Specialist alternative provision led by an experienced education professional

Back on Track Pathways is a specialist 1:1 alternative provision led by Chris Vradis, an experienced education professional with over 25 years of work with children and young people aged 2 to 18. Chris began his career as a teacher and progressed to the role of headteacher, developing extensive experience supporting pupils with a wide range of needs, including those who struggle to engage with mainstream education.

The provision combines Chris’s school leadership background with his later work supporting children who experience anxiety, low confidence, behavioural challenges, and emotionally based school avoidance. The focus is on rebuilding readiness for learning so that pupils can re-engage with education and move forward positively.

Back on Track Pathways operates as a small, personalised service led directly by Chris. Additional trusted professionals may support specific elements of provision where appropriate, but all work is overseen to ensure consistency, safety, and a high standard of care.

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Understanding the needs of today’s young people

Chris has worked closely with children across diverse settings, including schools, youth environments, and international summer camps. This breadth of experience has provided valuable insight into the pressures, challenges, and expectations facing young people today.

He recognises that many pupils who struggle with education are not unwilling to learn but overwhelmed by anxiety, low self-belief, or negative previous experiences. When these underlying factors are not addressed, children can become dysregulated, avoidant, or disengaged from learning altogether.

Chris’s approach is grounded in empathy, patience, and practical strategies that help young people rebuild confidence, develop resilience, and rediscover their capacity to succeed.

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A personalised, relational approach

Support is delivered through a calm, structured, and highly individualised approach. Sessions often incorporate activity-based methods to reduce pressure and increase engagement, recognising that many pupils respond better outside traditional classroom environments.

Chris draws on evidence-informed techniques, including principles from coaching, CBT, and NLP, applied in a practical and accessible way rather than as formal therapy. This allows pupils to develop emotional regulation skills, challenge unhelpful thinking patterns, and build a more positive sense of self.

As confidence and stability improve, learning is gradually reintroduced through meaningful, real-world activities, helping pupils rebuild core skills and readiness for education.

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Commitment to reintegration and positive outcomes

The primary aim of Back on Track Pathways is not simply to provide a safe space, but to support measurable progress towards re-engagement with education, training, or an appropriate next step.

Chris’s background in schools provides a clear understanding of educational systems, expectations, and the importance of preparing pupils for successful transitions. Work is therefore focused on developing the confidence, independence, and learning behaviours needed for reintegration wherever possible.

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Personal insight and connection

As a parent, Chris understands the importance of equipping young people with the skills they need to navigate an increasingly complex world. He also has personal experience of dyslexia, which informs a strong appreciation of neurodiversity and the importance of flexible, strengths-based support.

His longstanding involvement in sport and outdoor activities — including skiing, surfing, rugby, and mountaineering — helps him connect with many young people who benefit from practical, active approaches to engagement.

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A safe pair of hands

Back on Track Pathways offers a calm, dependable, and supportive environment where children and young people can rebuild confidence, reduce anxiety, and begin to see a positive way forward.

The emphasis is on trust, consistency, and personalised support — key foundations for helping pupils who have previously struggled within traditional educational settings.