Description

Penelope, inspired by the mythological queen from Homer’s Odyssey, symbolizes quiet resilience, introspection, and the tension between presence and withdrawal. In this case study, Penelope represents a student experiencing intense school-related anxiety and emotional fragility, bordering on social isolation. Like her namesake weaving and unweaving her tapestry, she protects herself through routine and solitude, while slowly finding ways to reconnect, trust, and rebuild meaningful bonds with her peers and teachers.

SIGNS OF STUDENT DISENGAGEMENT

General Overview:
Penelope is a 13-year-old girl who transferred to her current school mid-year. Shortly after enrollment, she demonstrated high levels of school-related anxiety and a chronic medical condition affecting her spine, which prevents participation in physical education and has also limited her former passion: horseback riding.
Initially, her integration into the new class was smooth, with positive relationships with peers and teachers. However, starting from January, Penelope began exhibiting signs of disengagement: frequent absences, fatigue, and emotional withdrawal. Her school attendance became sporadic, and her family requested flexible arrangements, including the possibility of home-based learning and differentiated schedules.
The psychological burden of her health condition, separation from her twin sister, and the transition to a new school context contributed to an increased emotional fragility. According to a recent clinical report, she suffers from a school-related anxiety disorder. The school has shown significant willingness to support her through customized interventions, but the situation remains complex, requiring both educational and psychological support systems.
Despite long absences, Penelope maintains a strong intellectual potential and demonstrates interest in subjects when engaged remotely. Her learning style benefits from visual aids, digital resources, and compassionate teaching. Her emotional resilience is still in development and requires constant reinforcement.
To support Penelope and ensure continuous monitoring of her emotional, physical, and academic condition, the school has undertaken several coordinated actions:

• Initial Intake and Documentation: Upon enrollment, school staff promptly collected relevant medical certificates and documented the student’s chronic condition and restrictions (e.g., exemption from physical education).
• Frequent Communication with the Family: Regular email exchanges and in-person meetings were held with Penelope’s parents to maintain an open channel of communication and track her evolving situation. The school maintained contact even during long absences.
• Collaboration with External Therapist: The school engaged in dialogue with the psychologist following Penelope’s therapeutic journey. School staff coordinated to align educational support with therapeutic recommendations.
• Proposal and Development of a Personalized Didactic Plan (PDP): A flexible learning plan was proposed, based on the student's health and psychological status, with the aim of reducing performance pressure and offering alternative modalities for learning.
• Classroom Adaptation and Digital Support: A customized Google Classroom was set up to facilitate distance learning when in-person attendance was not possible. The school ensured that assignments and materials were tailored to Penelope’s condition and manageable at home.
• Scheduled Follow-ups and Flexibility: The school scheduled multiple follow-up meetings with the family to revise the support strategy as needed. Flexibility was offered for exams (INVALSI and final assessments), including potential home sessions.
• Encouragement of Participation in Social and Cultural Activities: Penelope was personally invited to take part in field trips and cultural outings as a soft return-to-school strategy, even though some invitations were declined.
• Collaboration with School Psychologist: The internal school psychologist was offered as a resource early on. Although Penelope’s family opted for an external therapist, collaboration between professionals was encouraged to ensure consistency.
• Multidisciplinary Team Involvement: The case was followed closely by the school Leader’s staff, inclusion team, and class coordinator, ensuring a team-based, holistic approach to monitoring both academic progress and emotional well-being.
• Monitoring Attendance and Engagement Data: Attendance records, task completion rates (online and in class), and observations from both curricular and support teachers were tracked regularly.