Name: Lily (she/hers)
Age: 15
Grade: 10th
Lily is a 15-year-old student who has experienced significant challenges with school refusal over the past year. After a difficult transition to high school, Lily began experiencing increasing anxiety and emotional distress about attending school. Her fear of being judged, failing academically, and facing social pressures led to her avoiding school altogether. Over time, this avoidance became more extreme, and Lily’s parents made the difficult decision to temporarily withdraw her from school to focus on her mental health and emotional well-being.
During her time out of school, Lily worked with a counselor to address her anxiety, but she still struggles with the overwhelming feelings that arise when she thinks about returning to school. She fears being behind in her academic work and worries that her peers have moved on without her. While Lily has made progress in therapy, the idea of reintegrating into a school setting feels daunting, and she worries that the stigma of her absence will make it difficult to fit back in socially.
Lily is an intelligent and creative student who loves art and writing. When she’s not overwhelmed by anxiety, she excels in her creative endeavors. However, the fear and stress related to school have prevented her from fully engaging with her academic potential. Lily is ready to return to school but needs a safe, supportive, and understanding environment to help her ease back into school life without feeling pressure to immediately catch up or face judgment
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At a Glance: Lily’s Journey
Age: 15
Grade: 10th
Previous School Experience: Traditional high school setting; eventually withdrew due to severe school-related anxiety and emotional distress
Primary Challenges:
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Intense anxiety about attending school, stemming from fear of judgment, failure, and social pressure
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Ongoing school refusal behaviors and emotional shutdowns in response to academic expectations
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Difficulty reconnecting with peers after time away, with fear of social exclusion or stigma
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Low self-esteem tied to academic gaps and perceived setbacks
Goals at Logos:
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Learn strategies to manage anxiety and emotionally regulate in academic and social settings
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Rebuild academic momentum through gradual reengagement at a manageable pace
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Reestablish friendships and feel a sense of belonging within the school community
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Restore confidence in herself as a capable student and individual
What Lily Needs:
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Consistent emotional support and check-ins with trusted adults and counselors
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A gradual, low-pressure reintegration plan that prioritizes emotional safety
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Academic accommodations and pacing that meet her where she is
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Small, inclusive social spaces where she can reconnect and rebuild trust with peers
What Lily Values:
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Understanding: Teachers and peers who see past her struggles and respond with empathy
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Patience: The freedom to move at her own pace without pressure or comparison
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Community: A school culture where she feels accepted and supported
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Self-Acceptance: Growing her confidence and finding pride in her progress—even when it’s slow