Emotional development is fundamental to children's wellbeing, relationships and readiness to learn. Drawing on learning from the Nursery Inclusion Project for All (NIPA), this article explores practical, everyday approaches that schools can use to build emotional literacy, resilience and supportive environments where every child feels seen, understood and ready to thrive.
VIG and VERP highlight how small, attuned interactions shape pupils’ emotional security and learning. By focusing on everyday moments, educators can strengthen relationships, build confidence and create more responsive, psychologically safe classroom environments.
Educational psychologists play a vital research role in schools, using evidence, reflection and psychological safety to understand challenges. By asking better questions and supporting staff, they turn insight into practical change, helping schools improve systems and outcomes sustainably.
Did you know your school has a hidden ally in promoting inclusion and wellbeing? Educational Psychologists (EPs) do much more than assessments - they help shape thriving learning communities.
This article synthesises relevant theory and offers practical, systemic, and self reflective tools for staff to make endings safer, meaningful, and growth promoting.
This article explores key findings from recent literature and observations, offering educators practical strategies to support children during these critical early weeks.
In an age where education is often shaped by systems and expectations, it is easy to lose sight of the fact that schools are, above all, human communities.
Autistic children and young people are often assumed to lack imagination, yet emerging research challenges this narrative. This article explores how autistic CYP engage with rich and complex imaginary worlds that offer emotional, cognitive, and social benefits.
What are we really trying to teach young people when we discipline them? Beyond managing behaviour, we aim to nurture responsibility, empathy, and self-regulation. Restorative Justice (RJ) supports and develops all of those skills with a focus on repairing relationships, understanding perspectives, and restoring trust.
In education, no teacher works in isolation. Every classroom interaction, policy decision, and professional conversation is part of a larger, interconnected system.
"Work with us": Supporting students with Social, Emotional and Mental Health (SEMH) needs. This article shares findings from a ‘Pupil Voice Project’ that captured the voices of 13 secondary students with SEMH needs who shared what helps them thrive in school.
Motivational Interviewing (MI) offers a practical and evidence-based conversational approach that can help unlock a young person’s potential for change whilst maintaining mutual trust and respect.
Talking about self-harm creates a safe space for them to be open and honest about how they feel and provide them with a safe person to turn to.
ADHD is a common, lifelong neurodevelopmental disorder characterized by a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.
Children and young people can find exams a lot to cope with, but there are ways that we can support them to improve their wellbeing during this time.
Schools are uniquely placed to influence children’s development due to their key role in their lives and the time spent at school.
This article discusses the benefits and impact on becoming an Attachment Aware school based on Amy's doctoral research thesis titled: An Exploration of the Views and Experiences of Designated Teachers in Creating an Attachment Aware School.
Grief, loss and bereavement is experienced differently for everybody, but it is important to remember that often children and young people’s emotional responses are a natural part of the grieving process.
What does masking involve, why does it occur and what are the consequences?
Feeling a sense of belonging in school is related to better academic outcomes, engagement in learning and enhanced social emotional skills.
Watch our webinar on helpful thought and ideas to build a positive practice of parental involvement.
Watch our presentation about a narrative therapy tool, which explores how by talking slightly differently about a problem helps externalise it from the person experiencing it.
View our presentation for top tips and techniques to elicit pupil voice - the process of exploring a child's views with them.
When considering the presentation of autism in girls and women, it is important to note that the key diagnostic criteria for autism remains true.
Fathers have an impact upon the child’s cognitive, emotional, social and physical development (Allen & Daly, 2002).
Children often feel a sense of security in primary school, as a result of having close relationships with staff and peers as well as being in a familiar environment.
Watch our webinar on widely popular in approach that offers groups of people the opportunity to discuss an area/ issue/ young person that adults feel stuck with.
Watch our thoughts and reflections inspired by the work of Karen Treisman.
Students with a diagnosis of Autism Spectrum Condition (ASC) are more likely to experience Emotionally Based School Avoidance (EBSA), compared to their peers (Department for Education, 2021).
