Psychological Safety and Wellbeing

My approach helps schools identify and address barriers to attendance, engagement and learning, improving relationships and supporting both pupils and staff to feel safer, more confident, and better able to thrive.

Drawing on over twenty years’ experience in education, knowledge of pastoral systems, and specialist health psychology training, I bring an external, psychologically informed perspective to school practice. This can help shine a light on patterns, pressures, or systems that may be unintentionally impacting wellbeing, attendance, or access to learning.

My work is collaborative and tailored to each setting. I support senior leaders, staff teams, pupils, and families to develop approaches that are realistic, sustainable, and grounded in a clear understanding of psychological and health-related needs.

I offer particular expertise in supporting schools where pupils or staff are navigating:

  • Emotionally Based School Non-Attendance (EBSNA)

  • Chronic or long-term physical health conditions

  • Health-related anxiety and uncertainty

  • Attendance challenges linked to wellbeing or health

  • Transitions between educational stages or services

This includes helping schools better understand how physical and mental health can affect attendance, engagement, energy and learning, and how school systems and relationships can either reduce or exacerbate these challenges.

How I work with schools

Support is tailored to meet your needs and budgets and can include:

  • Consultation with senior leaders or pastoral teams

  • Reviewing systems, routines, policies and relational practice

  • Identifying barriers to psychological safety, attendance, or learning

  • Supporting health-aware and psychologically informed approaches

  • Case consultation around complex pupil needs

  • Liaison with families to promote joined-up, supportive working

  • Staff training

  • Staff coaching (individual or small group)

  • Suitable for schools that:

    Want to strengthen psychological safety and relational culture

    Are supporting pupils with attendance difficulties linked to anxiety or health

    Wish to develop more psychologically informed, wellbeing-led practice

    Value reflective, collaborative working rather than quick fixes

    Are seeking external expertise to complement existing provision

  • Not suitable for schools looking for:

    Compliance-only or checklist-based solutions

    Behaviour management approaches focused solely on sanctions

    One-off training without reflection or follow-up

    Consultancy that operates without staff, pupil, or family involvement

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