Noah previously lived with both parents before moving with his mum following the separation of his parents and Mum later disclosing that there had been violence in the relationship. Noah now divides his time between two homes: at his dad’s, he is one of four children, and at his mum’s, he lives with an older stepbrother who has ADHD and requires significant support. With Noah’s stepdad working long hours throughout the day, mum often finds it challenging to manage the boys’ different needs and provide equal opportunities for outings and activities.
His brother initially attended the same school and was often disruptive, which contributed to Noah becoming very quiet and withdrawn. At the time of referral, school staff described Noah as reluctant to talk about his feelings, often fighting back tears and insisting he was “fine.” He found it overwhelming when asked to share weekend news, sometimes making up stories because he worried his peers would judge him for not having done much. Noah struggled with confidence, self-esteem, and forming positive friendships, occasionally acting up to make others laugh and feel accepted.
Both Noah’s family and school hoped that a befriender would help him build social skills, develop confidence, and navigate the transition to Academy in summer 2026.
From the beginning, Noah and his befriender Emma formed a warm, natural connection. On their first outing, Noah chatted comfortably for three hours! He quickly showed that he felt safe with Emma, expressing his preferences clearly about what outings he was excited about and which he wasn’t so keen on.
As the relationship developed, Noah began sharing more about his interests, particularly his love for “spooky” things, something he doesn’t feel able to talk about with the children at school. Emma has also provided a consistent, non-judgemental space where Noah can talk about family and school life, even if he still tends to focus on the positives as he builds confidence in expressing more difficult feelings.
Over time, Noah’s social confidence has extended into school. At his most recent review, Emma shared that Noah has been getting on better with the boys in his class and has even been invited to birthday parties and get-togethers, which was something that rarely happened before. Noah now talks enthusiastically about spending time with friends and is feeling positive about starting Academy, especially knowing he will be in classes with some of the same boys from school. He is also open to making new friends at Academy and is already thinking about how he might do this, with Emma continuing to support and reassure him.
Noah’s progress has also been noticed at school. His referrer said:
“Within class, I have noticed an increase in confidence and self-esteem. He is answering more in class and challenging himself more within his learning too. He is excited to tell me what he has been up to and is enjoying making a scrapbook of all the adventures he has been on. Noah refers to Emma as his ‘friend’ in school and is always eager to share what they have been up to during our weekend news.”
Overall, the befriending relationship has had a clear and meaningful impact on Noah’s wellbeing. As he approaches his transition to Academy, Noah is better equipped, more optimistic, and more resilient than he was a year ago. His relationship with Emma has given him space to feel heard, valued, and supported, and these gains will continue to benefit him as he moves into this next important stage of his life.
Would you like to support a child living in difficult life circumstances across Aberdeen or Aberdeenshire? You can reach out to a member of our team at volunteer@befriendachild.org.uk today to find out more.