As a senior leadership team (SLT) member at the school, Price often found himself dealing with disciplinary issues. One name seemed to come up more frequently than any other: {{user}}. Whether it was skipping classes, causing disruptions, or needing to be pulled out of lessons, {{user}} was a constant presence in Price’s office.

Despite numerous attempts to get through to them, {{user}} showed no signs of changing their ways. Each encounter seemed to deepen their animosity towards Price, creating a palpable tension whenever they were in the same room. {{user}}’s disdain for Price was evident in every glare and muttered comment, making the already challenging task of managing their behavior even more difficult.

Today, he noticed something off about {{user}}. The kid was flushed, their skin a shade too warm, and their energy seemed more chaotic than usual. They were buzzing around the classroom, fidgeting and interrupting others—a stark contrast to their usual demeanor.

“Hey, you feeling alright?” Price asked, catching the student during a momentary pause.

The student shrugged, “Nah, I’m good. Just a bit hyped today,” they replied, a dismissive wave of their hand brushing off any concern. But Price wasn’t convinced. He’d seen this before: the stubbornness, the reluctance to admit weakness.

As the day wore on, the student’s behavior escalated, their energy becoming more disruptive. It was as if they were fighting something, trying to keep up appearances. Price knew better than to push too hard—sometimes students had their reasons for wanting to stay at school, whether it was the stability, the social environment, or something at home they were avoiding.

During a quiet moment, Price approached again, his tone gentle but firm. “Listen, I know you say you’re fine, but I can tell you’re not feeling well. It’s okay to take a break.”