Naomi’s story
12-year-old Naomi suffers from a rare skin condition Epidermolysis Bullosa Simplex (EB), which causes her feet to blister as the skin is missing essential proteins which bind the layers of the skin together. This has impacted her ability to fully participate in sport and most importantly for Naomi, her passion, netball. She has been undergoing treatment for the condition at Great Ormond Street Hospital.
Naomi was referred by GOSH to take part in Dame Kelly Holmes Trust’s specialised programme, which offers patients aged 11-18 one-to-one mentoring designed to use personal, social and emotional development practices to increase the participants’ confidence, self-esteem and resilience, and increase physical activity. Since launching the programme in partnership with GOSH last year, the Trust has worked with 66 young people as part of their healthcare plan.
During the programme, our world class athlete mentors work with young people using their unique skills and experience from the world of elite sport to act as mentors and role models, promoting the intrinsic link between physical and mental wellbeing as a core concept. They provide encouragement, support and importantly, someone to talk to who is not part of their healthcare plan - considered extremely valuable by many young people.
The sessions focus on encouraging and motivating young people to become more active during their treatment, and in their recovery. After being referred by their care team, young people are encouraged to choose an athlete mentor they feel they best relate to and take part in a minimum of three one-to-one mentoring sessions. The sessions are delivered online to be accessible from hospital and home, and to help avoid the physical barriers an in person session may have such as travel and finding a suitable location.
Working with Gabby Marshall helped build Naomi’s confidence
With Naomi being passionate about netball, there was a clear choice - current captain of Birmingham Panthers, a Netball Super League team, and athlete mentor Gabby Marshall.
Instantly Naomi and Gabby found a connection which helped shape the future mentoring sessions. With her condition making it hard for Naomi to fully enjoy sport with friends at school, Gabby was keen to share advice on how she could communicate her needs and advocate for herself to engage with the available support at school.
Speaking about the sessions with Naomi, Gabby said: "It was an absolute pleasure to work with Naomi. I encouraged her to challenge the norm and to recognise the power of her voice.”
Naomi’s mum, Carly also saw a difference in her as the sessions progressed with Gabby. “Speaking with Gabby did make her think more about how she can pep up her exercise to make it more fulfilling, she made a list of activities that she can do when her feet are bad, and we have since worked through some of those,” explained Carly.
The programme is designed to provide young people with the tools and techniques to support their confidence, resilience and physical activity both in the present, but importantly in the future. “I think the real benefits will come later down the line. At 12, she is still finding her voice and building her confidence. To see others challenge and motivate her and encourage her to speak up will be incredibly useful to her as she matures,” said Carly.
Naomi’s school are also delighted that the mentoring has helped Naomi to grow her confidence and feel empowered to ask for sessions to be tailored to help her meet her goals, and to maximise on the support that’s available. Adapting practice is a first line of response for teachers, and because of her love of sport, Naomi wanted ways to participate in PE despite the flare ups with her condition.
PE Teacher and SENDCO, Sally Easton commented on the programmes saying:
““At school, we have seen a young person who feels more confident and deserving to prioritise their needs in the classroom. By working through the Mentor programme, Naomi’s lived experience has been validated. She has had support and encouragement in not only finding her voice, but in turning up the volume too! To be able to ask a teacher to work collaboratively to problem solve a potential future hurdle, is a powerful, lifelong skill to develop.” ”