Individual Support & Liaison
“Seek first to understand, then to be understood.”
— Stephen R. Covey, author and educator
When you might need HENCE?
Sometimes, even with the best intentions, communication becomes difficult and problems remain unresolved.
Communication gaps
Guardians or agents are unresponsive, or important information is not reaching the right people.
Different expectations
Families and schools have different understandings of UK education, policies or responsibilities.
Unheard student voices
Students struggle to express concerns, ask for help or explain what they are experiencing.
Unresolved disagreements
Misunderstandings about behaviour, academic progress or school decisions lead to tension.
Wellbeing and additional needs
Cultural or language differences complicate conversations about emotional wellbeing, learning difficulties or available support.
Unclear next steps
Families or institutions need independent guidance to navigate unfamiliar procedures or difficult situations.
Case Studies
Case Study #1
Rebuilding Communication and Trust
When a behaviour concern turned out to be a communication problem
A school in East Sussex approached us with concerns about a group of Chinese students who appeared to be disengaging from staff, not following expectations and becoming increasingly difficult to communicate with.
We spent time listening to both the students and staff and discovered that the difficulties had begun with an earlier conflict involving another group of students. Due to language barriers, cultural differences and misunderstandings, the Chinese students felt they had been treated unfairly and that their perspective had not been heard. Over time, frustration had turned into withdrawal and they had simply stopped communicating.
Our role was to rebuild that connection.
We helped the students express their concerns constructively, while helping staff understand the cultural and communication factors behind their response. Misunderstandings were clarified, communication reopened and we provided staff with practical strategies for handling similar situations in the future.
As the students began to trust us, they also shared other concerns about their experience. With their agreement, we raised these with the school, helping staff identify issues they had not previously been aware of – and giving them the opportunity to address them before they developed into more serious dissatisfaction.
The school responded positively, developing solutions and continuing to seek our perspective afterwards. We particularly valued their genuine commitment to understanding and supporting their international students.
The outcome
Students felt heard. Staff gained greater understanding. Communication reopened. Previously unseen concerns were identified.
What initially appeared to be a behaviour problem was, in fact, an opportunity to build greater trust, understanding and a stronger international student experience.
A Sixth Form approached us about a new international student who rarely spoke, even when teachers asked her questions directly.
Staff genuinely wanted to help, but couldn’t identify the problem. Did she understand the questions? Did she know the answers but struggle to express them? Or was something else preventing her from engaging? Her academic progress was also becoming a concern.
We spent time talking with the student and discovered that the issue was not simply her English ability. She often understood what was being asked and wanted to respond, but lacked the confidence to speak. She was worried about making mistakes, saying the wrong thing and being laughed at.
At the same time, she was finding it difficult to make friends, which was increasing her sense of isolation and homesickness.
Building Confidence, Step by Step
We provided individual support focused on practical ways to communicate, build friendships and become more comfortable participating in school life.
One of our dedicated EAL teachers then worked with her regularly over several months – including continued support across the Christmas holiday – giving her a safe environment in which to practise speaking English without fear of making mistakes.
Gradually, things began to change.
She became more comfortable speaking English, started responding confidently to her teachers and formed close friendships. As she settled socially, her confidence in the classroom grew too.
By the end of her Sixth Form journey, she had not only found her voice and her place within the school community, but had also achieved strong academic results and secured a place at her dream university.
The outcome
Greater confidence. Strong friendships. Better classroom engagement. Improved academic performance. A successful university progression.
Her journey demonstrates something at the heart of our approach:
When a student feels settled, connected and confident, they are in a much stronger position to fulfil their academic potential.
Case Study #2
Finding Her Voice
From silence and homesickness to confidence, friendship and academic success