Reigniting learning after autistic burnout - A PDA child's journey with Wild Embers

One breakthrough moment came when J picked up a pencil and began writing again after a long break caused by trauma and burnout. He decided to make a sign for a mentor, proudly labelling the wood he had split,  a simple act that symbolised confidence returning and learning reignited.

J is a caring, loving, and sociable 9-year-old with a huge heart and an even bigger imagination. He’s empathetic, fun, and always ready to try something new, whether that’s dancing, chatting, gaming, or exploring outdoors with his family.

J is autistic and has a PDA (Pathological Demand Avoidance, also known as a Pervasive Drive for Autonomy) a neuro-developmental condition that makes navigating everyday demands particularly challenging, often leading to high levels of anxiety.

Before joining Wild Embers, J had experienced two unsuccessful mainstream school placements. The environments and approaches simply weren’t right for his needs, and each experience left him increasingly anxious and withdrawn. After a year out of school, his mum, a former primary school teacher, left her job to care for him full-time. The family did everything they could to support him, but the strain was immense.

Eventually, J was given a place at a specialist school, however, this setting also struggled to meet the needs of PDA learners. J’s anxiety escalated, and he entered another period of autistic burnout. It was during this time that his family discovered Wild Embers.

The Wild Embers Intervention

J’s specialist school, recommended Wild Embers after seeing the positive impact it had on other pupils they had referred. In 2024, J joined the Transitional Support Programme, attending two days a week.

From the beginning, the team worked closely with J’s family and school to tailor support around his unique needs and interests. Wild Embers’ child-led, nature-based approach allowed J to re-engage with learning in a pressure-free environment, one that honoured his autonomy and gave him space to thrive.

J’s family also attended several SEND Family Days at Wild Embers, where they could connect, play, and share experiences together. These days became a cherished part of their routine, providing much-needed moments of togetherness that had previously felt impossible.

For J, the combination of freedom, nature, and trusted relationships was transformative. He loved exploring the woodland and stream, experimenting with natural materials, and creating things that reflected his own ideas.

One breakthrough moment came when J picked up a pencil and began writing again after a long break caused by trauma and burnout. He decided to make a sign for a mentor, proudly labelling the wood he had split,  a simple act that symbolised confidence returning and learning reignited.

Outcomes and Impact

The impact of J’s time at Wild Embers has been profound, not just for him, but for his whole family.

• Emotional wellbeing: Within two months, J began sleeping in his own room for the first time. His parents describe this as “life-changing,” a reflection of how secure and settled he now feels.

• Learning engagement: J has rediscovered his love of books and writing, engaging naturally with literacy through play and exploration.

• Social development: He has developed new friendships, learned to take turns, and now enjoys collaborative activities with both adults and peers.

• Practical and life skills: From lighting fires and cooking outdoors to foraging and understanding seasonal foods, J has gained confidence and independence.

• Self-regulation: J is learning to recognise early signs of anxiety or dysregulation and to use strategies to stay calm and connected.

Professionals attending Team Around the Family (TAF) meetings, including J’s teachers and Speech and Language Therapist,  have noted his remarkable progress in confidence, communication, and wellbeing.

His mum reflects:

“The tailored, child-led approach and the relationships J has built at Wild Embers have changed everything. It’s given him, and us,  a sense of hope again.”

Looking Forward

J continues to thrive in the woods, learning at his own pace and developing a growing sense of independence and joy. His family hopes that one day he will be able to transition back into a school setting, when and if he feels ready.

For now, Wild Embers is giving him everything he needs to thrive: belonging, confidence, connection, and a love of learning that can’t be taught within a standard classroom environment.

“J’s journey has been life-changing, for him and for us as a family. He’s a happy, confident child who looks forward to going every week. We’re so grateful to everyone at Wild Embers.”

The Bigger Picture

In England, around 148,000 pupils, equivalent to 2.04% of the school population, were classed as severely absent in the autumn term of 2024/25, meaning they missed at least half of all school sessions. This figure has risen from approximately 142,000 pupils the previous year, according to Department for Education data.

For many of these children, including those with complex SEND or PDA profiles, mainstream schooling can feel inaccessible or overwhelming, leading to long-term disengagement.

J’s story is a powerful reminder that behind every statistic is a child in need of the right environment to reconnect with learning. Through nature-based, child-led provision, Wild Embers is helping to reduce the risk of long-term educational exclusion by re-engaging children who might otherwise remain part of this “severely absent” group.

Wild Embers provides a vital bridge: a place where children can feel safe, rebuild trust, and rediscover their capacity to learn. J’s story is a testament to what’s possible when education meets children where they are, in nature, with patience, creativity, and genuine care.