Demi joined RugbyWorks at age 14, following in the footsteps of her older sister. With a lively personality and a strong work ethic, she quickly became an asset to her coaches. She excelled in teamwork and problem-solving exercises, creating a positive dynamic within her group. By her second year, Demi had become a key figure, often assisting coaches and supporting her teammates.​

Throughout the programme, Demi took part in employability workshops and gained insights into career paths, earning her Level 2 Sports Leaders Qualification. Her contributions led to her being named RugbyWorks Champion of the Year, and she had the honour of sharing her story at major events. Now, as a Teaching Assistant at an Alternative Provision in Cardiff, Demi continues to inspire young people, using her skills and experience to make a difference.

Kobie was one of several boys in the North East identified by his school as at high risk of exclusion due to his gang association and vulnerable circumstances linked to County Lines. Coming from a single-parent household with no relationship with his father, Kobie was the only boy among four siblings. Despite his bright and personable nature, his reputation suffered due to gang involvement, and he was one step away from exclusion.​

Over the past year, we built a trusting relationship with Kobie. Initially reluctant, he gradually opened up and leaned on us for support through tough times. He attended our sessions regularly and, over time, embraced a positive direction for his future. Teachers once doubted if he would complete Year 11. Today, Kobie has not only completed his GCSEs, passing his math exam but has also been accepted into Newcastle College, setting a hopeful new course for his life.​

Louie has been part of the DRW programme since the 2021/2022 Academic Year. ​

At The Grove we work with young people on the spectrum; Louie has mild autism. ​
He's a very respectful student, who loves playing sport and doesn't mind challenging himself in different activities. ​
Over time, Louie has shared his desire to be part of a coaching team to share his passion for sport with others. ​
During this Academic Year Louie has helped DRW coaching staff in delivering, both his age group and younger classes, showing commitment and a genuine passion for sport.​

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He joined a local cricket team as well, where he trains regularly on a weekly basis.  ​

Louie is learning how to deliver sports activities to other students, explaining it clearly and demonstrating it as well when necessary. ​

Week in week out Louie has become confident in sharing his thoughts and ideas with DRW coaches; his confidence has grown, and he can now lead an activity together with DRW coaches. ​

The Grove teaching staff have encouraged Louie to support DRW coaches and have noticed an improvement in confidence while he is involved in sports activities with DRW and during lessons.​

At the end of the Academic Year,  Louie joined the DRW coaching team during a work experience week. ​
While working alongside the London team, Louie was involved in one of the Multi-Sport Camps that was delivered in South London. ​

He has now been accepted onto a Foundation course at college which will be a gateway to a sports course.​

For Dylan, being in Year 9 was a challenging time. The struggles he faced at home, deeply rooted in the impacts of poverty, weighed heavily on him and affected his school life. It was clear that these hardships created barriers not only to his academic success but also to his emotional well-being.​

Through working with DRW, Dylan found a much-needed outlet and an opportunity to thrive. This support gave him space to focus on his strengths and start building a brighter future. Now, as he transitions into Year 10, Dylan has a newfound confidence in his abilities and a growing belief in his potential.​

A talented young athlete, Dylan excels in rugby and truly shines on the field. Thanks to the encouragement he’s received, he’s now part of a local rugby club where he can nurture his passion for the sport. This involvement has not only boosted his self-esteem but also provided him with a sense of belonging and purpose.​

At school, Dylan initially struggled to form positive relationships with both teachers and peers. These challenges often stemmed from the pressures and emotional toll of his circumstances. However, over time, and with targeted support, Dylan has made significant strides in building those connections. Teachers have noticed his increased engagement in lessons and his growing willingness to collaborate with classmates.​

One area Dylan has worked hard to improve is managing his emotions, particularly during moments of conflict. This remains a focus for him as he aspires to become a role model for younger peers, demonstrating that personal growth is possible even in the face of adversity.​

Dylan thrives in practical and hands-on learning environments. His enthusiasm shines in activities like rugby and football, which not only align with his strengths but also serve as powerful motivators for his broader education. These moments allow him to connect with his learning in ways that feel meaningful and accessible.​

Perhaps most importantly, Dylan is beginning to see that he has the same opportunities to succeed as anyone else, despite the limitations placed on him. With the right support and his own determination, Dylan is proving that his circumstances do not define his future.​