A lifelong commitment to healthy childhood development has shaped my career. Read about my story to learn what drives me to PGS-Educators- as a Primary Programme Director and why our aim is to develop character, strengthen cultural capital and empower each individual to realise their life aspirations and goals.
As I reflect on my career in education, I am reminded of the young girl I was, beginning my career teaching and supporting pupils with SEND. Having no experience with children and armed with an irrelevant Business degree. I was driven to create an inclusive environment in which my SEND students could meet their potential. Alongside speech and language therapists, occupational therapists, and educational psychologists, I learned valuable insights that shaped my understanding and fuelled my determination to make a difference
My proudest achievement was earning my Master’s degree in Psychology whilst pregnant with my third child, and recovering from the bereavement of my second baby. I aspired to become an educational psychologist, but despite my passion and determination, my experience wasn’t broad enough to secure a funded PhD in Occupational Therapy, twice! This setback only strengthened my resolve to help vulnerable children by widening my perspective including the whole family.
Over the years, I have worked in many child-centred roles such as private therapist, playgroup leader, parenting practitioner, and parent outreach coordinator, collaborating across education, healthcare, and social services. I quickly realised how critical the home environment is to a child’s academic success and that many children are facing complex challenges, at home and school, often without the support they truly need.
Research consistently demonstrates that parental engagement and wellbeing improves educational outcomes, but it was the groundbreaking findings of the Adverse Childhood Experiences (ACE) study (Felitti et al., 1998) that truly solidified my belief in early intervention, supporting not only the child but their family to improve opportunities to thrive in the future.
Adopting a “needs behind behaviour” approach means asking: what’s driving this child’s actions? What emotional support do they need to thrive? Teaching children emotional literacy and coping skills early gives them the tools to navigate life’s challenges in healthier ways.
This, however, is easier said than done; between packed school curriculum and busy family lives, carving out time to teach emotional wellbeing can seem improbable. We as adults often struggle to understand and manage our own feelings, let alone pass those skills on. Some may even resist these ideas of acknowledging our feelings, seeing them as unfamiliar or “soft”, coming from a generation that has long valued toughness and self-reliance.
However, the evidence is clear, success in adulthood is increasingly linked to Emotional Intelligence, managing feelings, showing empathy, and communicating effectively. There is a substantial body of studies that shows that children who develop strong social and emotional skills perform better academically, are more likely to graduate, and have healthier relationships later in life. A large-scale review of over 200 studies by Durlak and colleagues (2011) found that students who took part in social and emotional learning programmes improved their academic performance by an average of 11 percentile points. The same research also showed these programmes boost wellbeing and reduce risks of anxiety and depression, highlighting just how important it is to nurture these skills from an early age.
That’s why when my former classmate and friend of over 20 years approached me about leading PGS-Educators’ primary provision with the ultimate objective of facilitating early intervention for pupils in their formative years, I immediately knew this was a vital step forward. The organisation’s innovative, drama-based workshops provide young people with safe and nurturing environments to explore the real-life issues that affect their ability to thrive at school: family bereavement, difficulties in building strong relationships, social deprivation, suspension, and social pressures.
These are challenges we once faced alone, piecing together resilience and self-awareness without guidance. The PGS-Educators approach emphasizes early skill acquisition, providing the necessary time for these competencies to be fully consolidated and applied throughout their educational journey and into adulthood. We aim to have a transformative impact on young people, providing them with the platform to fulfil their full potential. I am passionate about spearheading a new Primary Intervention Programme because I firmly believe early intervention shapes not just behaviour but a child’s whole outlook and ambition.
This work isn’t just professional, it’s deeply personal. I’ve seen how early, sustained support can make all the difference. Together, we can close the gaps, address emotional needs, and empower the next generation to thrive. Look out for the work we are doing in primary schools nationwide from September, starting in my home town of South London.