Wild Mind Well-Being

15/03/2026

07/03/2026

Wild Minds Post 16
Preparation for Adulthood Programme

College not quite the right fit?

•Spaces available for next half term•

Wild Minds Post 16 supports neurodivergent young people aged 16+ who need a different pathway into adulthood.

Our Preparation for Adulthood Programme is designed for young people with EHCPs who may find traditional college environments overwhelming or unsuitable. We provide a calm, supportive setting where young people can rebuild confidence, develop practical skills and prepare for adult life.

Our programme combines:

Employability training
Skills for employment
Preparation for adulthood
Personal development
Mentoring support
Vocational learning which can include animal care and land-based skills

Our main hub is our farm site, where students take part in practical learning and outdoor projects. Alongside this we also run classroom-based sites where students complete theory work, personal development sessions and mentoring.

Students work across our campus in small supportive groups, helping them build routine, independence and confidence.

Placements are typically two or three days per week and we operate a rolling start, meaning young people do not need to wait until September to begin.

Our Post 16 programmes can be delivered as a standalone EOTAS placement, as the main provision within an EHCP package, or alongside school or college placements.

If you are a parent, SENCO or professional looking for a supportive Post 16 pathway, you can find referral information here:

⭐️ https://www.wildmindwellbeing.co.uk/referral-form ⭐️

Wild Minds Post 16
Preparation for Adulthood Programme

PreparationForAdulthood Post16Provision EmployabilitySkills WildMindsPost16 AlternativeEducation

07/03/2026

Wild Minds Post 16
Preparation for Adulthood Programme

College not quite the right fit?

•Spaces available for next half term•

Wild Minds Post 16 supports neurodivergent young people aged 16+ who need a different pathway into adulthood.

Our Preparation for Adulthood Programme is designed for young people with EHCPs who may find traditional college environments overwhelming or unsuitable. We provide a calm, supportive setting where young people can rebuild confidence, develop practical skills and prepare for adult life.

Our programme combines:

Employability training
Skills for employment
Preparation for adulthood
Personal development
Mentoring support
Vocational learning which can include animal care and land-based skills

Our main hub is our farm site, where students take part in practical learning and outdoor projects. Alongside this we also run classroom-based sites where students complete theory work, personal development sessions and mentoring.

Students work across our campus in small supportive groups, helping them build routine, independence and confidence.

Placements are typically two or three days per week and we operate a rolling start, meaning young people do not need to wait until September to begin.

Our Post 16 programmes can be delivered as a standalone EOTAS placement, as the main provision within an EHCP package, or alongside school or college placements.

If you are a parent, SENCO or professional looking for a supportive Post 16 pathway, you can find referral information here:

⭐️ https://www.wildmindwellbeing.co.uk/referral-form ⭐️

Wild Minds Post 16
Preparation for Adulthood Programme

17/02/2026

Wild Minds was built from lived experience, not theory alone.

I created Wild Minds as a neurodivergent mum of four, raising children with a range of additional needs. Our family has taught me, very clearly, what helps and what does not. We need outdoor space. We need movement. We need animals. We need time, flexibility and permission to recognise our own needs rather than push through them.

Animals have always been part of how we regulate, reflect and reconnect. By observing them and caring for them, my children learned to notice patterns, boundaries, emotions and energy levels, often before they could name those things in themselves. That insight sits at the heart of Wild Minds.

Alongside lived experience sits academic study, professional training and years of practice in SEND, mental health, trauma and alternative education. Wild Minds is shaped by both. We are clear about what works, and equally clear about what does not.

Most importantly, this work is delivered by an exceptional multidisciplinary team. Practitioners who understand neurodivergence, regulation, animal welfare and education, and who work together rather than in silos. The environment, the animals, the structure and the people all matter.

Wild Minds exists because too many families are told to fit into systems that were never designed for them. We do things differently, because different is often exactly what is needed.

You are not alone. Become part of the Wild Minds family 💚

16/02/2026

Last term, Tom* barely left his room. Now he arrives ready for the day, greeting the horses and ponies as part of a steady, familiar routine. His mum shared, “We have hope again.”

Bunny the pony is part of that experience. She is friendly, cheeky and curious, with just enough feistiness to keep everyone paying attention. Working around ponies like Bunny helps young people build confidence, awareness and respect, while learning to stay calm, present and responsive.

Every journey looks different, and progress is rarely linear. But with the right environment, support and consistency, change is possible.

If you’re wondering whether Wild Minds could support your family, you’re welcome to message us to talk things through in confidence.

*Name changed for privacy.

14/02/2026

Sometimes learning starts with watching.

This student wasn’t disengaged. They were regulating.
Taking time to observe the wolfdogs from the window allowed her nervous system to settle before moving into interacting with staff and students.

At Wild Minds, we don’t rush young people into tasks.
We recognise that calm observation is often the first step towards engagement, especially for young people with anxiety, trauma or sensory overload.

Regulation is not avoidance.
It is preparation.

13/02/2026

Elsa and Lupin play an important role at Wild Minds, without direct student contact.

Their presence supports regulation through calm, predictable behaviour and clear boundaries.
Students learn respect, animal welfare and risk awareness by understanding how and why these animals are managed safely.

Animal welfare always comes first.
Learning happens through observation, discussion and responsibility, not interaction.

13/02/2026

From school refusal to finding their place. 🌱

One parent told us, 'My son went from hiding under his duvet every morning to asking when he could see the animals again. Wild Minds gave him hope.'

Every journey is different, but change is possible. Want to hear more real stories? Message us for a chat.

13/02/2026

Animal welfare in practice.

After a very wet week, the horses were able to enjoy some time with their rugs off.
This allows skin to breathe, coats to dry properly and horses to move comfortably.

Students learn that good animal care means responding to conditions, not sticking to routines for convenience.
Observation, adjustment and responsibility are key.

Caring properly for animals teaches young people to care properly for themselves and others.

12/02/2026

Regulation comes before learning.

When a young person feels unsafe, overwhelmed or dysregulated, the thinking part of the brain cannot do its job.
Behaviour is driven by survival, not choice.

Support works best when we focus on safety, predictability and calm first.
Once the nervous system settles, learning becomes possible.

This is not a theory for us.
It is how we work, every day. Happy, regulated young people enjoying learning in a hands on way.

12/02/2026

Small animals teach big lessons.

Our chinchillas help students learn about gentle handling, environmental needs, routine care and responsibility.
They also support regulation through quiet, focused interaction and slow pace.

Caring for animals builds empathy, patience and attention to detail.
These skills transfer directly into learning, work and relationships.

11/02/2026

Ever wondered why sheep make great listeners?

There’s something about a quiet moment on the farm that helps nervous systems settle. Sheep don’t demand eye contact, conversation or performance. They just are. For many young people, that calm presence makes it easier to feel safe, seen and understood.

Mary and Barbara are Greyface Dartmoors, a traditional British hill breed known for being hardy, steady and adaptable. They are used to rough weather and changing conditions, which makes them a good fit for life on the farm and a gentle, grounding presence for our students.

Alongside our team’s expertise, animals like Mary and Barbara help create a low-pressure environment where young people can regulate, reflect and begin to re-engage.

If you’re curious about how our approach could support your family or school, message us to find out more.