Lessons from a Unique CSW-Student Journey: The Power of Support, Consistency, and Advocacy

My Communication Support Worker (CSW) and I recently met up to reflect on our journey together and share some important lessons that could benefit both CSWs and students today. Our story is unique, deeply personal, and, in some ways, unconventional.

A Unique Beginning

To create some context - when I first met my CSW, Jo, I had just moved to a new area and started at a new primary school. My parents had recently divorced, and on top of that, I was the only deaf child in the entire school. It was a lot to navigate at a young age, but I was very accepting of the support I received, and from the start, Jo and I worked well together.

After primary school, I moved on to secondary school with a deaf unit, which brought new experiences and challenges. In my later years, I started to rebel - I was eager to blend in and not be defined by my hearing loss. While I had access to specialist support, life at home remained difficult, making my education journey far from straightforward.

A Turning Point: Independence and Unexpected Reunions

The summer before starting college, I made the difficult decision to leave home. I had to find new accommodation and ended up sharing a home with working professionals. It was a challenging time, but I was determined to continue my education and achieve my qualifications.

When I started at my new College, I was assigned a CSW, and to my surprise - it was Jo! Seeing her again was an unexpected comfort during such an unsettling period in my life. Her support meant a lot, not just academically but also emotionally, as I navigated life on my own.

The College Years: A New Chapter and More Responsibilities

However, life had other plans. At 18 years old, I became responsible for my brother. We moved in together and built a home of our own with parent supervision from afar. Juggling college, working to pay bills, and managing my own life as a young adult was a challenge, but I managed.

Eventually, I made the decision to reduce my CSW support, as I gained more independence and adapted to my responsibilities. Looking back, I’m not sure if it was the right decision, but at the time, I needed space. I scraped through and passed my qualifications, but it wasn’t easy.

Fast Forward to Today…

Many years later, Jo and I reconnected, and I’m relieved to say - I survived! I went on to have a successful 12-year career in beauty therapy and I am now happily married with two beautiful children.

The last four to five years have been particularly meaningful for my self-development, as I have dedicated myself - not only as a mum and wife - to advocating for the d/Deaf and hard-of-hearing community. My husband and I founded Living with Hearing Loss, a community interest company (CIC) that raises awareness, shares resources, and provides support for the deaf community.

Key Takeaways from Our Journey

Reflecting on our experience, Jo and I both strongly believe there are three major takeaways for CSWs, educators, and students alike:

1. Consistency is Key for Both CSWs and Students

One of the most valuable aspects of my journey was the consistent support I had from Jo throughout my education. Having the same CSW over multiple years allowed me to build trust, gain stability, and receive truly personalised support that evolved as I did.

For CSWs, consistency also makes a difference. Instead of having to learn about a new student each time, they can build deeper connections, understand the student’s needs on a more meaningful level, and adapt their support accordingly.

We strongly believe that schools, colleges, and education providers should prioritise long-term CSW-student pairings where possible. The benefits of stability, trust, and continuity create better outcomes for both parties.

2. CSWs Need Tools to Support Students Facing Challenges Outside the Classroom

If we encourage long-term CSW-student pairings, we must acknowledge a truth that Jo has learned firsthand - no matter how much you encourage CSWs to maintain professional boundaries, it is almost impossible when working closely with a student.

CSWs are there during some of the most difficult moments in a student’s life - not just in their education but in navigating personal struggles, home challenges, and the normal ups and downs of adolescence. The reality is, a CSW cannot simply switch off their human side. When you see a student struggling, it’s only natural to want to help beyond the classroom.

The issue? CSWs aren’t always given the tools to handle these situations effectively.

• What should a CSW do when a student confides in them about personal struggles?

• How can CSWs support students emotionally without overstepping?

• Where can CSWs turn if they feel overwhelmed by the responsibility of providing emotional support?

There needs to be structured guidance, emotional support, and training for CSWs to help them manage these unavoidable realities of the job. Schools and education providers should implement:

• CSW peer support groups for shared experiences and guidance.

• Training on emotional support and boundary management to equip CSWs with the tools they need.

• A clear framework for referring students to further support, so CSWs are not handling difficult situations alone.

CSWs play a role that goes beyond education—they can be mentors, advocates, and emotional anchors for students. If we truly want them to thrive in their roles, we need to ensure they, too, are supported.

3. Students Need to Be Empowered in Self-Advocacy from an Early Age

One of the biggest lessons from my journey is that students need to be empowered to advocate for themselves, and this needs to start early.

Transitioning from primary school to secondary school is a huge leap, and for deaf students and those with additional needs, it can be overwhelming - especially when moving into a mainstream school setting and possibly being the only deaf student in their year. Too often, students enter secondary school still reliant on adults to advocate for them, rather than having the confidence to express their own needs.

We believe that self-advocacy workshops should be introduced from primary school and continue throughout secondary education. These workshops should focus on:

• Teaching students to confidently communicate their needs.

• Encouraging independence rather than total reliance on CSWs.

• Empowering students to make informed choices about their education and future.

These workshops should not be teacher-led but rather coach-led, designed to put students at the centre, helping them develop the confidence and skills to self-advocate in higher education and beyond.

When students understand their rights, know how to articulate their needs, and have confidence in their own voices, they transition into adulthood with greater independence and self-assurance.

Final Thoughts

This blog isn’t just about our story - it’s about the bigger picture.

✔ Consistency matters—for both students and CSWs. A stable, long-term pairing leads to better outcomes. 

✔ CSWs need tools to support students’ emotional well-being—because personal struggles don’t stay outside the classroom. 

✔ Students need self-advocacy skills from a young age—so they can transition through education with confidence and independence.

I’m incredibly grateful for the support I had along the way, and I’m proud of how far I’ve come. Jo and I hope our story sparks discussion and action among CSWs, educators, and students alike.

Have you had a similar experience? What do you think needs to change? Let’s keep the conversation going.

---