Wellbeing in education podcasts

In this episode, Alice Clarke (our podcast host) speaks with two Emotional Literacy Support Assistant (ELSAs) from Hadleigh Community Primary School in Suffolk.

It is such an inspiring conversation where we hear about this schools ELSA journey, how they have managed practical aspects of the ELSA programme, the role of peer supervision with Educational Psychologists and other Suffolk ELSAs as well as the implementation of this programme from Early Years and beyond.

This way of supporting children’s wellbeing has been embraced as a whole school approach which has had a huge positive impact on pupil wellbeing.

For more information about the ELSA programme, please visit Emotional Literacy Support Assistant training (ELSA) - Suffolk County Council.

Download the ELSA podcast infographic (PDF, 6MB).

In this episode, Alice Clarke (our podcast host) speaks with Maxine Abbott (SENDCO from Westbourne Academy in Ipswich) and Simon Glenister (Founder and CEO of Noise Solution based at The Mix in Stowmarket).

We hear all about Noise Solution’s 20-hour intervention programme that provides access to modern music technology and mentoring from music industry professionals.

The programme has a clear theoretical and growing evidence base. Grounded in self-determination theory the essence of this programme is to support young people in terms of their motivation, engagement and self-belief.

During this conversation we find out more about how the Noise Solution programme demonstrates significant outcomes for children and young people’s wellbeing and how this work has supported students from Westbourne. It also leaves us interested to find out more about how AI (artificial intelligence) is being used in order to analyse and evaluate tangible wellbeing outcomes as a result of taking part in the programme.

For more information, please see www.noisesolution.org

Watch below or listen on Spotify

Download the podcast infographic (PDF, 6.6MB)

In this episode Alice Clarke (our podcast host) speaks with three colleagues from the Psychology & Therapeutic Services (P&TS) in Suffolk.

These being Carina Embeita (Specialist Educational Psychologist and Family Systemic Psychotherapist , Sam Andrews (Educational Psychologist) and Kelly Francis (Senior Inclusion Facilitator). Adam Dabin (headteacher) from a special school in Suffolk shares how a Non-Violent Resistance (NVR) programme delivered by P&TS colleagues supported emotional wellbeing across the school community.

For more information about NVR, visit: www.suffolk.gov.uk/NVR

Listen to our Podcast on Spotify

Download the podcast infographic below.

Episode 1 – Abi Joachim talks about the Teaching Assistant Network

In this episode, we hear from Abi, a highly experienced Teaching Assistant who has led the creating of a Teaching Assistant network, open to all TAs working in Suffolk. She describes the process of setting it up, and how it has contributed to wellbeing, not just for pupils, but for families and school staff as well.

In this episode, we hear from Susan, Kelly and Kay from Suffolk Psychology and Therapeutic Services, discussing their work on emotionally based school avoidance (EBSA) and the resources they have produced to support pupils, families and schools. The resources can be found on our EBSA Page

Alice speaks to three colleagues from the Psychology and Therapeutic Services who have created a bank of resources to support children and young people with emotionally based school avoidance.

In this episode, Alice Clarke (Educational Psychologist) talks to Lou Pattinson (Inclusion Lead at Castle Hill Infant and Junior Schools) about the journey the school has been on to become a truly trauma-informed place.

Lou gives some incredible examples of the power of embedding trauma-informed practice throughout everything the school does. But what does it mean to be trauma-informed? And how does it support the wellbeing of the whole school community, including staff and families?

In a trauma-informed school, the adults in the school community (all school staff and parents/carers) are prepared to recognise and respond to those who have been impacted by traumatic stress.

Pupils are provided with clear expectations and communication strategies to guide them through stressful situations. The goal is to not only provide tools to cope with extreme situations but to create an underlying culture of respect and support.

The focus is on ensuring safety, establishing trustworthiness, maximising choice and collaboration, and prioritising empowerment. Emerging research suggests that shifting school culture to become more trauma-informed sets the stage for maximum academic growth.

If you are interested in working with the Psychology and Therapeutic Services to embed trauma-informed practice in your setting, contact psychology&therapeuticservices@suffolk.gov.uk

In this episode, Alice Clarke (Educational Psychologist) talks to Kay Breton (Educational Psychologist) and Katie Butler (Head Teacher at Bawdsey CEVC Primary School) about their work together to implement the Sandwell Whole School Approach to Well-being in schools/educational settings. 

In this episode, we hear from Lucy Faller-Mead (West Suffolk College), Dr Ioan Rees (Sycol) and Dr Claire Darwin (Suffolk County Council Principal Educational Psychologist working with Sycol as part of the Suffolk County Council's Psychology and Therapeutic Services (P&TS) traded offer). They reflect on a project to introduce and embed the concept of character strengths as a whole-setting approach.

In this episode, we hear from two educational psychologists about how psychological supervision can support the wellbeing and reflective practice of school staff. We also hear from a headteacher about how supervision has helped her and her team.