Case Studies
In their words
Hear the stories of the young people we support using the power of rugby and relationships.
Case studies
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Case studies •
Thomas, North East
Thomas, from Wallsend, initially struggled with focus and disruptive behaviour. He now shows improved concentration, engages well in activities beyond football, and has taken on leadership roles. His confidence, teamwork, and emotional regulation have all significantly improved.
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Thomas lives in Wallsend, Newcastle, an area with significant deprivation.
At the start of the programme, Thomas struggled with concentration, was easily distracted, and often disrupted sessions with sulking or play-wrestling. He frequently asked to play football and would withdraw from activities if he didn’t get his way.
Now, he’s noticeably calmer, more focused, and more willing to follow instructions. He takes tasks seriously and often produces good work. He’s also become more confident presenting to the group and is more open about his home life, sharing honestly with DRW staff.
In sports, he still prefers football but now gives other activities a genuine effort. He enjoyed American football and showed a strong throwing arm. Though he still tries to run rings around everyone in touch games and occasionally shows off, he’s learning the value of teamwork and passing.
As the oldest in the group, Thomas has begun to take on leadership roles, often organising teams without being asked. While he still has occasional “wrestling moments,” he now stops quickly and will apologise to staff.
Overall, Thomas has made meaningful progress, both behaviourally and socially, becoming more engaged, responsible, and reflective.
Stephen, North West
Stephen, from Warrington, initially struggled with emotional regulation and lacked direction after leaving school. With support, he’s developed greater self-awareness and leadership skills, expressing a strong interest in becoming a rugby coach.
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We first met Stephen in July 2024 during an evening session at a youth club. He’s from Warrington, Cheshire—an area with pockets of deprivation and frequent youth violence. Stephen lives with both parents, though both face significant health challenges.
At the time, Stephen had just left his school which he openly criticised, often mentioning how frequently he was placed in isolation for classroom outbursts. He had little direction post-school and wasn’t planning to attend college.
When Stephen joined our sessions, he struggled with emotional regulation. Frustration would often lead to him leaving the pitch, using inappropriate language, or venting anger at coaches or peers. However, we quickly learned that these reactions were rooted in deeper issues at home or school. Our consistent approach—taking him aside, letting him vent, and helping him unpack the real cause—began to make a difference.
Stephen has expressed a strong interest in becoming a rugby coach. We’ve encouraged this by giving him leadership responsibilities during sessions, helping him learn how to deliver activities and support others—skills that will serve him well in college and beyond. We’ve also emphasised the importance of maintaining his college attendance, which he’s taken on board.
He's now attending college regularly.
Alicia, Wales
Alicia has struggled with emotional regulation in school but is highly motivated to improve. After impressing staff at a Career Taster Day, she expressed interest in a part-time job and is now working on her CV.
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Alicia has faced challenges in school due to frequent confrontations with staff and other pupils. When asked to follow instructions, she sometimes struggles to regulate her emotions, which could lead to her being removed from class.
Despite these challenges, Alicia is highly motivated to succeed.
Alicia has been open and engaged during her mentoring sessions, allowing us to build a strong relationship quickly. She recently set a personal goal to become more active. Initially interested in starting a girls’ rugby team, she later decided she'd prefer to join a gym.
Alicia attended a Career Taster Day with us at Credas, a digital identity verification company. She thrived in the sales activity and impressed staff—so much so that one employee suggested she apply for a part-time weekend or holiday job at the company. Inspired by their story of starting out in a similar role, Alicia asked for help in writing a CV during her next mentoring session and is now actively exploring Saturday job opportunities close to home.
Alicia’s teachers reported a noticeable improvement in her attitude and engagement.A CV workshop was planned to help Alicia secure a weekend job, aligning with her ambition to take more responsibility and gain experience outside of school.
Hayden, London
Hayden is a bright, resilient student who, despite personal challenges and additional needs, consistently shows maturity and drive. He’s built strong relationships with staff, joined key events like CTDs and youth panels, and expressed a clear ambition to work in sport.
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Hayden is a bright, thoughtful student. On first meeting, he comes across as polite and composed—someone you wouldn’t immediately expect to need intervention.
However, behind this calm exterior, Hayden faces significant challenges. He lives in a deprived area of London, helps care for his younger siblings, and has additional needs supported by an EHCP. Despite this, he shows exceptional resilience and maturity.
A passionate sportsman, Hayden plays for a Saturday league U15s football team and quickly stood out in our sessions. It was clear he would excel, so we offered him additional one-to-one mentoring focused on leadership. We encouraged him to support his peers on and off the pitch—skills he’s taken on enthusiastically.
Hayden has built strong, trusting relationships with coaches and is now someone we rely on to bring his best and motivate others. He’s attended two CTDs, including leading his team to victory at our DRW/ICF fundraising challenge. He’s also joined trips to a West Ham match and GoKarting, and has become a valued member of our London Youth Voice Panel, where he impressed staff with his communication and insight.
He also regularly attends our evening delivery, giving us even more opportunities to support his development. Hayden has expressed a desire to pursue a career in sport and has asked to shadow our coaches as work experience.
We see real potential in Hayden—not only as a future coach or leader but as someone who could meaningfully contribute to our organisation. He will remain part of our Youth Voice Panel, and even if he's no longer part of the intervention next year, we’re committed to staying connected and supporting his journey.