The creative academy for neurodivergent students
BBCA new place of learning designed for neurodivergent young people has opened, putting subjects like music and coding at the forefront.
Several mainstream schools are now sending students to Bristol's Enemy of Boredom Academy, which also has sites in Bracknell, Berkshire, and Letchworth, in Hertfordshire.
Students have a range of challenges, including ADHD and autism, and can work for a vocational qualification in video games design and other arts-based subjects.
Steve Godwin, founder of the academy, called it a space to provide "happiness to young people in education".
He added: "We unlock the potential of learners who have become disenfranchised with the mainstream schooling system.
"It's a really good feeling when we have a young person who's scared of going to school. They join us and then they re-engage back into school."
Thirteen-year-old Iris is one such student. She is dyslexic and finds school extremely stressful.
Funded by her local authority, via an educational health and care plan, Iris attends Enemy of Boredom twice a week, where her love of art and video gaming is met with professional-level training that is working towards a recognised vocational qualification.
"Before this I'd never touched (the computer design application) Pixel Art in my life," said Iris, describing Enemy of Boredom as "a big safe space where you can rest and do Pixel Art and coding".
Her mum, Rosie, said despite being classified as a student with special educational needs, Iris's secondary school did not have the resources or capabilities to give her what she needed.
"Iris wasn't completing any work and she was hiding under her desk at school with her hands over her ears," she said.
"She started getting stressed, suffering induced nosebleeds, and she would end every day with crying."
Cabot Learning Federation, based in Bristol, is one of the trusts whose pupils attend Enemy of Boredom.
Senior principal Katherine Ogden said in order to cater for every pupil's needs schools must have an inclusive approach.
"Sometimes it might be children with particular neurodivergent profiles. Sometimes it might be working with a particular child who has some specific interests that lie beyond the school gates," she said.
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