Background / Context This case study describes a collaborative intervention in a mainstream school where a Travancore School outreach teacher, RCH Mental Health clinicians, and key school staff worked together to reduce the frequency and intensity of behavioural escalations by a neurodiverse student with mental health needs. The work took place within a context of strained parent-school relationships and complex family dynamics. The team adopted a “Team Around the Learner” approach that bridged clinical expertise, school protocols and classroom pedagogical practices to support the student’s wellbeing and engagement at school. Aim The aim is to demonstrate how structured collaboration between stakeholders can produce measurable reductions in behavioural escalations and improve student engagement. The presentation will analyse traits and practical processes that helped enable effective teamwork, and how these could potentially be translated into replicable processes for other schools and services. Methods / Approach The outreach teacher and clinicians co designed a plan informed by baseline incident logs, outreach teacher observations, speech assessments and family input. Intensive and regular outreach for the first four weeks and cross team collaboration supported initial recommendations during crisis. Stakeholder interviews and reflective debriefs identified interpersonal and organisational traits that supported positive outcomes. Implementation focused on realistic adjustments and routines that fit the school’s current processes while an understanding of the Disability Inclusion process supported advocacy for support. Results / Outcomes Over a three-month period, there was a clear reduction in both frequency and intensity of escalations alongside improved attendance and on task behaviour. Staff reported increased confidence and understanding of the functions of behaviour when managing challenging escalations. Key enabling traits included role clarity, mutual respect, willingness to learn, and a commitment to shared decision making. Practical enablers were willingness to resource staff support, a one page shared response plan, and seeking input from wider stakeholders within the school that focused on the needs on the student rather than the broader complex family dynamic. Implications / Significance This case demonstrates practical application of a special education outreach teacher supporting the collaboration of mental health clinicians, school and the family. The findings show that initial intensive collaborative practices produce tangible, scalable benefits for both students and staff. The presentation will explore characteristics demonstrated by stakeholders that enabled success, in hopes of highlighting observable and replicable ways to approaching outreach work as part of a hospital school. The presentation underscores that effective collaboration and wrap around the learner is a high impact and effective way to improving outcomes for neurodiverse children and the schools that support their wellbeing and engagement.