Collaborate and thrive: PDA autism and the school-home relationship
Do you have a child with additional needs? Are you finding it difficult to collaborate with their school? This blog discusses ways to approach the relationship with the educators who spend most weekdays with your child, and lays the foudnations for a more successful experience for everyone.
‘Distant stories’: This alternative to ‘social stories’ might help PDAers negotiate difficult emotional/social situations
Have you ever struggled to help your child understand why their friend is upset, why sleep is important, or that there other ways to express anger than hitting, this blog offers some ideas
Teaching Inclusion with Courage: LGBTQ+ Education in Schools Serving Faith Communities
Compassionate approaches mean people can learn that there is more that connects them than divides them. This project helped schools serving faith communities and aprents to negotiate LGBTQ-inclusive education collaboratively.
Illuminate: Bringing Research, Reflection and Voice Together
‘Illuminate’ is a stakeholder voice methodology which can be sued to solve difficult problems in all kinds of organisations.
Identity and Impact: Why Representation Matters in Education
The Identity and Impact project explored how staff diversity and representation affect student belonging, attainment and wellbeing. It found that students feel more confident and supported when they see staff who share aspects of their identity or lived experience. However, under-represented staff often carry an invisible emotional workload, providing extra mentoring and care that isn’t always recognised. The research calls for decolonising beyond the curriculum, and rethinking policies, culture and leadership structures to make inclusion sustainable. It shows that genuine equality means valuing every identity and ensuring the work of inclusion is shared by all.
Gender and School Exclusion: What Hidden Biases Reveal About Inclusion
The Gender and Exclusion project explored how assumptions about gender shape school discipline and the pathways to permanent exclusion. Drawing on case studies from an urban local authority, it revealed how girls’ behaviour is often judged more harshly and boys’ aggression more easily excused. The research highlighted how sexism, class and social inequality intersect in exclusion decisions. It also showed how reflective practice and gender-aware support can reduce exclusions and promote fairness. The findings remind us that genuine inclusion means questioning the biases built into our everyday systems.