TanyaLA / positivetransitions

Straits Meadow
61-63 London Road
Edinburgh EH7 6AA

0131 569 0525
positive.transitions@peopleknowhow.org
peopleknowhow.org/positive-transitions

Positive Transitions Annual Report 2023-2024

Overview of the service
Positive Transitions supports children, young people, and their families on the transition from primary to secondary school across Edinburgh, East Lothian and Midlothian. The service is designed to support them to feel valued and understood, improve their self-esteem and peer relationships, and enable them to fulfil their potential.

Criteria for support

Support recommended • For P7s/S1s who will particularly struggle with the transition to secondary school.
• For young people where there is an aim to increase confidence, improve relationships, and a sense of belonging.
• For P7/S1s who may benefit from support in partnership with schools, families, and other supports.
• For P7/S1s who have additional support needs, mental health concerns or disabilities where additional support is in place or is in process. People Know How cannot be the main point of support for young people with complex needs.

Support not recommended
at this time • The young person is not attending school or on a very limited timetable.
• The young person has complex additional support needs and professionals are not already in place. We support children and young people who may have experience with depression, self-harm, eating disorders and anxiety if they already have a support plan in place with the relevant professionals. We can offer support to enhance the programme, but we cannot be the lead professional.
• Home visits are required.
• Support is required solely to manage behaviour.

Support to be reviewed • If a young person is not attending sessions, we will speak with them, their families, and the school to find out why and if the support can be adapted or concluded. Ultimately, the best outcome is that all aims are met, and support is no longer required.
• If a young person is not engaging while at the sessions, the same as above applies.
• As stated above we can support people with additional support needs, but we will seek additional support if we feel that the support does not fit the young person’s needs.

Interventions

Positive Transitions provides a range of interventions that offer support both on a one-to-one basis and through groups. We provide holistic support including youth & family work, befriending, family support and art therapies; that aim to support not just children and young people but also their parents, carers and families. We do this by working directly with schools, teachers, families and other agencies to identify and offer the most suitable and appropriate support.

Youth & Family Work
We support children, young people and families through one-to-one support and sessions that are designed based on the experiences and input of young people themselves. Themes range from art, sports, music, science, transitions, and more.
Befriending
Befriending matches young people with a befriender, providing them with a positive role model and a safe environment to talk and engage in activities based on their interests, including arts, crafts, science, cooking and games.
Family Support
We support families and help young people to engage with family, schools, and the community. We host social work students on placement from universities across Scotland who consider the needs of the young people, and how best to support them. Arts Therapies
Arts Therapies provide opportunities for young people to explore and express their emotions through the arts. We host students on placement from universities who provide a supportive environment in which to use a range of materials and artistic methods.

Changes this year

In September 2023 we reviewed the journey a child and family takes through the service looking at our processes, forms, and timeline for support. The initial stage was to consider the series of documents and forms that are required to be completed to capture all the data needed to refer, assess, support and conclude support with a child and family. We streamlined the process and number of forms/stages for a young person, family, schools, and professionals complete the transition journey with People Know How. This makes the process for referrers, children, families and coordinators a more streamlined and less time-consuming process allowing for more time to plan and support young people. We will be further consulting children, families and stakeholders in ²⁰²⁴⁄₂₅.

The biggest change to come out of this process was the decision to put in place a more focused timeline of support. In previous years, we could be supporting young people from Primary 5 or 6 right through to S2. However, what we were experiencing with this extending support was that the focus was not so much on the transition to high school and that this was often overlooked by other challenges that were not appropriate for our service.

The new timeline which was set in place from January 2024 is one calendar year of support for P7s starting in January through to the December of S1. This change to our timeline means more streamlined referral processes, where we will only take referrals at set times of the year and can be more specific with schools and referrer about capacity. It will also allow our team to focus more on the transition, with the P7 support working on building a trusting relationship, starting to explore anxieties around high school and preparing for what the challenges with high school may be.

We will continue to offer summer support however; this support will look different to previous years with more of a focus on getting young people together to make friendships prior to high school. The S1 support will focus on maintaining those friendships built in P7 and summer, while supporting young people to become more confident and comfortable in the high school setting and ensuring they have all the support they need from the school before our service ends in December. Where appropriate we will work to secure follow-up support with the school, other professionals, and/or external agencies.

School pack, agreement, and new resource booklet

Another change that came in January 2023 was the introduction of a revised school pack and school agreement that we introduced to update schools on our new processes and timeline, providing them with a comprehensive overview of our service and containing all the information they needed to know to be a partner school. We are also in the process of designing a resource booklet that every child and family will receive. We are also making available to all P7 in the school clusters we are working in and have requests for over a thousand booklets.

Change of title

As part of a team day in the summer the coordinators brought the idea to change the name of their title from Youth and Family Coordinators to Positive Transitions Coordinators to make the role of transitions more apparent. This was also suggested to be more helpful to schools and families who are sometimes confused by the role of the coordinators. This title change was rolled out in January 2024 and introduced with the new school pack.

Funders and Partners

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Challenges and support needs

The transition from primary school to high school is a critical stage in a young person’s life. It can significantly impact their academic progress, self-esteem, and overall well-being. Challenges faced by children and young people in Edinburgh, East and Midlothian during this transition, is highlighted in the research:
• Change in teaching style:
o Moving from primary to secondary school involves adjusting to a different teaching. approach
o Pupils encounter new subjects, teachers, and classroom dynamics
• Increased workload:
o Secondary school brings a higher workload, more subjects, and home-learning assignments
o Pupils must adapt to managing their time effectively
• New physical environment:
o The shift to a larger school building can be overwhelming
o Navigating multiple classrooms, lockers, and hallways requires adjustment
• Importance of relationships:
o Positive relationships with teachers are crucial for a successful transition
o Healthy peer relationships contribute to academic achievements and mental well-being
• Additional Support Needs (ASN):
o Identifying and addressing ASN ahead of the transition is essential
o Communication between teachers, pupils, parents, and carers plays a vital role

You can see from the graph below the reasons for referral that we have experienced over the past year:

Effective communication, understanding individual needs, and fostering positive relationships are key to ensuring a successful transition for children and young people.

Referrals for young people mainly come from schools, however we do open up referrals to families, carers and other professionals. It’s reassuring that family and schools are aligned in their understanding of the reasons behind these referrals. However, there appears to be a divergence of opinion when it comes to school engagement.

The concept of school engagement encompasses the active and positive involvement of various stakeholders within the educational ecosystem. This includes students, parents, teachers, and the broader community. When everyone collaborates effectively, it fosters a supportive and enriching learning environment.

Therefore, defining what constitutes meaningful engagement—whether it’s active participation in school activities, open communication, or shared responsibility—becomes crucial. By embracing a holistic view of engagement, we can collectively enhance the educational experience for young learners in Edinburgh, East & Midlothian. This is why after the referral stage the coordinators then assess what support is best suited - whether it be groups or one-to-one support, getting to know the young person and their communication styles, likes and dislikes. As well as ensuring they include carers and parents in the support as well as schools. About 48% of parents express more anxiety than their child about starting school.

As you can see from the graph below the young people supported were also able to give a clear sense of what they wanted support with the majority looking for support with the transition to high school and increasing confidence.

The graph below shows their responses as the support was coming to an end, and positively, children reported that the support had helped them in a number of different areas. Interestingly, the lower reports of making friendships and getting in trouble with peers are the two areas that may not be as effectively evaluated. Coordinators have observed that young people’s understanding and feelings towards friendships are often dependant on how things are going for the child that day – they may have had a falling out with a friend, or a friend may not be going to the same high school as they which makes the concept of maintaining friendships a difficult concept to grasp. Similarly, support for not getting in trouble with peers can be a very subjective experience, as young people may feel that they are often being “told off” by teachers and family members and again dependant on their experience that particular day they reported to us how they were feeling about the support.

Some images from the children’s assessment booklets:

Additional support needs

Positive Transition Coordinators play a pivotal role in supporting young people during critical life transitions. When a referral is received from schools, the coordinators delve deeper by conducting thorough assessments with families. The goal is to gain a comprehensive understanding of the unique needs and challenges faced by children and young individuals. Reassuringly, the graph presented below indicates a remarkable alignment between families and schools regarding the identified issues. In most cases, both parties recognise similar concerns. However, intriguing differences emerge in specific areas:
• ADHD (Attention-Deficit/Hyperactivity Disorder):
o Families and schools may perceive ADHD differently, warranting tailored support strategies.
• ASD (Autism Spectrum Disorder):
o Understanding the nuances of ASD requires collaboration between families, schools, and specialised professionals.
• Allergies:
o Awareness of allergies varies, emphasising the importance of clear communication and safety protocols.
• Bullying:
o Addressing bullying demands a unified approach, involving preventive measures and responsive interventions.
• Parental Substance Use:
o Sensitivity and empathy are crucial when dealing with parental substance use, impacting family dynamics and student well-being.
• Issues around finance:
o It is unclear why families did not report issues around finance during their assessment, perhaps due to embarrassment.
o Financial stress affects educational experiences. Coordinators must explore these concerns to provide holistic support.
• Health Behaviours in School-Aged Children (HBSC) Survey:
o According to the HBSC survey, nearly a quarter of Scottish adolescents (23%) experienced two or more psychological complaints within the past week.
o Difficulty sleeping was a particular problem according to this group.

22% of referrals were on the CAMHS waiting list and 14% were receiving support from CAMHS before starting support with Positive Transitions service. An unanticipated number of children have also been placed on the waiting list as a result of coordinators sharing concerns that a diagnosis is needed or further support is required around mental health.
Gender

By acknowledging these differences, Positive Transitions Coordinators can tailor their interventions, ensuring a smoother journey for children and young people as they navigate the transition to high school. We can also ensure coordinators are trained in specific additional support needs. For example, two coordinators completed the Children in Scotland courses in Supporting Transitions for Neurodivergent Children and Autism Awareness this year.

According to Scotland’s Census data, the population breakdown for 10-14-year-olds in Scotland is as follows:
• Females: Approximately 51.4% of this age group are female.
• Males: Approximately 48.6% of this age group are male.
• Remember that these statistics provide a snapshot, and individual experiences and identities vary. It’s crucial to create inclusive environments that respect and validate all gender identities

Interestingly the gender distribution of the young people we support slightly diverges from the broader children and young people data reported in the Scottish Census.
Evidence
Action-research

This year has seen the conclusion of the action field work as part of the PhD project being carried out by our PhD student. The field work ran from August 2022-July 2023 with staff from the Positive Transitions service and staff from 11 schools across two learning communities.

Divya Jindal-Snape

We continue to work closely with Professor Divya Jindal-Snape on her research around transitions and she provided the foreword for the Positive Transitions Report that was launched at our conference in Stirling in October 2023. Divya’s work has been instrumental to both the PhD and our own work driving forward the research around school transitions and the impact it has on young people.

ARC (Association for Real Change) Supplement

We started the process with ARC’s Scottish Transitions Forum to write a supplement to their seven Principles of Good Transitions. The supplement will explain how People Know How and the Positive Transitions service interprets the principles in relation to school transitions as the original principles are more focused on the transition into adulthood for young people with additional support needs. The supplement is still in draft and we aim to complete it by the autumn and have it published on ARCs website alongside other supplements from organisations such as Autism Network Scotland and The Fostering Network.

Craigentinny consultation

As part of our ongoing work in the Craigentinny, we wanted to engage children and young people, giving them a voice in the development of activities and services in the local area. We received a grant from Ten Villages Partnership Fund to deliver a twelve-week Youth Consultation Project, working with a group of 6-10 young people aged 10-13(P7-S2), to identify what local activities, services and facilities they believe would be beneficial to them, their peers and the wider community.
Do
From April 2023 to April 2024 412 young people have been supported by the service.

This includes young people who have been in the service since P5 or P6 and have ended with us in S1 or S2 in June 2023. The numbers aren’t as simple as one year of support as this number covers two academic years. However, since August 2023 we have accepted 138 new referrals which takes the current number of young people actively in the service to 141. Our current support is divided into 55% of young people requiring one-to-one support with the other 45% being in group support, both of which are either with Positive Transitions Coordinators or VIPs. However, as Positive Transitions Coordinators are now overseeing all young people in their cluster, they have overall responsibility for the full caseload.

The statistics below indicate a remarkable alignment between families and schools regarding the identified issues. In most cases, both parties recognise similar concerns. However, intriguing differences emerge in specific areas.

Critical reasons for referral:
• Transition to high school: 95% (Referrer); 95% (Family)
• Engagement with school: 22% (Referrer); 44% (Family)
• Increasing confidence and self-esteem: 67% (Referrer); 68% (Family)
• Making and maintaining friendships: 65% (Referrer); 56% (Family)
• Improving relationships: 41% (Referrer); 37% (Family)
• Understanding thoughts and emotions: 66% (Referrer); 74% (Family)

% of children with additional support needs via Family Referral and School Referral:
• Anxiety: 46% (Referrer); 43% (Family)
• Additional Learning needs: 35% (Referrer); 30% (Family)
• ASD: 26% (Referrer); 33% (Family)
• ADHD: 12% (Referrer); 24% (Family)
• Depression: 25% (Referrer); 22% (Family)
• Care experience: 1% (Referrer); 1% (Family)
• Young carer: 4% (Referrer); 4% (Family)
• Parental Substance Use: 4% (Referrer); 1% (Family)
• Bullying: 7% (Referrer); 18% (Family)
• Self-harm: 5% (Referrer); 2% (Family)
• Identity: 2% (Referrer); 2% (Family)
• Issues around finance: 7% (Referrer); 0% (Family)
• Issues around housing: 5% (Referrer); 3% (Family)
• Epilepsy: 0% (Referrer); 0% (Family)
• Asthma: 4% (Referrer); 8% (Family)
• Dyspraxia: 4% (Referrer); 2% (Family)
• Eating Disorders: 2% (Referrer); 1% (Family)
• Physical Disability: 4% (Referrer); 5% (Family)
• Allergies: 1% (Referrer); 10% (Family)
• OCD: 1% (Referrer); 5% (Family)
• Referral Gender: 58% male; 41.3% Female; 0.7% unknown

Directly addressing the needs of the children and young people:

The children and young people we supported over the last financial year (2023-2024) gave a clear sense of where they wanted support. The majority wished help with the transition to high school and increasing confidence.
• 60% - help with the transition to high school
• 33% - help to engage more with school
• 33% - help making and maintaining friendship
• 40% - help with not getting into trouble with peers
• 33% - support with behaviour
• 33% - support to understand emotions and thoughts
• 53% - help to increase confidence

Speaking directly to the children and young people, our report evaluated that we helped:
• 67% engage more with school
• 40% make and maintain friendships
• 27% not get in trouble with peers as much
• 60% with their behaviour
• 73% to understand their emotions and thoughts
• 53% to increase their confidence
• 73% with their transition to high school

April 2023 – April 2024 Impact Assessment illustrating how the children and young people have benefited:
*The numbers below cover two academic years (August 2022 to June 2023 and August 2023 onwards)

• 412 children and young people were supported in the service: this includes those who have been part of our service since P5 or P6 and then left our service in June 2023 as they finished S1 or S2.
• Since August 2023, we accepted 138 new referrals, taking the current number of children and young people actively in our service to 141.
• 55% of CYPs require one-to-one support and 45% in group support. Positive Transitions Coordinators now oversee all children and young people in their cluster, so they are responsible for the full caseload.
• 72 CYP supported by a VIP (volunteer, intern, placement student): 11 via befriending, 10 via Drama Therapy, 26 via Art Therapy, and 25 via Social Work.

New statistics show a noticeable improvement in the following areas:
- 88% increased confidence and self-esteem
- 64% making and maintaining friendships
- 66% improve relationships
- 59% greater insight into thoughts and emotions
- 55% worries and anxieties around high school

Impact assessment

Shown below are the outcomes for young people in the service since starting in January 2024. The graph shows the percentage of young people where there has been notable improvement in the areas listed. The young people were assessed by the coordinator or VIP supporting them at the time by collating data from the young people themselves, the schools, referrers and the families. It is to be noted that some young people have only had support for 2 months and this is a new way of recording monitoring and evaluating data in line with the new process therefore, the end data has not been captured and will be reported on in the 2024-25 report.

Summer Programme 2023

In Summer 2023 we ran a 4-week summer programme for young people who were supported in the service previously. 29 children took part in total and were given the opportunity to experience several activities around Edinburgh, including a beach day, Dynamic Earth and Edinburgh Zoo. Children from different primary and high schools were brought together to foster friendships and to allow them to have a good time during what can be a difficult time for a lot of families. Young people responded positively to this support and families were appreciative of the opportunity for their young people. Although this summer programme was a success we are aiming to be able to offer 2024’s programme to all the young people who are currently on the transition from primary school to secondary school being supported by Positive Transitions. This will be around 140 young people and the sessions will take place in the high school itself or local area they are going to be attending high school.

Case Studies and Quotes
Youth and Family Work

Our Positive Transitions Coordinators have shared a number of short case studies around the support they have offered to young people in the last year:
Duncan: I worked with a young person with Autism who was selectively mute and didn’t talk to any adults except his mum. I supported him for 1 session in P7 before he went to High School and then visited him in the summer and we played chess in the park. Once he moved to High School I picked up weekly support where we played chess and UNO. Since he was selectively mute I had to work on ways to communicate when to say “Uno” or “Check” so that might have been knocking on the table or clapping hands. I could sense we were building a relationship and he would make facial responses or laugh at things I would say. After a couple of months, he spoke “check” out loud while we played chess and it was a pivotal moment for me, him and his family. Afterwards he would speak more frequently to me and I convinced him to join the chess club at the high school which was very beneficial for him.
Duncan: I had an idea for a football transitions club where I would work with the primary schools in a cluster and over the course of P7 bring the groups together to play at each school and then bring them all up to the High School to use the facilities there, get to know the place and a few of the staff members.
As a pilot I was referred a group of 10 new S1’s who had just made the transition to Portobello High School and I ran a weekly hour-long football based transitions club. The aim of the sessions was to build confidence and meet other new S1’s while enhancing football skills and getting the physical and mental benefits of running around outside. The sessions went very well and I had a lot of positive feedback from the young people and the school.
In 2024 I wanted to build on this and I started a similar group at Royal High Primary, the aim of the sessions was the same except with this being a P7 group we would have the chance to move the sessions up to the High School before summer so the group would get to experience being at the new school and using the facilities, this would act as a type of enhanced transition. The plan is to build on this and work with other primary schools going to Portobello High School.
Nicola: I started working with ‘M’ in October 2022 when she was at Duddingston Primary School. At first, she was very apprehensive and shy, which her Mum had warned me about. The sessions took place at her home for the first year, where, during the initial sessions, M communicated through her mum as she was too shy to speak to me herself. I learned that she enjoyed and engaged with art activities and games, so each week I brought something new for us to try together. It was through these activities that M started speaking more and trusting me. I believe having someone who listened to her and tailored her support to her interests and hobbies was really beneficial for her. M thrived at the Summer Programme where she took part in activities such as going to Edinburgh Zoo and Dynamic Earth. Through these experiences with a group of young people from across Edinburgh and East Lothian, M made new friends and carried on some friendships after the Programme had ended. Over time, we built up a lovely relationship and, in collaboration with other support services and the school, she gained a whole new sense of confidence and is now thriving at school and feeling more prepared for high school in August.

Nicola: I started working with ‘H’ in November 2022 and was at Ratho Primary. He had been referred to the service due to low self-esteem and behaviour and emotional regulation difficulties which the school anticipated would impact his transition to high school. At first, H presented as very shy and unwilling to attend his sessions. He would often hide under tables when I went to collect him from his class. I understood that H had experienced a traumatic past, so it would take a while for him to trust me. I quickly learned that he was incredibly clever and had a fascination with countries and flags, so I drew upon his talents and tailored his sessions accordingly. I believe this contributed to increased feelings of confidence within H, as he was celebrated for his talents and had a sense of achievement. He started to look forward to his sessions and had a spring in his step. From there, H seemed to trust me more and we began to discuss the transition to high school. I learned that this was something that he was very anxious about, as he had heard from his older brother that he would be bullied in high school. We discussed lots of different scenarios that could happen in high school which he was initially reluctant to contribute to, however, the more we discussed them, the more he engaged and asked more questions himself. H felt reassured knowing that someone from Positive Transitions would be there for him at the beginning of high school. His school have been very grateful for the support from Positive Transitions, and have noticed a great increase in his self-esteem and confidence.

Nicola: Young people from Elphinstone Primary were referred to the Positive Transitions Service due to the small size of their school and difficulties that going to a large high school such as Ross High could bring. Going from a Primary 7 class of 5 pupils to an S1 year group of over 200 pupils could understandably bring some challenges. I worked with the group through fun activities that subtly incorporated the transition to high school, as I knew this was something that some pupils would be anxious about. When I first asked the young people how they were feeling about high school, most felt ready, however a couple were worried and even teary-eyed at the thought. Over the course of a few sessions, we discussed different scenarios that could happen in high school, such as losing a timetable, not being able to find friends on the playground, or forgetting homework. Everyone engaged and contributed to the discussions with great ideas. I believe creating a safe space for the group where they could support each other through their worries while taking part in fun activities was very beneficial for them, as all of the group recently reported feeling much better about their transition to high school. Their class teacher commented on how they all benefitted from the support, stating that “they look forward to the sessions every week!” and “they can’t wait for the Summer”.

Becky: https://peopleknowhow.org/news/a-world-of-imagination/

Befriending

Theresa was one of the last VIPs to finish up with befriending in the one-to-one setting that we continued with during Covid. She supported E for two years and they built up a wonderful relationship: https://peopleknowhow.org/news/befriending-buddies/

Another volunteer befriender who continued to support a young person consistently during and after Covid: https://peopleknowhow.org/news/minecrafting-friendships/

Arts Therapies

2023-24 Arts Therapies students have shared below some feedback that they received from young people, schools and families towards the end of their placements:

Art Therapy:
• Very happy with the support, felt they could easily communicate with the positive transition team and the therapist, and felt very involved with their child’s care. Felt that issues were addressed and saw a positive change in behaviour. Wished that the support could continue.
• The art therapy support provided to H, right through from primary 7 to now, is one of the main reasons he has improved so much. Thank you again for your amazing support and expertise. Feedback from TailorEd: Art therapy support has been the one thing H has been consistently positive about in all the time I have been working with him
• YP feedback: “Art therapy has been really nice for me…it has given me a relaxing place to be myself and do art”
• Mum noticed that A has been opening up more to her since we’ve started therapy, A would come to her when there’s an issue. She thought art therapy was more helpful than talking therapy A had before, as she liked making art and was expressive in her art. Mum mentioned A speaking highly of our sessions, and she felt comfortable enough to open up to me.
• “E has enjoyed the sessions and in school we have noticed an increase in E’s engagement in learning and her independence.” Mum noticed E spontaneously talking to her nana about how she felt, and she started to seek for little independence like cooking with mum and getting her own shopping cart in the supermarket. However, E still wouldn’t tell mum much about school, or about her feelings.

Drama therapy feedback from teachers:
• “You have had a very positive impact on K. This has been evident through her actions in class, but also through comments from her parents and K herself! This impact will hopefully see her well into High School.”
• “F feels it has helped him to deal with his emotions. He has found some of the activities make him uncomfortable, but generally has enjoyed the sessions.”
• “D has made more positive friendships which appear to be maintained”
• “M has always found friendships hard but has managed to establish some really positive and maintained relationships with peers.”
• “M has developed confidence in sharing how she feels and has increased her awareness of how to maintain friendships.”
• “J has developed confidence in class when discussing thoughts, feelings and texts in reading. He has gained confidence in using inference.”

You can read more news stories on Arts Therapies impact below:
• Drama: https://peopleknowhow.org/news/playful-performances/
• Art: https://peopleknowhow.org/news/artistic-visions/
• Music: https://peopleknowhow.org/news/music-makes-memories/
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Positive Transitions Conference

On 6 November 2023 we held a Positve Transitions Conference where we showcased the current and past work of the service over the last 8 years by launching our Positive Transitions report (link). The event was well attended by staff, academics, partners and schools. A number of attendees were transition teachers from Edinburgh who shared vital contributions to two workshops around school transitions and the initial stages of a transitions charter. This work will help us to drive forward our strategic aim that all young people in Scotland will have a good transition to high school. You can read a summary of the event here (link) including the pledges made to school transitions.

Policy and Research Manager

We recently recruited a Policy and Research Manager who will drive forward work to meet the strategic aim that all young people have a positive transition in Scotland. Rebecca Williams from ARC will be joining the leadership team in May 2024 with experience running the Scottish Transitions Forum and working with ARC on the Principles of Transitions, Rebecca will be a real asset to the team.

Midlothian

This year we started our work in Midlothian, sharing our model with a third local authority and delivering support to 40 new referrals for P7s in the Lasswade cluster across 6 of the 7 primary schools. The support so far has consisted of Positive Transitions Coordinator Natasha delivering one-to-one sessions to 11 young people, group support to 15 young people while Art Therapy students have supported 4 young people and Drama Therapy students 10 young people. You can hear more about our Midlothian work in the news article (link).