Meet Point North.

Case study

Opening the door to learning, connection and hope

When B arrived in the UK as an unaccompanied asylum-seeking child, they were not only trying to rebuild their life in a new country; they were also trying to learn a new language, continue their education and imagine a future for themselves. With no contact with their birth family, having a reliable source of support, information and connectivity mattered.

The digital barrier

B was studying English at a local college and hoped to progress to A Levels, with the long-term ambition of going to university and becoming a vet. But without their own laptop, those ambitions were harder to reach. They could not easily complete coursework, study independently, access online information, or use digital tools to support their English language development. In practice, the lack of a device meant the digital world that many young people rely on for learning and connection was not fully open to them.

What the grant made possible

Through a Point North grant, B received a laptop, anti-virus software, Microsoft Office and a laptop bag. This practical package gave them safe, reliable access to the tools they needed to learn, communicate and take part more fully in daily life.

From isolation to connection

The timing of the grant was especially important. During lockdown, B’s laptop helped them stay connected with professionals and support networks at a time when isolation could have easily deepened. It also enabled them to continue improving their English while accessing information in their native language, helping them understand what was happening around them and feel more informed, included and in control.

For B, the laptop was more than equipment. It meant being able to study from home, complete coursework, stay focused and keep moving forward. It gave them a bridge to language, learning, confidence and future opportunity, all of which are essential for a young person building a life after uncertainty.

In B’s case, the grant helped ensure that their circumstances did not define their access to learning, connection or opportunity. It gave them the tools to participate, progress and keep working towards the future they want to build.

Case study

A laptop that helped a care leaver take control of their future

For many young people, having a laptop is part of everyday student life. For H, it became the difference between struggling to keep up and being able to study with confidence.

H is a care leaver who was studying at Newcastle University. They were living close to university in shared accommodation and working hard to complete their course, but without their own laptop, everyday academic tasks were much harder than they needed to be.

Their course involved extensive reading, research, essays, exams and lecture notes. Relying on university library computers meant working around opening hours, travelling to access equipment and trying to complete long pieces of work without the flexibility most students take for granted. When learning moved online during the pandemic, the barrier became even more serious.

Through the grant, H received a laptop that enabled them to work from home, access online lectures, complete assignments and keep their university work organised. It reduced the pressure of constantly needing to use shared facilities and gave them greater independence in how and when they studied.

Having the right equipment helped H take part more fully in university life, feel less excluded from their peers and focus on succeeding in their final year.

A relatively small grant removed a major barrier to learning, reduced stress and helped a young person continue building an independent future. With the right digital tools, H could access opportunities on a more equal footing and keep moving towards the life they wanted to build.

Case study

The right laptop for P’s next step towards independence

P is a determined 16-year-old from Durham with a clear ambition for the future. Their passion is horses, and they hope to build a career in the equine profession. After years in care, P has found stability in a long-term foster placement where they are supported to focus on education, friendships and the future they want to build.

P has worked hard to keep moving forward. They achieved excellent school attendance, often stayed behind for extra tuition and now attend college, where they are studying towards a Level 2 City and Guilds Diploma in Equestrian Studies. Alongside college, they gain valuable experience through volunteering at stables and giving their time as a Young Leader with Beavers and Cubs.

But without the right digital equipment, P faced barriers that could have held them back. P is diagnosed with Foetal Alcohol Spectrum Disorder, Developmental Coordination Disorder and dyslexia, and also uses coloured lenses to support their vision. They needed a lightweight laptop with a large screen, spellchecking tools and an electronic calendar to help with coursework, organisation and memory prompts.

For P, digital access is about having technology that works for their specific needs. A suitable laptop means they can type work more clearly, use tools that support spelling and organisation, access learning resources, and manage college life with greater independence.

The grant helped remove a practical barrier to education and opened up a more equal route into learning. With the right laptop in place, P is better able to complete coursework, stay organised, participate fully at college and continue building the skills needed for a future career with horses.

By understanding the barriers a young person faces and funding the equipment that fits their needs, the grant helps tackle the digital divide in a way that is meaningful and lasting. For P, it means more than access to technology; it means greater confidence, independence and the chance to keep working towards a fulfilling future.

Case study

Supporting a single mother to study, parent and build a stronger future

S is a single mother who is determined to create a more secure future for herself and her child. At 17, she moved into an assisted living flat with her 8-month-old baby after spending time in a mother and baby unit. She had already shown remarkable commitment to her education, achieving five GCSEs while 38 weeks pregnant.

With limited family support, S has relied on professional support networks while learning to manage semi-independent living, parenting responsibilities and plans for college. She is motivated to continue her education and hopes to train for a future career as a midwife.

But without access to a laptop and printer, S faced practical barriers that could have made it harder to take the next step. Starting college means needing to access online learning resources, complete assignments, print coursework and important documents, communicate with tutors, and stay organised. For a young parent balancing study and childcare, being able to do that from home is essential.

Through the grant, S received the equipment she needed to begin college feeling prepared: a laptop, printer paper and a protective laptop case. This support removed a financial pressure at a crucial time and gave her reliable access to the tools needed for learning.

Having her own equipment means S can study around her parenting responsibilities, manage her time more effectively and build confidence in her independence. It means she no longer has to rely on others to access technology or complete college work.

By helping S access essential digital equipment, the grant has reduced barriers to learning, eased financial pressure and supported her to take positive steps towards a stable future. For S and her child, it means greater opportunity, confidence and hope.