humour, a moment of curiosity, or a quiet resilience. And when we slow things down and build trust, we begin to notice the qualities that were there all along. Often, so do they.

SEND might be part of someone’s story, but it is not their whole identity. Out here, they are not asked to mask, manage, or meet a set of expectations they did not choose. They are simply invited to take up space as themselves.

Canopy & Campfires is a nature-based wellbeing service that supports young people who may be struggling with school, relationships, or emotional regulation. We offer consistent, relational support in woodland settings, where sessions are calm, practical, and rooted in connection.

Most of our work takes place one-to-one, allowing for individualised attention and safe, attuned support. Small group sessions may also be offered in certain cases, where relationships are already established and the dynamic is appropriate.

Young people are invited to build trust, develop confidence, and rediscover a sense of safety, both in themselves and with others. Our approach works particularly well for those with additional or complex needs, including young people with SEND, those who are care-experienced, and those who are home educated. We also support a wider range of young people navigating anxiety, trauma, low self-esteem, or difficulties with engagement.

Everything we do is designed to support emotional growth, building confidence, resilience, and self-esteem in ways that feel natural, achievable, and grounded in real connection. There is no pressure to talk, perform, or meet set targets. Progress unfolds at each young person’s own pace, often through shared activity, sensory regulation, and moments of meaningful interaction.

Why It Works:

There is no single formula to what we do, but certain ingredients show up time and again in the moments where change begins.

The woods offer a naturally regulating environment, rich in sensory input and free from many of the demands and distractions of everyday life. For many young people, simply being outdoors, surrounded by trees, light, movement, and space, supports a calmer nervous system and a clearer sense of self.

Our sessions are built around activity, rhythm, and relationship. Whether lighting a fire, carving wood, preparing food, or walking the site together, the focus is often on doing while talking. This creates space for conversation to emerge without pressure and can make it easier for young people to express themselves, reflect, or simply feel safe in someone’s company.

We work slowly and relationally. Change is not forced or demanded. It is cultivated over time through presence, patience, and trust. By stepping outside of formal systems and into a setting where the young person feels respected and seen, we begin to support growth in confidence, resilience, self-esteem, and self-understanding.

A Different Kind of Support:

Canopy & Campfires offers something powerful for the right young person at the right time: space to breathe, to belong, and to grow.

We provide a range of placements to suit different needs and contexts. Some young people benefit from a short-term block (typically 6 to 8 weeks) as a gentle reset or transition point. Others attend on a rolling basis, with the flexibility to adapt as things change. For those needing deeper, sustained support, we offer longer-term programmes where progress can unfold slowly and meaningfully over time.

If you support a young person who might benefit from calm, consistent time outdoors with an attuned adult, we would be happy to explore whether Canopy & Campfires could be a good fit.

Therapeutic, Not Therapy: What That Actually Means:

At Canopy & Campfires, we often describe our work as therapeutic. This does not mean we offer therapy in the clinical sense. The core of our practice is non-clinical, grounded in relationship, nature, and presence, not diagnosis, treatment plans, or formal psychological work.

For some young people, we do offer access to one-to-one counselling with a fully qualified and accredited practitioner as part of their placement. This is carefully planned, delivered in line with ethical guidelines, and only included where it fits the young person’s needs and readiness.

The majority of our work is non-clinical by design. We support emotional regulation, confidence, and self-esteem through consistent, attuned relationships in a calm outdoor environment. Sessions are informal, hands-on, and paced to the individual. There is space to talk, but no pressure. There is room to feel, without being analysed.

This distinction matters, and it is something we are always happy to explore with referrers, schools, or families who want to understand what we offer and what we do not.

Why the Distinction Matters:

Being clear about what we offer and what we do not helps everyone involved. It sets realistic expectations, protects the young person’s experience, and ensures that support is placed wisely within a wider plan.

Our sessions are not designed to deliver structured mental health treatment. That does not mean those subjects are avoided, though. Young people often talk about difficult experiences such as anxiety, loss, shame, or fear, or express them through silence, behaviour, or creative work. We can counsel. But we do not diagnose or treat. We listen with care. We respond with empathy, offer moral support, and provide a steady presence during moments that feel painful, overwhelming, or unresolved.

This kind of engagement matters. Being heard and accepted, without pressure or judgement, can be deeply meaningful. Our role is to hold space with kindness, to show up consistently, and to support each young person as they make sense of their experience in their own way.

For some, this creates a foundation for future therapeutic work. For others, the safety, connection, and calm of a mentoring relationship is enough.

A Quiet Kind of Support:

What we offer sits somewhere between emotional support, mentoring, and therapeutic presence. It is not clinical, and it is not diagnostic, but it is often deeply human. We walk alongside young people in a calm, grounded way, helping them feel safe enough to begin exploring how they feel, who they are, and what they might need next.

If you are supporting a young person who may not be ready for formal therapy, but would benefit from consistent, relational support in a low-pressure setting, we are always happy to talk. Whether it is to explore a referral or simply to find out more, you are welcome to get in touch.

The Young People Who Find Their Way to Us:

Canopy & Campfires offers a safe, relational space for young people who may not thrive in formal, fast-paced, or performance-based environments. While every placement is unique, certain patterns tend to emerge — not just in needs, but in the kinds of young people who respond to what we offer.

Many of our attendees have additional or complex needs, including autism, ADHD, anxiety, or other social, emotional and mental health (SEMH) difficulties. Others are care-experienced, navigating the effects of trauma or attachment disruption, or living with the ongoing uncertainty that can come from change, loss, or instability.

Some are home educated and looking for meaningful, social experiences outside of the family. Others are on reduced timetables, in transition between placements, or currently refusing school altogether. We also work with young people experiencing anxiety, low self-esteem, identity confusion, or emotional distress that is difficult to articulate in words.

What they share is often a sense of disconnection — from peers, from systems, from themselves. Some feel invisible or out of place in most settings. Others have been excluded, bullied, or simply faded into the background. Many have no clear peer group, no safe adult outside the family, or no way to describe who they are without referencing the opinions of others. Some are easily drawn into unsafe dynamics or negative influences, not because they want to cause harm, but because they are looking for belonging, identity, or a sense of control.

We also work with young people who are easily overwhelmed, emotionally exhausted, or simply in need of a break from demanding routines. Some are young carers, carrying responsibilities far beyond their age. Others just need space, physically, emotionally, or relationally, to catch their breath and remember who they are.

These are the young people who often thrive here. The ones on the edges, who need time, trust, and stillness to come back into view.

Why This Environment Works:

Many of the young people who come to us have struggled to feel safe, successful, or seen in other settings. School may have felt overwhelming, unpredictable, or emotionally unsafe. Relationships may have felt conditional or short-lived. For some, even support services have become another source of pressure.

What we offer is deliberately different. There are no fixed targets to meet, no formal assessments, and no requirement to explain or perform. Instead, we create a consistent, low-pressure space where the young person can simply be — without judgement, comparison, or expectation.

The natural setting does a lot of the work. It supports sensory regulation, encourages physical movement, and removes many of the triggers and social dynamics that young people find difficult elsewhere. But more than that, it's the relational quality of the work that makes a difference. We walk alongside each young person with curiosity, compassion, and patience. We notice the small things. We adapt, hold steady, and allow trust to build slowly and on their terms.

For many, this is the first time they’ve experienced being supported in a way that feels safe, spacious, and human. That in itself can be the start of real change.

Is This the Right Fit?

Not every young person will thrive in every setting. But for those who need time, consistency, and relationship — the ones who feel overlooked, overwhelmed, or out of step — this kind of environment can offer something meaningful.

Canopy & Campfires isn’t a quick fix, and we’re not a one-size-fits-all intervention. But we do know how to hold space for young people who feel like they don’t quite belong elsewhere. We work slowly, relationally, and with care.

If you’re supporting a young person who might benefit from this kind of support, we’re always happy to talk it through. Contact us if you’d like to explore whether it might be a good fit.

What Progress Really Looks Like:

Progress in our setting does not always come with a certificate. It does not show up in neat scores or graphs. Often, it begins with something small, such as a question asked, a choice made, or a moment of stillness. From there, something starts to grow.

We look for signs of emotional regulation, self-awareness, and confidence. We notice when a young person begins to communicate more openly, manage frustration differently, or stay engaged a little longer. We pay attention to curiosity, autonomy, and initiative, such as when a young person tries something new without being prompted or offers to help without being asked.

Relational growth is equally important. Progress might look like someone arriving on time, returning after a difficult week, or beginning to trust an adult again after a long time of shutting people out. It might show in the way they respect boundaries, contribute to shared tasks, or take quiet pride in something they have created or achieved.

We see changes in how they move, how they solve problems, and how they respond to challenge. Sometimes it is physical confidence. Sometimes it is social independence. Sometimes it is a sense of purpose or pride that was not there before.

Progress here is personal, contextual, and often hard to quantify, but it is no less real for that.

We do not use points systems, sticker charts, or formal behaviour frameworks. Instead, progress is observed, noted, and reflected on over time in relation to the individual young person and what matters to them.

Significant moments are recorded quietly, often in the background. We pay attention to patterns, shifts, and emerging strengths. If something feels particularly meaningful, such as a breakthrough, a brave step, or a sign of growing self-belief, we feed it back in real time where appropriate so it can be recognised and reinforced.

We also produce end-of-cycle reports that bring together observations across the placement. These are written with care and detail, offering a clear picture of how the young person has engaged, developed, and grown. While they may not follow a tick-box format, they are evidence-based, honest, and tailored to the individual.

This approach allows us to stay close to the work without interrupting it. It helps ensure that progress is noticed, recorded, and shared in a way that feels respectful, relational, and real.

Measuring What Matters:

Progress does not always announce itself. It can be quiet, gradual, and deeply personal. In this setting, it often looks like confidence returning, self-belief beginning to build, or a sense of calm replacing a long-held state of stress or overwhelm.

By staying close to the work, noticing the details, and reflecting with care, we are able to offer a meaningful picture of each young person’s journey. Not through numbers or targets, but through human insight.

What Grows in Stillness:

Not all progress looks active. Some of the most meaningful moments we see happen when a young person stops to watch a deer, notices the change in the light, or quietly takes in the world around them without needing to fill the space with words or action.

We sometimes sit in unspoken silences, not awkward and not engineered, just naturally arrived at. These pauses often carry more weight than any planned activity. They create room for regulation, reflection, and relational ease, without pressure or performance.

At Canopy & Campfires, we don’t treat these moments as incidental. We recognise that stillness, quiet observation, and shared time without obvious purpose can provide exactly the conditions needed for trust to grow. It’s not about doing nothing, it’s about holding space where something different can emerge.

Why Low-Pressure Works:

Many of the young people referred to us arrive with a history of stress around expectation, to achieve, to engage, to explain themselves, or to perform emotions they’re not yet ready to process. Creating a space without demands, outcomes, or constant structure can be a relief.

When a young person isn’t being asked to talk, prove, or behave in a certain way, they often begin to show more of who they are. This might not happen right away, and it might not always be in words, but it can be seen in small shifts in presence, mood, and trust.

We’re not filling time with activity for its own sake. We’re making room for emotional readiness to develop. For some young people, especially those who struggle to feel safe or seen in more formal settings, this can be the point at which they begin to open up.

Noticing What’s Quietly Changing:

As practitioners, we stay tuned in to what’s beneath the surface. We notice when a young person lingers longer by the fire, starts making more eye contact, or quietly includes themselves in something they would have avoided a few weeks earlier.

We don’t rush these changes or draw too much attention to them. We track them, make space for them to settle, name them gently when the moment’s right, and offer quiet recognition when it’s needed.

This kind of work relies on trust, patience, and a willingness to let the pace be set by the young person. It asks us to sit with the uncertainty of “nothing much” and to understand that, in the right context, that can mean everything.

Holding Space for What Matters:

Doing “nothing much” doesn’t mean nothing is happening. It means we’re creating space for young people to regulate, reflect, and relate on their own terms. For those who find pace or performance challenging, this kind of space can be a turning point.

Over time, these quieter moments can support emotional steadiness, build trust, and gently increase a young person’s capacity to connect. They are not a break from the work, they are the work in a different shape.

It may look unstructured. It may look like wandering, whittling, or simply sitting quietly in the woods. But beneath the surface, something is often shifting, and that is where real growth begins.

The Value of Slowing Down:

n a world that often demands speed, certainty, and visible progress, we take a different approach. At Canopy & Campfires, we believe in slowing things down, not to delay growth, but to make space for it to happen in ways that are real, lasting, and meaningful.

For us, slowness is not about doing less. It is about creating the kind of pace that allows young people to relax, process, and engage more fully. That often means stepping away from urgency and allowing time for relationships to build. It also means staying attuned, recognising when a young person needs time, and when they are ready for a gentle shift or stretch.

Most of the schools and professionals we work with understand this. We also recognise the pressure many are under to demonstrate measurable progress. In that context, a calmer pace can sometimes feel at odds with the systems around it. In our experience, it is often this steady, relational tempo that creates the most meaningful and lasting change.

Slow Progress Is Still Progress:

Some of the most meaningful changes we see do not happen in the first few weeks. They emerge gradually, such as a shift in tone, a moment of eye contact, a young person who starts to arrive five minutes earlier or walks a little more confidently into the woods.

These are the small signs we learn to notice. They may not immediately show up as improvements in school, but they tell us that something is beginning to take root.

Our pace is not fixed, it is responsive. We do not move slowly for the sake of it, but because patience creates space for attunement. As we get to know each young person, we begin to understand what speed suits them best. Sometimes that means allowing more time to build trust and confidence. Sometimes it means offering a gentle nudge when a young person is ready but hesitant.

We are able to adjust our approach when needed, and we help young people begin to adjust theirs too. It is a mutual process, not a passive one. When the pace is right, things tend to move in ways that feel genuine and sustainable.

The Power of Steady, Attuned Work:

At Canopy & Campfires, slowness is part of the atmosphere. It is not because nothing is happening, but because it gives space for the right things to emerge. We create a pace that feels calm and manageable, especially for young people who may be used to pressure, performance, or being misunderstood.

Within that calm structure, we pay close attention to the pace that suits each young person. Some need time to warm up. Others benefit from a little stretch or challenge. Progress is not about ticking boxes, but about deepening trust, growing self-belief, and learning to move forward at a pace that feels safe and real.

There is no single right speed, only the one that helps a young person begin to feel more like themselves.

Small Signs That Something’s Working:

Emotional safety isn’t something we declare or create with a welcome speech. It’s something we build over time, through consistent presence, quiet attention, and a willingness to meet young people where they are.

It’s there when a young person says, “I don’t want to do that today,” and knows they’ll be listened to.

It’s there when they try something unfamiliar, get it wrong, and choose to try again rather than give up.

It’s there when they sit by the fire without feeling the need to talk, or when they begin to speak in fragments about something that matters.

It’s in the moment they share something personal, not for praise, but simply to connect.

It’s in the way they return after frustration, knowing they’ll be received calmly and without judgement.

These small moments are signs that a deeper sense of safety is starting to form. Not all at once, and not always visibly, but through a steady pattern of relational consistency.

Why It Takes Time:

For many of the young people we work with, safety hasn’t always been predictable. They may have been let down, misunderstood, or exposed to environments where trust came with conditions. As a result, they often arrive with their guard up, not out of defiance, but out of habit.

Building emotional safety with someone like this doesn’t happen because we say the right things. It happens because we show up the same way, over and over again. Calm, respectful, responsive, and steady.

Time plays a big part. Not just time spent together, but time used well, without pressure, without performance, and without pushing too hard for disclosure or engagement. In our setting, young people begin to believe they’re safe because we’ve shown them that they are.

Safety That Holds, Even When Things Get Difficult:

True emotional safety isn’t just about calm moments. It’s about what happens when things wobble, when a young person shuts down, gets frustrated, or pulls away.

In those moments, we don’t escalate. We don’t withdraw. We stay steady. We acknowledge what’s happening, give it space, and offer a way back in without shame or pressure.

This helps build a sense of emotional containment. It shows the young person that difficult feelings won’t damage the relationship. That they’re still welcome, still accepted, and still held in mind, even when things are messy.

It’s often this steady response during difficult moments that deepens trust the most.

Built Through Relationship, Strengthened Over Time:

At Canopy & Campfires, emotional safety isn’t a strategy or a technique. It’s a relational atmosphere, one built through consistency, respect, and quiet presence. It allows young people to bring more of themselves into the space, at a pace that feels manageable.

It doesn’t arrive all at once, and it doesn’t always look dramatic. But over time, it shows, in the small risks a young person begins to take, the trust they begin to place, and the ways they begin to reflect on who they are and how they feel.

Safety, once felt, becomes the ground from which growth can happen. And for many of the young people we work with, it’s one of the most important things we can offer.

Beyond the Stereotypes of Outdoor Work:

When people hear we work with young people outdoors, they often picture mud pies, woodland games, or a few hours of fun in the woods. Sometimes it is dismissed as a soft option. Other times, it is seen as something mostly for younger children.

Many assume we offer a Forest School model, something increasingly common in primary schools. While those sessions can be positive, they are often used to tick a box and may lack the depth or intent that the original philosophy holds.

At Canopy & Campfires, we do interweave some of that original Forest School thinking into our approach. We value supported risk-taking, self-expression, environmental awareness, and deep immersion in the natural world. These principles help shape our delivery, but they are not the whole picture.

Woodland activities are part of the medium we use, not the purpose. They create space for conversation, reflection, trust, and challenge. Carving, fire-building, cooking, walking, and noticing are not just tasks, they are opportunities. Our focus is on the emotional journey beneath the activity, not the activity itself.

What we offer is a therapeutic, mentoring-led process. It is subtle, it is slow, and it is built around the needs of the individual, not the structure of a curriculum.

So What Is Wilderness Mentoring?

Wilderness mentoring is not a packaged programme or a set curriculum. It is a responsive, person-led approach that uses nature as the setting and relationship as the method. We do not work to a fixed timetable or aim to produce set outcomes. Instead, we build rhythm, offer consistency, and allow space for the work to unfold.

The mentoring happens through the doing. Practical tasks are not separate from the process; they are part of it. Firelighting, carving, cooking, tending the site, walking, watching, and noticing are woven into the rhythm of the work. They provide a natural context for conversation, reflection, regulation, and skill-building.

We listen more than we direct. We follow interests and respond to energy levels. We introduce challenge and stretch when appropriate, and offer emotional containment when needed. Over time, this creates space for confidence, resilience, and self-belief to develop in ways that feel natural and earned.

This is not simply outdoor learning. It is therapeutic mentoring in an outdoor setting, using practical engagement to help young people regulate, relate, and grow.

Why This Approach Works:

For many of the young people we work with, the typical ways of measuring progress do not quite fit. They may have been excluded, misunderstood, or left behind in systems that rely on compliance, performance, or verbal self-expression. Some arrive worn out by expectations. Others are reluctant to engage at all.

What makes wilderness mentoring effective is its ability to meet a young person without demanding that they “show up” in a particular way. There is no pressure to talk, to perform, or to behave differently in order to be accepted. Within that freedom, meaningful shifts begin to take place.

The outdoor setting removes many of the pressures found in classroom or clinical environments. The tasks are real. The pace is calm. The relationship is central. Over time, this creates a sense of safety and possibility. It gives a young person the chance to feel seen, capable, and quietly proud of something that was once avoided or feared.

Because the work is relational and practical, progress is not always loud, but it is lasting. A little more self-belief, a little more steadiness, and a few moments of trust are the kinds of shifts that matter most here.

Not All Progress Is Meant to Be Obvious:

We understand the pressure schools and families are under to demonstrate change, especially when a young person has been referred for additional support. Understandably, people want to know that something’s working. But progress in our setting doesn’t always show up in ways that are immediately visible, especially in school.

We’re not focused on behaviour management or short-term fixes. Our work centres on helping young people feel safer, more confident, more capable, and more connected, and those shifts don’t always present as sudden improvements in attitude, attendance, or classroom engagement.

Sometimes, the progress we see is quiet. A young person who starts making eye contact. One who shows up on time without being chased. One who begins to say what they feel, even if it’s uncomfortable. These things matter. They tell us that something deeper is shifting.

The Kind of Progress We Often See:

In our setting, progress tends to emerge through relational steadiness, emotional awareness, and a growing sense of self-worth. It’s not about “fixing” a young person or getting them to behave differently, it’s about helping them feel more able to navigate the world.

We often see:

- A shift from silence to selective sharing

- A move from avoidance to cautious engagement

- Increased curiosity, eye contact, or humour

- Small signs of pride in tasks completed

- Greater ability to manage frustration

- Willingness to reflect, even briefly, on thoughts or feelings

- Emerging problem-solving skills

- More consistent emotional regulation

- Moments of trust being offered, tested, and held

These indicators might not immediately translate to classroom participation or academic outcomes, but they form the bedrock of deeper change. Over time, they lay the foundations for better relationships, increased resilience, and a more positive sense of self.

Why This Progress Matters, Even When It’s Subtle:

Progress in our setting isn’t always dramatic, but that doesn’t make it any less meaningful. When a young person begins to feel safer in themselves, they’re more likely to start trying again, not just with us, but across other parts of their life. That’s why the kind of change we support is often best noticed in small, relational ways.

For schools and professionals, the signs might look like:

- A slightly calmer response to frustration

- A reduced need for control or resistance

- A young person seeking out a trusted adult more often

- More time spent in class before needing a break

- A shift from “I can’t” to “I’ll try”

- Increased willingness to return after a difficult moment

- Improved tolerance for group settings or peer interaction

- Subtle signs of pride in work or effort

These changes might not always be linear or consistent, and they might be easy to miss if you’re looking for major behavioural shifts. But when recognised, they offer important clues about a young person’s internal state: how safe they feel, how much trust they’ve built, and how ready they are to take on more challenge.

A Different Kind of Progress, A Different Kind of Impact:

At Canopy & Campfires, we don’t track improvement through points, charts, or quick fixes. We pay attention to the quieter shifts, the kind that signal growing trust, self-belief, and emotional steadiness.

We know this isn’t always easy to measure, and it may not always be immediately visible back in school. But over time, these internal changes begin to ripple outward. A more settled sense of self. A willingness to try. A bit more hope.

It’s not about turning a young person into someone else, it’s about helping them feel more able to be who they already are, with confidence.

A Quiet Start:

When X first arrived at Canopy & Campfires, he said very little. Not out of defiance, but out of caution. His posture, his silences, and the way he scanned the surroundings suggested someone used to holding back.

He didn’t give much away. Conversations were minimal. Practical tasks were met with quiet reluctance, not because of disinterest, but uncertainty. It was unclear whether he lacked confidence, motivation, or trust, but it was clear that stepping in too strongly would push him further out.

We didn’t try to draw him out. Instead, we kept the pace steady, offered practical roles without pressure, and gave him the space to decide how he wanted to engage.

Signs of Shift:

Change came gradually, but it was steady.

X began to take more initiative — selecting tools, organising his space, and starting tasks without needing prompts. He grew more inquisitive, asking practical questions and showing curiosity about how things worked in the environment around him. He often noticed small details others might miss.

His autonomy improved. He kept track of his own belongings, took responsibility for clearing up, and developed a rhythm of working that didn’t require much input. He handled the pace of the sessions well, managing his own time and energy more effectively as weeks went on.

Problem-solving became more visible. He started to work through difficulties rather than avoid them. When things didn’t go to plan, he adjusted, sometimes quietly frustrated, but rarely shutting down. He was increasingly able to persevere with unfamiliar or fiddly tasks, often showing determination to get it right without rushing or abandoning the attempt.

Resilience developed in small, consistent ways. If something wasn’t working, he’d try again. If a tool wasn’t behaving how he expected, he’d change his grip, adjust the angle, or step back and reassess. These weren’t dramatic moments, but they showed a growing ability to tolerate discomfort and work through it. He also began to accept feedback more readily, not defensively, just taking it in and applying it.

He became more comfortable with short reflective exchanges. He’d mention things he’d noticed about himself or recall past experiences with more clarity. A dry sense of humour emerged, often used to frame observations or test connection. Over time, a strong and stable rapport took shape, understated, built on consistency and mutual respect rather than deep conversation.

What He Carries Forward:

By the end of the programme, X was markedly different in how he presented — not in character, but in confidence. The caution and guardedness that shaped his early sessions had given way to a more open, grounded presence. His body language was noticeably less closed. He moved with more purpose, made steadier eye contact, and held himself with more assurance.

There was a quiet spirit behind the way he worked. He’d become more driven, more determined to see things through. He began to take visible pride in practical tasks, not for approval, but because he recognised his own competence. There was a developing flair in how he approached certain activities: precise, focused, and thoughtful. He noticed small details, made smart adjustments, and often found efficient ways to work things out on his own.

As trust with the practitioner deepened, so did his willingness to be more open. His personality began to come through, with dry humour, wry observations, and a calm but engaged presence that hadn’t been obvious early on. He became more conversational, more reflective in short bursts, and more able to identify his thoughts and feelings with clarity.

He also became consistently reliable. He turned up prepared, offered help without being asked, and showed a steady sense of responsibility for himself and his environment. He was attentive, focused, and increasingly enthusiastic, not just about the activities, but about participating fully and making use of the space.

The changes weren’t sudden or dramatic, but they were clear and well-earned. He left with a stronger sense of himself: more capable, more self-assured, and more ready to take on new challenges with quiet confidence.

It’s not unusual for a referrer to hesitate and say, “I'm not sure they'd enjoy something outdoorsy.”

That hesitation is understandable; the word outdoors can carry a lot of assumptions.

Some imagine challenge-based programmes, group bonding, or physical tests of resilience. Others think of forest school or bushcraft, and picture muddy games, knife work, or survival skills.

While those elements are part of what we offer, they aren’t the focus, and they’re never a requirement. Some young people thrive on those challenges, and for them, practical tasks like firelighting, carving, or shelter-building become a pathway into confidence and connection. Others are more hesitant, and we instinctively pace the work around their interests, energy, and readiness.

Trying new things is encouraged, but always with care. Sometimes we introduce a new skill to see how it lands; other times we leave it aside because it doesn’t feel quite right. What guides the work is not a list of activities, but the relationship, the rhythm, and the needs of the young person.

A Slower, Less Demanding Space:

What the setting offers most consistently is a change in tempo. The woodland holds a different kind of space, one that’s quiet, low-pressure, and far removed from the demands of formal environments.

There are no tight timetables or social pressures. There’s no expectation to talk or join in straight away. Even the more active or practical elements unfold gently, and at a pace that suits the young person. For those who feel overstimulated in school, or out of step with their surroundings, the shift can be quietly significant.

We’ve seen this time and again: young people who seem unsure or disengaged in the early sessions begin to relax into the rhythm of the space. Not because they’ve changed who they are, but because they’ve been met on their own terms.

Who Often Settles In Best:

We’ve worked with young people who arrive with their hoods up and their arms folded. Some are withdrawn or anxious, others preoccupied with phones, wary of conversation, or reluctant to engage with anything unfamiliar.

They may not want to get their trainers muddy. They may avoid eye contact or barely speak. Some are squeamish around insects or weather-sensitive, and a few have expressed, quite clearly, that they don’t like “the woods.”

That’s never been a barrier to progress.

In fact, it’s often these young people who slowly begin to settle. This happens not because they’re encouraged to become more “outdoorsy,” but because the space itself feels different enough to give them room to grow.

When the Shift Happens:

One young person arrived in the first session reluctant to get their hands dirty, uncomfortable around mud, and visibly unsure of the setting. They avoided practical tasks and kept mostly to the edges.

By the end of the programme, they were wading into the river, exploring willingly, and asking to return.

This didn’t happen because they were pushed to change. It happened because the space was held steadily, and the change emerged on its own.

The work isn’t about developing a love for nature. It’s about using the natural environment to support emotional regulation, curiosity, and confidence. Practical tasks are part of the delivery vehicle, but they’re not the goal. What matters is the sense of comfort, agency, and self-trust that begins to grow over time.

An Invitation to Consider:

If you’re working with a young person who wouldn’t usually choose something like this, it might still be worth exploring. Especially if they:

- Spend most of their time indoors

- Are disengaged from formal settings

- Struggle with social interaction or sensory overwhelm

- Find it difficult to express themselves in structured environments

They don’t need to love the woods. They just need the opportunity to feel safe enough to show up as themselves. We’ll meet them there...

When people think about progress, they often picture something structured, with goals set, targets measured, and outcomes achieved. It makes sense. Schools, services, and agencies are under pressure to evidence what is working. Informal settings do not always look like they are doing very much at all.

But there is another kind of progress. Slower. Quieter. Built on trust, not compliance. The kind that grows over time and lasts.

At Canopy & Campfires, we work in a way that might appear simple on the surface. There are no behaviour charts or performance-based rewards. Our sessions do not revolve around worksheets or checklists. Young people might be lighting fires, carving wood, watching wildlife, or simply walking and talking. To an outside observer, it might look like not much is happening.

What We Mean by “Informal”:

We use the word informal to describe more than just the setting. It is about the whole way we approach the work.

There are no strict schedules. The sessions are not clinical, and they do not follow a fixed script. Young people are not expected to explain themselves, perform emotionally, or sit through conversations they are not ready for. Instead, the work unfolds through side-by-side interaction, quiet moments, shared tasks, and gentle reflection. We follow their energy and readiness. We create opportunities and allow space for them to engage at their own pace.

That does not mean the work lacks focus. It simply means that relationship is prioritised above agenda. That safety is built through presence, not pressure. Curiosity, confidence, and self-belief are nurtured through genuine connection, not correction.

What Progress Looks Like Here:

We have seen young people arrive withdrawn, monosyllabic, anxious, or angry. Over time, we have seen the same individuals open up, begin to share, ask questions, or express pride in their efforts. We have seen them start to take initiative, problem-solve, persevere with tasks, or reflect on things they have never said aloud before.

Some changes are subtle, such as a shift in posture, a softened tone, or a willingness to try something new. Others are more visible, such as a sense of humour emerging, trust deepening, or a moment of self-awareness landing. None of these things show up on a spreadsheet, but they often mark the point at which something really begins to shift.

Informal does not mean ineffective. In fact, the absence of pressure is often the very thing that allows meaningful change to take root.

Why It Matters:

For many of the young people we work with, including those who are neurodivergent, anxious, traumatised, or disengaged, formal settings have often been overwhelming. The demands of those environments can become barriers in themselves. When those pressures are lifted, something else becomes possible.

The informal approach offers space to explore who they are without fear of being judged, corrected, or assessed. It provides room for curiosity and emotional growth. It gives us, as practitioners, a clearer view of what is underneath the surface, because the young person feels safe enough to let us see it.

An Invitation to Notice Differently:

If you have referred a young person to Canopy & Campfires, or are considering doing so, it can be helpful to shift how progress is viewed. You might not see dramatic behavioural changes straight away. But you may notice:

- Greater emotional steadiness

- A small lift in confidence

- A more reflective attitude

- A deeper sense of trust

- An openness that was not there before

None of this happens by accident. It happens because the space is relational, consistent, and non-threatening. Often, that is what reaches the furthest.

Not every young person arrives ready to talk, reflect, or engage with the emotional side of the work. Sometimes they have been referred by a parent, teacher, or professional who genuinely wants to help, but the young person themselves is not there yet. They may not understand why they are attending, or they may feel unsure, uneasy, or even resistant to the idea of support.

And that's okay.

In our setting, not ready does not always mean refusing to attend. More often, it shows up subtly, in avoidant body language, deflected conversation, one-word answers, or a steady stream of shrugs. Some young people change the subject the moment anything emotional is hinted at. Others go quiet, give automated responses, or seem physically uncomfortable just being in the space.

You might notice a lack of eye contact, flat tone, or a kind of tense stillness. Some stay on the edge of the session, barely engaging. Others do the opposite, becoming overly compliant, saying yes to everything without real investment, or using humour and distraction to avoid going deeper. There is often a sense of disconnection beneath the surface: watching you carefully, but not letting you in. Doing the activity, but not really being in it. Being present, but not yet open.

We do not force anything in those moments. Instead, we work indirectly. We give it time. We adapt our language. We notice what they can tolerate and begin there. Sometimes that means shifting focus entirely, letting the kettle boil in silence, inviting them to use a tool, or gently chatting about neutral ground like wildlife or food. There is often quiet rephrasing, subtle pacing, and a slow return to the same themes from different angles

We are not looking for breakthroughs. We are looking for trust.

And because every young person is different, we do not follow a formula. Some need containment. Some need freedom. Some need to feel in control. Some need reassurance that they will not be asked to go deeper than they are ready for. The work is relational, intuitive, and grounded in real-time responsiveness, not instruction.

Readiness is not something we demand. It is something we wait for.

Often, it begins in small, almost invisible shifts: an offer to help with lunch, a question about a knife, the choice to stay five minutes longer. A sideways comment about something difficult. A first shared joke. A return after a bad week. These are the moments that signal something deeper starting to move.

And if they do not happen right away, that is not failure. It might simply mean the timing is not right yet, or that the young person still needs to feel safe, seen, and in control of their own pace. Some take weeks before they begin to soften. Some never name what is going on, but still find something healing in the process of being met, not managed.

We believe in slow beginnings. In relationship before repair. In doing with, not doing to.

So when a young person is not ready yet, we do not treat it as a problem to be solved. We see it as part of the work itself.

And when they are ready, in their own time, in their own way, we are already there.

Some of the most important work we do does not start with deep conversations, full participation, or emotional insight. It starts with a young person arriving. Again and again.

They might come quietly, reluctantly, or with a shrug. They might not make eye contact. They might say very little, or nothing at all. Conversation often runs dry, and we let it. There is no pressure to perform, no expectation to open up, no task that must be completed. The fire is lit. The session unfolds gently. We simply spend time together.

In a one-to-one setting, the absence of group energy means everything rests on the relationship. And sometimes, in the early stages, that relationship is held together by nothing more than quiet presence, a young person who shows up each week, even if they do not yet know why.

We do not underestimate that.

Because showing up, and continuing to show up, is often the first sign that something is beginning to settle. It tells us they are willing to be in the space, even if they do not yet feel able to engage. That willingness matters. It is the beginning of trust, in its most understated form.

When a young person keeps returning, even without conversation, without eye contact, without visible enthusiasm, we begin to notice the shifts that sit just below the surface.

Maybe they arrive five minutes earlier. Maybe they settle more quickly into a chair. Maybe they bring their own drink, or reach for a stick to poke the fire without being asked. Maybe they start to comment on the weather, or ask a practical question. These are small things, but they are not insignificant. They are signs of growing safety, of a young person beginning to feel just a little more at ease.

In one-to-one work, these changes do not always come with words. They show up in posture, pace, proximity. In how long they stay. In whether they look around or stay fixed on the ground. In whether they allow a shared silence without tension.

We learn to pay attention to these things. Not because we are trying to hurry progress, but because they help us attune to the young person’s state. Over time, these quiet shifts often lead to something deeper, a first shared laugh, a question about a tool, a moment of stillness that feels companionable rather than awkward.

Just showing up gives those moments the chance to happen.

We have learned that progress does not always look like disclosure, activity, or change. Sometimes it looks like a young person choosing to come back, week after week, without needing to explain why.

That choice carries weight. Especially for those who have felt unsafe, unseen, or pressured in other settings, just being there can be a huge step. It is not passive. It is not avoidance. It is a form of cautious engagement. One that says, I do not know if I trust this yet, but I have not walked away.

And often, that is where things start to shift.

We do not rush it. We hold the space open. We stay consistent. And we begin to meet the young person in the small, steady moments they offer. That could mean watching the fire together in silence. Or laughing at something inconsequential. Or simply surviving a rain-soaked afternoon without complaint. These moments build something, even if we do not always see it straight away.

We believe in the power of showing up. Not just for the young people we support, but for ourselves too. We commit to being there, again and again, until something new begins to grow in the quiet space between us.

Sometimes, we say no to a referral. Sometimes, we also make the difficult decision to bring a programme to a close earlier than planned. These are not decisions we take lightly, and they are never based on a young person being too “difficult” or too “complex.” They are based on something more fundamental: safety. Safety for the young person. Safety for our team. And safety for the integrity of the work.

If we feel that what we offer will not be safe, supportive, or meaningful, then we will pause. That might mean stepping back before things begin. Or it might mean recognising, after a few sessions, that the setting is creating more stress than benefit. Either way, we hold that decision with care, and we aim to communicate it with as much clarity and kindness as possible.

We are not here to contain things we are not resourced to hold. We are not here to push through when something no longer feels appropriate. We are here to provide attuned, grounded, and emotionally safe support. And sometimes, that means knowing when to stop, or when not to start at all.

What We Mean by Safety:

When we talk about safety, we do not just mean physical risk, though that is always part of it. We mean emotional and relational safety too. We mean making sure that the space is genuinely supportive, and that what we are offering does not overwhelm, retraumatise, or destabilise a young person who needs something different.

Some young people thrive outdoors, with gentle expectations and one-to-one attention. Others may find the setting too open, the quietness too confronting, or the kind of contact we offer too unfamiliar. If a young person arrives in crisis or carrying intense, unprocessed distress, even a calm setting can sometimes feel unsafe, especially if they are not ready for relational work.

And safety matters for our practitioners too. We work closely and consistently with young people who may be struggling, but that work must also be sustainable, boundaried, and held within safe parameters. If a young person’s behaviour, presentation, or level of need places an ongoing risk to those delivering the work, we have a duty to respond clearly and respectfully.

For us, safety is never just about preventing harm. It is about building the right conditions for trust, consistency, and slow, genuine progress to take root. Without that, the work cannot do what it is meant to, and it may even do more harm than good.

Noticing When It’s Not the Right Fit:

We never make these decisions lightly, but we do listen closely, right from the start. Sometimes it begins with something small: a session that feels markedly different, or a young person who is clearly distressed before we even begin. Sometimes it is a slow accumulation, a pattern of dysregulation, avoidance, or rupture that does not shift even when we adapt the work. And sometimes, it is a moment of clarity, a realisation that what is being asked of us is not something we can safely or honestly offer.

That does not mean the young person is “wrong” for the setting. It means the fit is not there, or that what they need sits outside what we are resourced to provide.

We pay attention to these moments. We pause, reflect, and check in with referrers. We look at the whole context, not just the behaviour in the woods, but the broader picture of what is going on for that young person. And we ask ourselves: Can this still be safe? Can this still be helpful? Is this still the right use of time, space, and care for them and for us? Sometimes, the answer is yes, with a few adjustments. Sometimes, it is not. Either way, we take the time to hold that answer carefully, and to communicate it in a way that respects everyone involved.

Communicating With Care:

When we say no, whether at the start or part-way through, we try to say it with as much care as we would offer if we were saying yes. These are not failures. They are part of good, ethical practice. And when we step back, we do so because we believe that continuing would not serve the young person, or might actually cause harm.

We do not rush the conversation. We take the time to explain what we have noticed, what we have tried, and why we are concerned. We name the safety factors clearly. We are honest about our limits, not as a way of closing the door, but as a way of making sure we do not offer something we cannot sustain or contain.

Families are usually relieved when these conversations happen openly. So are most professionals. What they often want is clarity, and to know that their young person is being held in mind. When we step back, it is not abandonment. It is responsibility. And when possible, we suggest alternatives, or invite a conversation about what might need to shift in order for the work to feel safe again. This kind of honesty builds trust. It says: We are here when it is right. And when it is not, we will tell you gently and clearly, because that is part of what good support looks like too.

Not every ending is dramatic. Sometimes, the work simply runs its course. A young person may stop engaging in the same way. Sessions feel quieter, flatter, or more detached. The spark that was once there begins to fade, not in a disruptive way, but in a way that tells us something has shifted. They have taken what they needed, and now they are pulling back.

We pay attention to these signs. We do not rush to extend, reframe, or push through. Because sometimes, what is most respectful is to recognise that the work has landed, and that continuing might only dilute what was meaningful.

There are also times when things feel stuck. The same themes arise each week. Progress has stalled. And though there is no crisis, there is no movement either. In those moments, we take a step back and ask ourselves: Is this still serving them? Or are we holding something that is ready to be let go?

Endings do not have to signal failure or falling short. Sometimes, they are simply the natural outcome of a process that has already done its job.

Ending Well, Even When It’s Quiet:

When we sense that the work is no longer serving its purpose, we do not just fade out. We name it, gently. We pause, reflect, and invite conversation. We hold space for the idea that it might be time, not because things have gone wrong, but because they may have gone as far as they can, for now.

That can be hard for others to see, especially if they are still hoping for more tangible change. A referrer might be looking for further impact. A parent may feel things were just starting to settle. The young person themselves might not have the words to express what has shifted, only a quiet detachment that is easy to misread.

So we explain. We offer language for what we have noticed: that things feel different, that energy has changed, that the sessions no longer seem to hold the same meaning or value. We do not position this as an ending caused by disinterest or lack of progress, but as a respectful recognition of where things stand.

Sometimes, we explore ways to bring the work to a close together, a final few sessions to consolidate what has been meaningful. Other times, we simply let it rest, with the door left open for the future.

An ending held with honesty and care is still part of good support. It says: We are not here to keep going for the sake of it. We are here to offer something that matters, and to let it go when it no longer does.

Endings Are Part of the Work:

In this kind of work, we are not here to fill time. We are here to offer something real, and that means knowing when it is done. That does not always align with funding cycles, academic terms, or anyone’s ideal timeline. But it does align with something deeper: attunement. When we notice a shift in energy, engagement, or purpose, we listen. When the work no longer holds what it once did, we do not ignore it. We stay close to what feels true, even when that means ending sooner than expected.

Good support does not always go on forever. Sometimes, it arrives, does its job, and leaves behind something steady, a small shift in confidence, a new memory of being heard, a moment of trust that matters more than we will ever know.

Ending well is part of the work. And in some ways, it is where the work becomes most visible, not in what we are doing, but in our willingness to stop when the young person is quietly telling us: I have got what I needed.

At Canopy & Campfires, we believe that good support means knowing not only what we can offer but also where our limits are. We are experienced in nature-based interventions, relational practice, and supporting young people to build confidence, resilience, and self-esteem. We are not a crisis service. We are also not a replacement for specialist clinical care.

There are times when a young person’s needs go beyond our area of expertise. Recognising this is not a failing. It is part of responsible, ethical practice. It ensures that the young person is guided towards the support that will genuinely help them, even if that means stepping back from our programme.

How We Recognise When Needs Go Beyond Our Scope:

Sometimes this is clear from the start, when the referral information shows that a young person requires a level of mental health support, specialist intervention, or risk management that we are not trained or resourced to provide.

Other times, it becomes apparent part-way through a programme. A young person may arrive carrying distress that intensifies over time, or new behaviours may emerge that suggest deeper or more complex difficulties than were first understood. It might be an escalation in self-harm, a sudden and sustained withdrawal from all contact, or signs of significant trauma that have not been addressed in other settings.

We stay alert to these changes. Practitioners share observations, reflect as a team, and consult with referrers to build a clear picture of what is happening. This is not about diagnosing or judging. It is about being honest with ourselves and others about whether we can still provide safe, meaningful, and appropriate support.

What We Do When We Reach That Point:

When we believe a young person needs more than we can offer, our first step is to communicate openly with the referrer or family. We explain what we have observed, how we have adapted our approach, and why we feel that further specialist input is needed.

We do this with care, avoiding judgement or blame. The focus is on ensuring that the young person has access to the right kind of support, at the right time, from the right professionals. This might mean pausing our programme while other services are engaged, or ending it early so that the young person can move into a more appropriate setting.

Where possible, we might suggest pathways forward, whether that is CAMHS, therapeutic services, crisis teams, or specialist charities, so that the young person is not left without a plan.

Why Being Honest About Our Limits Builds Trust:

Families and professionals often tell us they value this honesty. It shows that we are not simply filling time or keeping a young person in a programme for the sake of it. It says that we are paying attention and that we take our duty of care seriously. Knowing and naming our limits protects the young person, our practitioners, and the integrity of the work. Recognising when something is beyond our scope ensures that we act in their best interests, even if that means ending or redirecting the work. It helps to keep our time together safe, purposeful, and genuinely beneficial.

In the end, it is not just about what we can do. It is also about having the courage to say, “This needs something different now,” and to stand by that with compassion and clarity.