The Service User, a 21-year-old girl, was noted to have academic difficulties and behavioural concerns from an early age. She was diagnosed with a learning disability affecting reading comprehension, writing, and numerical reasoning. Colleagues report that the service user avoids tasks she finds challenging, displays frustration through verbal outbursts, and has occasional conflicts with peers.

On assessment, the service user demonstrates below-average cognitive functioning in academic tasks but shows age-appropriate social understanding. She struggles with attention, task completion, and emotional regulation, often becoming anxious when faced with new or difficult tasks. Family history indicates mild anxiety and occasional emotional outbursts, but no psychiatric diagnoses.

Successful implementation of the care package involved a multidisciplinary approach:

• Care interventions: An Individualised Plan with continuity and planned activities.
• Behavioural therapy: Cognitive-behavioural strategies to improve emotional regulation, social skills, and coping mechanisms
• Parental involvement: Guidance for consistent routines, positive reinforcement, and home support strategies

With consistent support, the service user shows improved engagement, better emotional control, and enhanced peer relationships, emphasising the importance of coordinated care for adolescents with learning and behavioural challenges.