[A bearded man is interviewed. Text: "Jonathan Connal, Teacher, Merrylands High School."]

JONATHAN: So when Jasmine approached the deputy principal, I was employed in an engagement capacity, so I would be there to assist individual students with their learning needs. I think, importantly, early intervention was something that we were targeting. And when Jasmine approached the deputy principal, we were able to have a meeting with her and to talk about the student's needs. 
Importantly, the student did have some social concerns - academically, was sound, but socially, his refusing to come to school and not feeling comfortable nor safe within the school environment because of this... of these social concerns meant that we not only had to work with him on an academic level, but work with him on a social level as well. 

[A dark-haired woman is interviewed. Text: "Jasmine, Parent, Merrylands High School."]

JASMINE: My son had a very difficult time just to socialise and communicate with other students. And now he's blossomed with that. He has his days, but he has improved so much being able to communicate, which was one of his problems. 
JONATHAN: One of the first things was that we had a meeting with Jasmine and talked about her son and developed an individual education plan with the parent and also the student as well. And within this meeting we were able to identify the academic support that the student required, but also the social support that the student required as well. So then all teachers and support staff had access to this individual education plan, so they could consult that and we could all work collaboratively in the support of this student and advancing forward. 
JASMINE: He's improved so much also with his attendance with school, which was one thing that was a very major problem. And now he's at school every day and willing to come, and looking forward to coming to school every day. And that's a big, big change from where we started.