Karell was 16 when he arrived at Bath Rugby Foundation’s Alternative Learning Hub.
By that point, mainstream education felt like it had already failed him.

Diagnosed with Autism and ADHD, Karell struggled in a school system that wasn’t built for his needs. Lessons felt irrelevant. Support was inconsistent. Routines changed without warning. Without structure or understanding, Karell fell further behind - not because he lacked ability, but because the environment made learning inaccessible.

At school, Karell felt like a problem to be managed, not a young person to be supported.

When Ralph Allen School referred him to Bath Rugby Foundation, Karell was sceptical. He didn’t trust that this would be any different. Like many young people who arrive at the Alternative Learning Hub, he expected to be judged, labelled and eventually pushed aside.

Instead, he was met with patience.

At ALH, staff worked around Karell - not the other way round. His timetable was carefully structured to suit his needs. Expectations were clear and consistent. Trust was built slowly, through routine, honesty and time.

And Karell responded.

He began attending the Hub every day. The consistency gave him stability; the flexibility gave him control. For the first time, education felt safe.

That became clear during a major flood at the Alternative Learning Hub. While the building itself was under threat, Karell was distressed for a different reason.

ALH Coach Liam recalls: “Karell kept calling the Hub his safe place. He didn’t want to leave. He was worried about what happened outside of it.”

For a young person who had previously disengaged from education entirely, this was a powerful shift. ALH wasn’t just somewhere he attended - it was somewhere he belonged.

As Karell’s confidence grew, so did his willingness to try new experiences. Bath Rugby Foundation encouraged him to take part in day trips, including a visit to Babcock International, where he explored nuclear engineering - an opportunity he would never have accessed through mainstream education.

Academically, the impact was just as clear.

Thanks to ALH’s flexible and adaptive approach, Karell became the only Alternative Learning Hub student that year to pass both Maths and English. This wasn’t about lowering standards - it was about delivering education in a way that worked.

Those qualifications opened doors.

With encouragement from the Foundation, Karell undertook work experience with his uncle. For the first time, he felt confident enough to take the next step. That placement turned into a full-time job at his uncle’s wholesale business.

Since leaving ALH, Karell has gained:

• a forklift licence
• a motorcycle licence to travel independently to work
• stable employment and routine

These aren’t small wins. They are life-changing outcomes for a young person who was at real risk of becoming disengaged, isolated and left behind.

This is what Bath Rugby Foundation does.

It provides young people like Karell with structure, understanding and opportunity - not as a quick fix, but as a sustained intervention that changes futures.

Your support makes this possible.
It funds safe spaces, specialist staff and flexible education that gives young people with additional needs the chance to succeed - on their terms, and for the long term.