A fictional example (intensive) based on real interventions:

Finding Calm at Mealtime: How Pebble Pathways Helped Adam Reclaim Lunchtime

Adam, had begun to find lunchtimes at school overwhelmingly difficult. What should have been a break in the day had turned into a moment of stress. Each midday, Adam would stay in the corridor—when school staff attempted to support him he would become distressed.

Step One: Listening and Learning

Our first step was to understand Adam’s experience from every angle. In collaboration with his family and school team, our key practitioner conducted an in-depth initial assessment, observing routines, gathering insights, and, most importantly, learning what mattered most to Adam.

Together, we set a clear goal: help Adam feel safe, supported, and in control during lunch transitions, with the aim of joining his peers in the dining hall.

Step Two: A Tailored Intervention Plan

• Desensitisation Through Gradual Exposure
  We developed a gentle, structured desensitisation programme to help Adam re-enter the dining hall at his own pace. His journey began with brief visits to the empty hall, guided by a familiar adult. Over several weeks, these visits were gradually extended, introducing gentle sounds and familiar routines to build sensory tolerance.

• Visual Structure and Predictability
  To reduce unpredictability, we created a personalised visual lunch schedule. A laminated seating map clearly showed Adam where he would sit each day, offering clarity and comfort. These visuals became anchors in a previously overwhelming environment.

• Sensory Tools for Regulation
  Recognising the impact of sound on Adam’s experience, we introduced noise-reducing headphones. These gave Adam control over his sensory input, allowing him to remain present without becoming overwhelmed.

• Staff Training and Communication Support
  School staff received targeted coaching on low-arousal communication techniques. This ensured that every interaction with Adam—especially during challenging moments—was calm, consistent, and supportive.

Ongoing Support and Review

Throughout the process, our practitioner stayed in close contact with both the school and Adam’s family, offering feedback, troubleshooting any setbacks, and celebrating small wins along the way. Two structured follow-up visits helped refine the approach and support longer-term consistency.

Outcome: A Confident Return to the Table

Within just a few weeks, Adam was entering the dining hall independently and sitting with peers for most of his lunch. His anxiety gave way to confidence, and lunchtimes became a calm, social part of his day. For Adam’s family and educators, the transformation was deeply encouraging: proof that the right support, delivered at the right time, can change everything.