Our Feedback

"Thank you so much for today. I know it’s your job but genuinely she came out so happy. I’ve not seen her like that with any support she has had before and she is more than excited to come back next week."

"She’s a good kid, she just gets a bit lost in herself. It’s been very hard to get her to open up about things. You just want to wave a magic wand and make things better for them. She likes you so that’s a good start."

"This was the only activity my child engaged with outside of the home during a really difficult period. It gave them a safe space to talk through their emotions and begin to understand them."

"The support has helped my child recognise and understand why they feel the way they do. They are now calmer, more emotionally regulated, and better able to communicate how they’re feeling."

Recent Story

Session 1

In the first session, the Stirling wellbeing scale was completed with [redacted]. This helped identify three key areas to focus on:

Together, we agreed what support would look like and what we would work on during sessions. Establishing this shared understanding helped [redacted] feel involved and reassured.

Session 2: Learning About Emotions

The second session focused on helping [redacted] understand emotions. We explored what emotions are, why everyone has them, why they are important, and why it helps to look after them. This was done using age-appropriate language and activities, helping to normalise feelings and reduce worry around “big emotions”.

Session 3: Emotions and the Body

In session three, we looked at how emotions can affect the body. [redacted] identified where different feelings show up physically and began to recognise early signs of anxiety and anger. We then gently role-played the school morning routine, breaking down what usually happened step by step. This was used to start challenging the established habit of distress before school in a safe and supportive way.

Session 4: Building Confidence Through Role Play

Session four built on this by role-playing going into school more positively. Nick and [redacted] took turns swapping roles, which helped keep the session playful and engaging. This allowed [redacted] to practice new responses, feel more in control, and approach the situation with confidence rather than fear.

Session 5: Recognising Progress & Building Self-Belief

The day after session four, Mum contacted Bloomers Wellbeing feeling emotional and relieved. For the first time in 18 months, [redacted] had gone into school with no tears.

This achievement was recognised and celebrated in session five. The session then focused on self-esteem and how we see ourselves. [redacted] drew a “villain” and a “superhero”. The villain represented their negative inner voice, while the superhero represented their positive, encouraging voice. To reduce the power of the negative voice, we imagined the villain speaking in a small, squeaky voice, making it easier to challenge. This activity was particularly enjoyed and helped [redacted] reframe how they speak to themselves.

Session 6: Bringing It All Together

In the final session, we revisited everything we had learned together. Strategies from each session were gathered and placed into a “toolbox” at the back of [redacted]’s workbook, giving them something concrete to take away and continue using.

The Stirling wellbeing scale was completed again, showing improvements across all three identified areas: anxiety, anger, and self-esteem.

Outcome By the end of the support, [redacted] showed increased confidence, improved emotional understanding, and a significant reduction in distress around school mornings. The change not only supported [redacted] but also reduced stress for the whole family, allowing mornings to start in a calmer, more positive way.


Our Feedback

"My child doesn’t usually open up easily, but [staff name–redacted] built trust straight away. There was no pressure to talk, and that made all the difference."

"The environment is relaxed, safe, and completely different from clinical settings. It feels comfortable, like a place where young people can just be themselves."

"We were waiting for support elsewhere, but this service stepped in when nothing else was available."

"This service is filling a huge gap and helping children who might otherwise fall through the cracks."