2.1 Explain interventions that can be provided to support children and young people to make positive changes in their lives

This guide will help you answer 2.1 Explain interventions that can be provided to support children and young people to make positive changes in their lives.

Interventions are planned actions or strategies aimed at helping children and young people improve their lives and achieve better outcomes. These can be used when a child is facing challenges, risks, or has specific needs that impact their wellbeing, learning or behaviour. Interventions should focus on providing practical support, encouragement, and opportunities for growth.

Each intervention must be appropriate for the individual child’s age, stage of development, personal circumstances, and identified needs. An intervention that works well for one young person may not be suitable for another. The aim is to make a positive difference so the child can increase their skills, confidence, and resilience.

Early Intervention

Early intervention takes place as soon as signs of difficulties are noticed. Acting quickly allows issues to be addressed before they develop into bigger problems.

Examples include:

• Speech and language support offered to a child showing delays in communication
• Behaviour guidance programmes for children starting to show signs of aggression or withdrawal
• Extra learning support for a young person struggling with reading or maths at school

Early intervention can improve long-term outcomes by preventing problems from becoming entrenched.

One-to-One Mentoring

One-to-one mentoring involves a trained adult working directly with a child or young person over a period of time. Mentors offer guidance, listening, encouragement, and practical help.

Benefits include:

• Providing a trusted person the young person can talk to openly
• Helping the young person set realistic goals
• Supporting decision-making and problem-solving skills
• Building confidence and self-esteem

Mentoring can work well in school settings, youth projects, or within community organisations.

Counselling and Emotional Support

Many children and young people face emotional challenges such as grief, anxiety, bullying, or family separation. Counselling offers a safe space for them to explore feelings, develop coping strategies, and reduce emotional distress.

Forms of counselling include:

• Play therapy for younger children who express themselves through play rather than words
• Talking therapy for older children and young people
• Group therapy where participants can share experiences and learn from others

Counselling should be delivered by qualified professionals who understand child development and safeguarding requirements.

Behaviour Support Plans

A behaviour support plan is a structured approach to help manage and improve behaviour. The plan sets out clear expectations, strategies for staff and carers to follow, and rewards for positive actions.

These plans may include:

• Clear rules and boundaries
• Recognition and praise for good behaviour
• Agreed consequences for unsafe or disruptive actions
• Strategies to help manage anger or frustration

Behaviour support plans work best when developed in partnership with the child, their family, and any professionals involved.

Family Support Interventions

Positive change often requires working with the child’s family. Many problems faced by children have links to the home environment. Family support interventions can help improve relationships, parenting skills, and communication.

Examples include:

• Parenting courses focused on behaviour management, routines, and emotional support
• Family mediation to reduce conflict and improve understanding
• Home visits to offer practical help with routines, school attendance, or budgeting

When families receive support, children are more likely to benefit from stability and consistent care.

Educational Interventions

Educational interventions aim to support learning and academic achievement. These are designed for children who are underachieving or facing barriers to education.

Approaches may include:

• Extra tuition or small group teaching
• Literacy and numeracy programmes
• Study skills workshops
• Support from a learning mentor in school

Helping a child succeed in education boosts self-confidence and improves opportunities for their future.

Health-Based Interventions

Some children need interventions to improve health and physical wellbeing. Poor health can affect many areas of life, including energy levels, attendance at school, and ability to engage in activities.

Possible interventions include:

• Healthy eating programmes and cooking workshops
• Physical activity clubs such as football, dance, or swimming
• Health checks to identify medical needs
• Support with managing chronic conditions such as asthma or diabetes

Health-based support should work closely with families so changes can be maintained at home.

Social Skills Development

Developing social skills helps children and young people build better relationships. This can reduce isolation, improve behaviour, and encourage inclusion in group activities.

Social skills interventions may focus on:

• Communication skills such as listening, speaking clearly, and turn-taking
• Conflict resolution techniques
• Building empathy and respect for others
• Participation in group projects or clubs

Social skills training can take place in school, youth centres, or community programmes.

Peer Support Programmes

Peer support involves young people helping each other, often with guidance from adults. It encourages problem-sharing, builds a sense of belonging, and promotes responsibility.

Typical examples include:

• Peer mentoring schemes where older pupils support younger ones
• Buddy systems for children new to a school
• Support groups for young people facing similar challenges such as caring for a family member

Peer support helps build confidence and leadership skills in both the helper and the person receiving support.

Career and Life Skills Interventions

For older young people, interventions may focus on preparing for adult life. This can involve developing career plans, practical skills, and independence.

Life skills interventions may address:

• CV writing and job application skills
• Interview techniques
• Money management and budgeting
• Learning to cook and manage household tasks
• Understanding responsibilities in housing and employment

Supporting young people in these areas can reduce the risk of unemployment or homelessness.

Substance Misuse Support

Where a child or young person is affected by substance misuse, specialist interventions are needed to reduce harm and encourage recovery.

Possible approaches include:

• One-to-one support from a qualified addictions worker
• Group sessions focused on awareness and coping strategies
• Medical support for withdrawal and treatment
• Education on the risks and effects of drugs or alcohol

These interventions often link with wider support such as housing advice, family counselling, and employment training.

Community and Leisure Interventions

Taking part in community or leisure activities can greatly improve confidence, social interaction, and life satisfaction.

Examples include:

• Sports clubs and teams
• Arts and music projects
• Volunteering opportunities
• Outdoor activities such as camping or hiking

Leisure interventions give children and young people positive ways to spend their time, reducing the risk of anti-social behaviour.

Multi-Agency Support

Some children need complex help which requires several services working together. Multi-agency interventions bring professionals from different fields to share information and plan coordinated support.

Multi-agency teams might include:

• Teachers
• Social workers
• Health professionals
• Youth workers
• Family support workers

This type of intervention ensures that all aspects of a child’s needs are addressed.

Monitoring and Reviewing Interventions

All interventions should be monitored to check progress. Reviewing plans allows changes to be made if something is not helping as expected.

Monitoring might involve:

• Regular meetings with the child and family
• Progress reports from school or relevant agencies
• Adjustments to strategies or targets
• Recording outcomes to measure improvement

Effective monitoring helps keep the support relevant and focused.

Encouraging the Child’s Voice

Positive change happens faster when the child or young person is involved in decision-making. Giving them a voice makes them feel valued and increases commitment to the process.

Ways to involve children include:

• Regular feedback sessions
• Planning support activities with them
• Offering choices about how goals are achieved
• Listening to concerns and acting on them

When support reflects the child’s ideas and preferences, they are more likely to engage.

Building Resilience

Resilience means being able to bounce back from setbacks. Interventions that increase resilience prepare children and young people for challenges in life.

Resilience-building can include:

• Encouraging problem-solving and coping skills
• Helping them recognise personal strengths
• Providing opportunities to succeed in small steps
• Supporting emotional regulation and self-care habits

Resilience makes positive change sustainable.

Life Stage and Cultural Considerations

Interventions must respect the child’s age, stage of development, and cultural background. Cultural awareness ensures support is relevant and respectful.

This may involve:

• Language support for children with English as an additional language
• Respecting religious beliefs and practices
• Understanding cultural norms that influence family life
• Adapting activities to suit developmental levels

Such considerations help children feel supported without compromising identity.

Final Thoughts

Supporting children and young people to make positive changes in their lives requires careful planning, patience, and collaboration. A single approach rarely works for every situation, so interventions must be selected based on individual needs and circumstances.

The most successful interventions are those that involve the child actively, work alongside families, and combine different forms of support such as emotional help, education, and practical skills. The aim is always to promote wellbeing, encourage independence, and help the individual reach their potential over time.