Impact & Case Studies

Neuroscience supports our approach

Dr. Bessel van der Kolk, a renowned expert on trauma, has done extensive work in understanding how trauma

affects the brain and body, particularly in children.

Our approach, supported by neuroscientists like Dr. Bessel van der Kolk, is designed to help vulnerable children heal

from trauma and mental well-being issues. By integrating somatic (mind-body) and art therapy, improv exercises, and

team-building games with subjects like Math and English, we create a safe space that promotes self-regulation.

This process empowers children to feel safe, co-regulate with others, and build emotional resilience, ultimately

improving their engagement and reducing the likelihood of exclusion in school settings.

Case Study:

Transforming Learning through Mind-Body Connection at Awaken Genius
Six-Week Summer Programme

Background: Awaken Genius is a pioneering educational initiative dedicated to nurturing holistic child development through the integration of mind–body practices, the creative arts, and academic learning. Rooted in the African philosophy of ubuntu—“I am because we are”—our approach recognises that individual wellbeing is deeply connected to the wellbeing of others. This philosophy informs all aspects of our programme, where rhythm, movement, creative expression, and interpersonal connection are used not only to teach core subjects such as English and maths, but also to cultivate emotional literacy, empathy, and resilience. Our learning environments are experiential, inclusive, and trauma-informed—designed to honour the whole child: mind, body, and spirit

The Challenge: Sam (name changed for confidentiality), an 8-year-old boy, was referred to our summer programme after struggling to thrive in mainstream education. His mother reported that Sam found the classroom setting stressful and disengaging. He often appeared restless, exhibited frequent fidgeting, and struggled to concentrate, which led to increased anxiety and a growing disinterest in learning. Rather than receiving the support he needed, Sam was often viewed as disruptive.

The Intervention: Sam participated in our six-week summer intervention programme, designed specifically for children who experience barriers to learning within conventional educational settings. Our approach focused on reimagining education as a creative, embodied, and relational experience, rather than one that is solely academic or sedentary.

Building a Strong Community

Key Elements of the Intervention

Movement-Integrated Academic Learning
Sam learned key literacy and numeracy skills through physical movement, rhythm games, storytelling, and role play. This kinaesthetic approach allowed him to engage more deeply with content while harnessing his natural energy and curiosity.
Emotional Literacy through the Arts
Using drawing, drama, music, and group reflection, Sam explored feelings, relationships, and identity. In one activity, he spoke openly about wanting to be "kind" and to "help people feel better"—a powerful moment of self-expression and emotional insight.
Mindfulness and Self-Regulation
Each session included mindful breathing, grounding exercises, and visualisations to help children regulate their emotions and develop inner calm. Sam learned to use these tools when feeling overwhelmed.
Family Wellbeing and Community Support
Sam’s mother actively engaged in our online somatic therapy sessions and also attended our Community Wellbeing Day for parents and carers. These experiences significantly supported her own mental and emotional wellbeing. She reported feeling calmer, less isolated, and more empowered to support Sam. Connecting with other parents navigating similar challenges also helped build a lasting sense of community.

Outcomes and Impact

Improved Academic Engagement
Sam became increasingly focused and enthusiastic during learning sessions. He responded particularly well to interactive and physical tasks, showing stronger memory retention and greater willingness to participate.
Greater Emotional Awareness and Self-Regulation
Sam developed an improved understanding of his own emotions and began independently using calming techniques such as breathing and visualisation to manage frustration or anxiety.
Positive Changes at Home
His mother observed meaningful shifts in his behaviour at home. Sam became more communicative, calmer, and more willing to take on responsibilities, reflecting his growing sense of emotional control and self-worth.
Enhanced Family Wellbeing
The support offered to Sam’s mother had a transformative impact. She described feeling more emotionally balanced and less anxious, crediting the somatic therapy sessions and community gatherings with helping her manage daily stresses and advocate more confidently for her son.
Resilience for Returning to School
While Sam remained somewhat anxious about re-entering mainstream school, both he and his mother felt more hopeful. Equipped with strategies for emotional regulation and increased self-awareness, Sam was better prepared to cope with the challenges of school life.

Conclusion:

Sam’s journey with Awaken Genius demonstrates the profound impact of an educational approach that values emotional intelligence, movement, creativity, and community. By seeing learning as a whole-body and whole-person experience, we were able to re-engage a previously disheartened pupil, not only academically but also emotionally and socially.

Awaken Genius does not offer a ‘one-size-fits-all’ solution—we provide a human-centred, inclusive, and culturally grounded model of learning. Our impact extends beyond the child to support parents, carers, and the wider community—creating lasting change through the principle of interconnected wellbeing.

Are Pupils "Excluded" From Learning?

Persistent disruptive behaviour remains the leading cause of exclusion from school, accounting for approximately one-third of all permanent and fixed-term exclusions (DfE, 2019a). The Timpson Review of School Exclusion revealed that Black Caribbean and Gypsy/Roma and Traveller pupils are disproportionately affected, with the highest rates of both temporary and permanent exclusions. Alarmingly, 78% of permanent exclusions issued during secondary school were to pupils identified as having special educational needs (SEN), being classified as 'in need', or eligible for free school meals. In 11% of these cases, pupils met all three criteria (DfE, 2019b). While few studies quantify trauma prevalence in these groups, research shows that racial or ethnic minority status, social inequality, and educational disadvantage are significant trauma risk factors (Brewin, Andrews & Valentine, 2000; Hatch & Dohrenwend, 2007). Trauma exposure can impair the body’s stress regulation system, leading to impulsivity and poor emotional control (Tarullo & Gunnar, 2006; Bright & Thompson, 2018). Consequently, children with trauma histories are more likely to exhibit behavioural challenges in response to stress (Milot et al., 2010; Grasso et al., 2012). Challenging behaviour and trauma are closely connected. Young people exhibiting such behaviours are often reacting to unresolved trauma. In some cases, these behaviours are symptoms of trauma itself.

Anxiety in the Classroom

Anxiety, driven by the body’s physiological threat response, can manifest in diverse and often misunderstood ways. In children, it may present as aggression. When overwhelmed by emotion or a perceived threat, a child’s “fight or flight” response can activate, sometimes leading to aggressive outbursts—such as hitting, throwing objects, or pushing furniture. These are not necessarily acts of defiance, but rather, expressions of dysregulation from underlying, often undiagnosed, anxiety. The pressure of the school environment can intensify these responses in children lacking the coping strategies to self-regulate.

Limbic System Therapy in Education

The limbic system functions as the brain’s emotional command centre, bridging psychological experiences and physiological reactions. It is responsible for triggering the body’s automatic responses to emotional stimuli—such as the freeze, fight, or flight response—and for forming emotional memories.

Awaken Genius integrates limbic system therapy into learning to reshape how traumatised children perceive the classroom environment. Many children with trauma histories associate learning with threat. Our multi-sensory, emotionally safe learning approach specifically targets the reactive part of the brain and creates new, healing experiences that contradict those shaped by trauma. By engaging in creative, participatory arts and fostering a strong classroom community, we establish safety, connection, and trust before introducing academic challenges. This emotional foundation allows children to engage meaningfully with their learning.

Polyvagal Theory

Awaken Genius also applies the Polyvagal Theory, a neuroscience-based framework that explores how the autonomic nervous system responds to perceptions of safety and threat—often beyond conscious awareness.

This theory underscores that effective learning cannot take place unless a child’s nervous system feels safe. Simply adding a creative task to a lesson is insufficient for fostering genuine engagement or creativity if the pupil is dysregulated.

Awaken Genius lesson plans are carefully designed to avoid activating the child’s defence system. By prioritising emotional safety, we maximise the opportunity for real learning. Our curriculum helps pupils develop pro-social behaviour by learning how to seek help from, and provide support to, their peers. The flexible structure of our lessons also allows teachers to safely “hold” the emotional experiences of the group, reducing anxiety and promoting collective regulation.

Awaken Genius offers a trauma-informed, neuroscience-aligned approach to alternative education. By combining the principles of limbic therapy, polyvagal theory, and creative pedagogy, we reframe challenging behaviour as a call for support—not punishment. This model not only reduces exclusions but also reclaims education as a space of healing, belonging, and growth for every child.