Evan’s story

While at National Star, Evan has experienced significant challenges with engagement and participation. Evan would often refuse to attend some sessions, remain in his room for long periods, and opt not to work with certain members of staff. At times, Evan would display behaviours of distress and would not allow staff access into his room. These challenges reflected how overwhelming college life and shared environments could feel for Evan at that stage of his journey.

During this time, Evan’s engagement with the college curriculum on the Personal Development for Positive Contribution (PDAC) pathway was very limited. Evan would only engage when activities aligned closely with his interests, specifically cooking and shopping. These activities provided Evan with a sense of predictability and control.

Small steps, significant moments

A key milestone occurred around Christmas, when a group outing was planned to go out for a meal. Evan agreed to attend, although this required a significant amount of time, reassurance and gentle encouragement. When Evan arrived at the restaurant, he initially sat on his own and found it difficult to join the group. However, in his own time, he gradually edged closer, moving table by table until he joined the rest of the group. This moment represented a huge achievement for Evan, demonstrating his growing ability to tolerate social environments and remain regulated within them.

A marked change in Evan’s fourth year

At the start of Evan’s fourth year at college, a noticeable change emerged. There has been a marked improvement in Evan’s attendance, attitude, engagement and overall happiness, both within college and in his residential home. Evan is now far more settled and positive about being at college, openly expressing that he is happy.

One clear example of this change was when the group went out for a meal at Zizzi, the restaurant. Evan initially expressed a strong preference for going to Greggs, driven by his love of sausage rolls. Despite this, Evan joined the group for dinner with very little encouragement. He made an independent choice to order pizza and hot chocolate and remained engaged throughout the meal. Evan primarily interacted with staff, but with prompts, he also engaged with two students seated near him, something that would not have been possible previously.

Evan now regularly uses his voice to express himself and will use his Augmentative and Alternative Communication (AAC) device to clarify his communication when asked. This flexibility has supported more meaningful interactions.

Evan’s Speech and Language Therapist shared: ‘Evan has shown a clear improvement in his ability to use a total communication approach across a range of settings, including his college placement and community trips, with reduced support. He is now more consistently using sign, vocalisations and facial expressions, alongside the notes function on his iPad to type short messages, adding comments, sharing jokes and providing clarification when needed.

He continues to benefit from his high‑tech AAC system to support his expressive communication, particularly when communication partners enable access throughout the day, alongside low‑tech visual aids to support idea generation and understanding of more abstract concepts. He has made positive progress when communication partners use a low‑demand communication style and a flexible, responsive approach, supporting his autonomy in how, when and with whom he chooses to communicate.’

Growing trust and flexibility

Evan’s increased trust in staff is evident across daily routines. He is now more than happy to allow staff into his room to complete his weekly yoga session and works flexibly with a wider range of staff. Despite occasional staff shortages, Evan is also able to work with agency staff with little or no frustration, highlighting his increased adaptability and emotional regulation.

Evan has also demonstrated impressive social awareness and memory. While visiting Gloucester Quays, he recognised a young person using a wheelchair and independently approached them. Evan entered the young person’s name into his AAC to show the supporting staff member, correctly identifying Kyle, who had attended the college four years earlier. This spontaneous and meaningful interaction demonstrated Evan’s confidence, communication skills and ability to connect with others.

Developing independence through everyday Life Skills

Evan has become far more flexible when completing his shopping routines. Previously, changes to his shopping list could cause resentment or distress. Evan has been able to work with staff to review and adapt his list, removing items he did not need. This process was carried out collaboratively and calmly, showing Evan’s increased tolerance of change and problem-solving.

Looking ahead

Overall, Evan’s fourth year has shown significant progress compared to previous years and clearly demonstrates the value of extended time at National Star, showcasing the power of collaboration when supported by a multidisciplinary team. The consistency of support, strong relationships with staff, and opportunities to move at his own pace have enabled Evan to build confidence, flexibility and self‑advocacy.