Who We Support

Many of the young people we support display behaviours that have made previous placements difficult — not because they are beyond help, but because they have not yet found an environment stable enough to feel safe. That instability is what we address first.

At Havenwell House, low numbers mean we can respond to each young person as an individual. We don’t manage behaviour from a distance. Staff build genuine relationships — consistent faces, consistent routines — which is the foundation for any meaningful progress with EBD and SEMH needs.

We support young people who may present with emotional dysregulation, school avoidance, aggression, self-harm, or significant attachment difficulties. We work alongside CAMHS, schools, and placing teams to develop plans that are honest about what each young person needs.

Young people who have experienced abuse, neglect, domestic violence, or multiple placement breakdowns often carry trauma in ways that can look like defiance, withdrawal, or an inability to trust adults. Understanding that distinction shapes everything about how we work.

Safety — felt safety, not just physical safety — is the starting point for all therapeutic progress with this group. At Havenwell House, that means predictable adults, consistent boundaries, and an environment where the young person is never met with a reaction they can’t anticipate.

We support young people with histories of trauma who require a placement that prioritises stability above all else. We work closely with commissioned therapists and the young person’s network to support gradual, sustainable recovery.

We support young people with mild to moderate learning disabilities, including those where learning needs co-occur with EBD or SEMH difficulties. Where a young person has an EHCP, we work with the placing authority to ensure educational provision is arranged before or alongside the placement.

Our home environment is adapted for young people who need more processing time, clearer communication, and structured daily routines that provide genuine predictability. We use visual schedules, plain language, and low-stimulus spaces where young people can regulate without overwhelm.

Staff receive specific training in working with learning disabilities alongside trauma and emotional needs. We take the time to understand how each young person communicates — verbally and non-verbally — before we make any assumptions about their behaviour or capacity.