Education Courses

Why Book This Course?

Schools are increasingly working with families where anxiety, emotional distress and EBSA are driving persistent absence and disengagement from learning. Attendance expectations remain high, but many families feel overwhelmed, blamed or unsure how to re-engage with school systems. At the same time, staff are under pressure to improve attendance figures while managing complex emotional needs with limited capacity. This course supports schools to shift from conflict to collaboration, strengthening parental partnerships as a core driver of improved attendance and wellbeing.

Ideal for

• SENDCOs
• Inclusion Leaders
• Attendance Leads
• Pastoral Leaders
• Family Support Workers
• Senior Mental Health Leads
• Designated Safeguarding Leads (DSLs)
• Educational Psychologists
• School Leaders
• Class Teachers
• Form Tutors
• Teaching Assistants
• professionals
• wellbeing and engagement
• secondary
• special schools and alternative provision.

Session Aims

• Understand the key drivers behind Emotionally Based School Avoidance (EBSA) and its link to wellbeing, anxiety and unmet need.
• Explore effective ways to build positive, trust-based relationships with parents and carers.
• Identify practical strategies to support families and improve engagement with school attendance plans.
• Consider how the DfE Children’s Wellbeing and Schools Act strengthens expectations around early intervention and inclusive attendance practice.
• Reflect on child-centred approaches that prioritise wellbeing alongside improved attendance outcomes.
• Leave with practical ideas to support sustainable reintegration and reduce persistent absence linked to EBSA.

Why Book This Course?

Emotionally Based School Avoidance is one of the fastest growing and most complex attendance challenges facing schools today, often sitting alongside anxiety, SEND, trauma, family stress and unmet emotional needs. Without a clear, consistent whole-school approach, responses can become reactive, inconsistent and ineffective, leading to escalation and prolonged absence. This course provides a practical, structured framework to help schools identify need early, intervene effectively and create inclusive environments that reduce EBSA and support sustainable engagement in learning.

Ideal for

• SENDCOs
• Inclusion Leaders
• Pastoral Leaders
• Attendance Leads
• Senior Mental Health Leads
• Educational Psychologists
• Designated Safeguarding Leads (DSLs)
• Family Support Workers
• Behaviour Leads
• Heads of Year
• School Leaders
• Teachers
• Teaching Assistants
• secondary
• special schools and alternative provision.

Session Aims

• Develop a clear understanding of Emotionally Based School Avoidance (EBSA) and the factors contributing to school-based distress.
• Explore whole-school approaches to preventing EBSA through inclusive, relational and trauma-informed practice.
• Understand how early identification and intervention can reduce escalation and persistent absence.
• Introduce an EBSA Framework and Toolkit to support consistent assessment, planning and intervention across school settings.
• Consider how the DfE Children’s Wellbeing and Schools Act reinforces the importance of early support, wellbeing and inclusive attendance practice.
• Gain practical strategies to strengthen belonging, emotional safety and sustainable engagement in school.

Why Book This Course?

Attendance is no longer a data conversation. It is an inspection conversation, a safeguarding conversation and a leadership credibility conversation.

Ideal for

• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• SENDCOs
• Inclusion Leaders
• Pastoral Leaders
• PSHE Leads
• Student Voice Coordinators
• Heads of Year
• Senior Mental Health Leads
• Wellbeing Leads
• Designated Safeguarding Leads (DSLs)
• Teaching Staff
• secondary
• special schools and alternative provision.

Session Aims

• Understand the current inspection emphasis on attendance and persistent absence
• Articulate the relationship between attendance, safeguarding, behaviour and curriculum intent
• Identify strengths and vulnerabilities within their current attendance strategy
• Construct a clear, evidence-informed inspection narrative around attendance
• Shift from reactive compliance to confident strategic leadership

Why Book This Course?

Schools are facing increasing challenges around pupil mental health, anxiety, attendance, staff wellbeing and rising levels of complexity in need. Senior leaders are expected to develop effective, measurable and sustainable approaches to mental health support whilst balancing accountability, safeguarding and inclusion priorities. This course supports schools to strengthen their strategic response and build a culture where wellbeing underpins attendance, engagement and achievement.

Ideal for

• Senior Mental Health Leads
• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• SENDCOs
• Inclusion Leaders
• Pastoral Leaders
• Wellbeing Leads
• Designated Safeguarding Leads (DSLs)
• Behaviour Leads
• Attendance Leads
• PSHE Leads
• members of Senior Leadership Teams (SLT)
• secondary
• special schools and alternative provision.

Session Aims

• Develop a clear understanding of the role and responsibilities of the Senior Mental Health Lead within a whole-school approach.
• Explore current challenges affecting pupil mental health, wellbeing, attendance and engagement in education.
• Strengthen confidence in developing strategic, evidence-informed mental health provision across school settings.
• Understand the links between wellbeing, safeguarding, behaviour, attendance and emotionally based school avoidance (EBSA).
• Reflect on how to implement early intervention and graduated support for vulnerable pupils and families.
• Consider how the DfE Children’s Wellbeing and Schools Act reinforces the importance of prevention, inclusion and joined-up support services.
• Leave with practical tools, frameworks and action planning strategies to support long-term cultural change in schools.

Why Book This Course?

Digital pressures on children and young people are increasing rapidly, with schools seeing rising concerns around online harm, anxiety, sleep disruption, social media stress, cyberbullying and disengagement from learning. At the same time, staff are expected to manage safeguarding risks and promote positive digital engagement within an already demanding environment. This course supports schools to take a proactive, whole-school approach to digital wellbeing that reflects the realities of modern childhood.

Ideal for

Session Aims

• Develop a clear understanding of digital wellbeing and its impact on pupil mental health, behaviour, attendance and safeguarding.
• Explore current trends in online behaviour, including social media use, online peer relationships and digital risk factors.
• Consider the role of schools in promoting safe, balanced and responsible technology use across the curriculum and pastoral systems.
• Identify practical strategies to support pupils experiencing digital-related anxiety, disengagement or harm.
• Strengthen whole-school approaches to online safety that go beyond compliance to meaningful culture change.
• Reflect on how digital wellbeing links to emotionally based school avoidance (EBSA) and wider attendance concerns.
• Consider how the DfE Children’s Wellbeing and Schools Act reinforces safeguarding, early intervention and the promotion of pupil wellbeing in a digital age.
• Leave with practical tools and approaches to embed digital wellbeing across your school community.

Why Book This Course?

Menopause is a significant workplace wellbeing issue that is increasingly impacting staff attendance, confidence, performance and retention across education settings. With many schools experiencing staffing pressures and rising workloads, failing to recognise and support menopause can contribute to burnout, presenteeism and unnecessary loss of experienced staff. This course helps schools create a culture where menopause is understood, supported and managed with sensitivity and professionalism.

Ideal for

• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• HR Managers
• School Business Managers
• Trust Leaders
• Governors
• Staff Wellbeing Leads
• Senior Mental Health Leads
• Line Managers
• SENDCOs
• Inclusion Leaders
• leaders
• equality
• diversity and inclusion
• secondary
• special schools
• alternative provision and multi-academy trusts.

Session Aims

• Develop a clear understanding of menopause, perimenopause and their impact on physical, emotional and cognitive wellbeing at work.
• Explore how menopause can affect staff performance, attendance, confidence and workplace relationships in school settings.
• Challenge stigma and improve awareness to create a more open and supportive workplace culture.
• Identify practical adjustments and reasonable workplace supports that can make a meaningful difference for staff.
• Strengthen leadership confidence in having supportive and respectful conversations around menopause.
• Consider the role of policy, wellbeing strategies and pastoral support in retaining experienced staff.
• Reflect on how supporting staff wellbeing directly impacts pupil outcomes, school culture and workforce sustainability.
• Leave with practical tools and approaches to embed menopause awareness and support within your school environment.

Why Book This Course?

Mental health needs in schools are rising rapidly, with increasing levels of anxiety, self-harm risk, EBSA, family stress and staff wellbeing pressures. At the same time, schools are expected to provide early identification, consistent responses and effective signposting within stretched systems. Annual whole-school training ensures all staff have a shared understanding, language and confidence to recognise need early and respond appropriately—supporting both safeguarding and educational engagement.

Ideal for

• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• Senior Mental Health Leads
• SENDCOs
• Inclusion Leaders
• Pastoral Leaders
• Designated Safeguarding Leads (DSLs)
• Wellbeing Leads
• Teachers
• Teaching Assistants
• Administrative Staff
• Site Teams
• Lunchtime Supervisors
• Governors
• All School Staff
• wellbeing and early intervention
• secondary
• special schools and alternative provision.

Session Aims

• Develop a shared understanding of key mental health needs affecting children and young people in schools today.
• Recognise early signs of anxiety, distress, trauma, EBSA and emerging mental health concerns.
• Strengthen staff confidence in responding appropriately, including when and how to escalate concerns.
• Explore the role of schools in early intervention, prevention and creating mentally healthy environments.
• Understand how mental health, attendance, behaviour and safeguarding are closely interconnected.
• Consider practical strategies to support pupils while maintaining clear professional boundaries and safeguarding responsibilities.
• Reflect on how consistent whole-school approaches improve wellbeing, engagement and outcomes for pupils.
• Leave with a shared framework and practical tools to support mental health awareness across the school community.

Why Book This Course?

Digital life is now inseparable from young people’s lived experience, bringing both opportunities and increasing risks. Schools are seeing a rise in issues linked to social media pressure, online harm, cyberbullying, sleep disruption, anxiety and reduced concentration. At the same time, staff are expected to safeguard pupils and promote positive digital habits within an already complex workload. Annual training ensures all staff are confident, consistent and up to date in responding to digital wellbeing concerns.

Ideal for

• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• Designated Safeguarding Leads (DSLs)
• Online Safety Leads
• Computing Leads
• PSHE Leads
• Senior Mental Health Leads
• SENDCOs
• Inclusion Leaders
• Pastoral Leaders
• Teachers
• Teaching Assistants
• Administrative Staff
• Governors
• All School Staff
• online safety and responsible technology use
• secondary
• special schools and alternative provision.

Session Aims

• Develop a shared understanding of digital wellbeing and its impact on pupils’ mental health, behaviour, attendance and safeguarding.
• Recognise key online risks including cyberbullying, harmful content, social media pressure and online peer dynamics.
• Strengthen staff confidence in identifying and responding to digital-related concerns appropriately.
• Explore the link between digital use, anxiety, EBSA, sleep disruption and disengagement from learning.
• Consider the role of schools in promoting safe, balanced and positive technology use across the curriculum and pastoral systems.
• Understand how consistent whole-school approaches to online safety support safeguarding and wellbeing.
• Reflect on how digital wellbeing fits within wider early intervention and preventative safeguarding practice.
• Leave with practical strategies to support pupils and reinforce a healthy digital culture across the school community.

Why Book This Course?

With rising pressures around mental health, attendance, EBSA, safeguarding and staff workload, schools are increasingly looking for sustainable, whole-school approaches to wellbeing that go beyond leadership alone. Wellbeing Ambassador programmes empower pupils and staff to take an active role in promoting positive mental health, belonging and support across the school community. This course equips facilitators to build and sustain an effective ambassador model that strengthens culture, early intervention and peer support.

Ideal for

• Senior Mental Health Leads
• Wellbeing Leads
• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• SENDCOs
• Inclusion Leaders
• Pastoral Leaders
• PSHE Leads
• Student Voice Coordinators
• School Counsellors
• Designated Safeguarding Leads (DSLs)
• staff
• pupil leadership and wellbeing initiatives
• secondary
• special schools and alternative provision.

Session Aims

• Understand the purpose and impact of Wellbeing Ambassador programmes in supporting whole-school mental health and culture.
• Explore how pupil and staff ambassadors can contribute to early identification, peer support and signposting.
• Develop confidence to design, launch and sustain a Wellbeing Ambassador programme within your setting.
• Identify key training, safeguarding and supervision requirements to ensure safe and effective practice.
• Consider how ambassador roles can strengthen belonging, engagement and emotional literacy across the school.
• Explore practical activities and frameworks to support ongoing development and impact measurement.
• Reflect on how ambassador programmes align with whole-school approaches to inclusion, attendance and wellbeing.
• Leave with a clear structure and toolkit to implement or enhance a Wellbeing Ambassador programme in your school.

Why Book This Course?

With rising levels of anxiety, EBSA, safeguarding concerns, behaviour challenges and persistent absence, pastoral teams are under more pressure than ever before. This course is designed to strengthen the confidence, clarity and strategic leadership of pastoral staff so they can respond effectively to the growing complexity of need in schools today.

Ideal for

• Pastoral Leaders
• Heads of Year
• Heads of House
• Assistant Headteachers
• Deputy Headteachers
• Designated Safeguarding Leads (DSLs)
• SENDCOs
• Inclusion Leaders
• Behaviour Leads
• Attendance Leads
• Wellbeing Leads
• Senior Leadership Teams (SLT)
• aspiring pastoral leaders working
• secondary
• special schools
• alternative provision
• specialist settings.

Session Aims

• Explore the evolving role of pastoral leadership in supporting wellbeing, behaviour, attendance and inclusion.
• Develop practical strategies for leading effective pastoral systems in the context of increasing pupil need and reduced capacity.
• Strengthen confidence in responding to emotionally based school avoidance (EBSA), mental health concerns and vulnerable learners.
• Understand how strong pastoral leadership contributes to safeguarding, attendance improvement and positive school culture.
• Reflect on relational and trauma-informed approaches that improve outcomes for pupils and families.
• Consider how the DfE Children’s Wellbeing and Schools Act reinforces the importance of early intervention, inclusive practice and joined-up support.
• Leave with practical tools and leadership strategies that can be implemented immediately within school settings.

Why Book This Course?

School staff are managing increasing emotional demands alongside rising expectations around safeguarding, behaviour, attendance and mental health support. Without structured opportunities for reflection and professional support, staff wellbeing, confidence and retention can be significantly impacted. This course equips leaders and facilitators with the skills to deliver effective supervision and coaching approaches that strengthen staff wellbeing, resilience and professional practice across school settings.

Ideal for

• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• Senior Mental Health Leads
• SENDCOs
• Inclusion Leaders
• Pastoral Leaders
• HR Managers
• Staff Wellbeing Leads
• Attendance Leads
• Designated Safeguarding Leads (DSLs)
• School Business Managers
• Educational Psychologists
• coaching and reflective practice
• secondary
• special schools and alternative provision.

Session Aims

• Understand the purpose and impact of supervision and coaching in supporting staff wellbeing and professional resilience.
• Explore practical models of reflective supervision and coaching suitable for education settings.
• Develop the confidence and facilitation skills needed to lead safe, supportive and solution-focused sessions.
• Consider how effective supervision can reduce burnout, improve staff retention and strengthen safeguarding practice.
• Reflect on creating a culture of psychological safety, trust and professional support within school teams.
• Understand the links between staff wellbeing, pupil wellbeing and whole-school outcomes.
• Consider how the DfE Children’s Wellbeing and Schools Act reinforces the importance of early support, safeguarding and sustainable workforce wellbeing.
• Leave with practical tools, structures and strategies to implement supervision and coaching approaches within your setting.

Why Book This Course?

The DfE Children’s Wellbeing and Schools Act signals a significant shift in how schools are expected to approach attendance, safeguarding, inclusion and early intervention. However, translating policy into day-to-day practice can feel complex amid increasing pressures around EBSA, persistent absence, SEND demand and mental health needs. This course supports leaders and practitioners to move from understanding the legislation to embedding meaningful, workable change across their settings.

Ideal for

• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• Governors
• Trust Leaders
• SENDCOs
• Inclusion Leaders
• Designated Safeguarding Leads (DSLs)
• Attendance Leads
• Pastoral Leaders
• Senior Mental Health Leads
• Behaviour Leads
• School Business Managers
• members of Senior Leadership Teams (SLT)
• strengthening safeguarding
• improving attendance and promoting pupil wellbeing
• secondary
• special schools and alternative provision.

Session Aims

• Develop a clear understanding of the key expectations and implications of the Children’s Wellbeing and Schools Act for schools.
• Explore what the Act means for attendance, safeguarding, EBSA, inclusion and early intervention in practice.
• Identify practical steps schools can take to align policies, systems and approaches with the new statutory direction.
• Strengthen confidence in applying a child-centred, wellbeing-led approach to attendance and engagement.
• Consider how to balance accountability with relational, supportive and preventative practice.
• Reflect on whole-school cultural change needed to meet both legal expectations and complex pupil need.
• Explore how joined up working with families and external agencies is central to effective implementation.
• Leave with clear, practical actions to begin embedding the Act’s principles within your school immediately.

Why Book This Course?

Ofsted inspections and accountability frameworks continue to place significant pressure on school leaders, staff teams and wider school communities. Beyond systems and data, inspections have a real human impact—affecting workload, wellbeing, confidence and retention. In a climate of rising expectations across attendance, safeguarding, behaviour and outcomes, schools need approaches that protect staff wellbeing while maintaining clarity, consistency and readiness.

Ideal for

• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• Trust Leaders
• Governors
• SENDCOs
• Inclusion Leaders
• Designated Safeguarding Leads (DSLs)
• Senior Mental Health Leads
• Pastoral Leaders
• School Business Managers
• Middle Leaders
• members of Senior Leadership Teams (SLT)
• responding to and leading through the emotional
• cultural and organisational impact of inspections
• secondary
• special schools
• alternative provision and multi-academy trusts.

Session Aims

• Explore the emotional and cultural impact of Ofsted inspections on school staff and leadership teams.
• Understand how inspection pressures can influence wellbeing, decision-making and school culture.
• Identify strategies to support staff resilience and maintain psychological safety during high-stakes periods.
• Strengthen leadership approaches that balance accountability with compassion and clarity.
• Consider practical ways to prepare teams without increasing unnecessary workload or anxiety.
• Reflect on communication strategies that reduce fear and promote confidence and cohesion across staff teams.
• Explore how sustained wellbeing supports better inspection readiness and long-term school improvement.
• Leave with practical tools to manage the human impact of Ofsted while maintaining a positive and stable school culture.

Why Book This Course?

Educational leadership has never been more demanding. School leaders are balancing accountability pressures, rising SEND and mental health needs, attendance challenges, staff wellbeing concerns and increasing complexity across safeguarding and inclusion. Many leaders are operating at unsustainable levels, risking burnout and reduced impact. This course is designed to help leaders move from surviving to leading well, building clarity, resilience and sustainable practice without losing sight of people or purpose.

Ideal for

• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• Trust Leaders
• Executive Leaders
• SENDCOs
• Inclusion Leaders
• Senior Mental Health Leads
• Pastoral Leaders
• School Business Managers
• Middle Leaders
• Governors
• aspiring leaders
• resilience and long-term professional sustainability
• secondary
• special schools
• alternative provision and multi-academy trusts.

Session Aims

• Explore the key pressures impacting sustainable leadership in today’s education system.
• Develop a clear understanding of what sustainable, values-led leadership looks like in practice.
• Strengthen leadership capacity to manage workload, priorities and competing demands effectively.
• Reflect on the relationship between leadership wellbeing, staff culture and pupil outcomes.
• Identify practical strategies to reduce overwhelm and improve strategic focus and decision-making.
• Consider how relational leadership strengthens trust, retention and whole-school effectiveness.
• Explore how to lead change while maintaining clarity, consistency and emotional resilience.
• Leave with practical tools and reflective frameworks to support long-term sustainable leadership in education.

Why Book This Course?

Transitions are a leading trigger for anxiety, emotionally based school avoidance (EBSA), behaviour challenges and declining attendance. Whether moving between year groups, key stages or schools, many pupils—and their families—struggle with uncertainty, loss of routine and increased emotional demand. With rising pressures on attendance, SEND need and mental health, schools need clear, structured approaches to make transitions safe, predictable and successful for all learners.

Ideal for

• SENDCOs
• Inclusion Leaders
• Pastoral Leaders
• Transition Coordinators
• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• Early Years Leaders
• Heads of Year
• Family Support Workers
• Attendance Leads
• Senior Mental Health Leads
• Teachers
• Teaching Assistants
• professionals
• young people and families through key educational transitions
• primary
• secondary
• special schools and alternative provision.

Session Aims

• Understand why transitions can be emotionally challenging for pupils and parents, and how this links to anxiety, EBSA and attendance concerns.
• Explore the key features of effective transition planning that promote emotional safety, belonging and readiness to learn.
• Identify practical strategies to support vulnerable pupils, including those with SEND, anxiety or previous school-based distress.
• Consider how to engage and support parents and carers as active partners in the transition process.
• Strengthen whole-school approaches to planning, communication and continuity across key transition points.
• Reflect on how early intervention during transitions can prevent escalation into persistent absence and disengagement.
• Consider how the DfE Children’s Wellbeing and Schools Act reinforces the importance of early support, inclusion and joined up working across education phases.
• Leave with practical tools and ideas to improve transition experiences for both pupils and families.

Why Book This Course?

Schools are increasingly navigating complex relationships with parents and carers, particularly around attendance, EBSA, behaviour and SEND. With rising pressures, it is more important than ever to move away from reactive or conflict-based interactions and instead build consistent, trust-based partnerships that support children’s wellbeing and engagement in learning. Strong parental partnerships are now a critical protective factor in improving attendance, reducing escalation and supporting inclusion.

Ideal for

• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• SENDCOs
• Inclusion Leaders
• Pastoral Leaders
• Family Support Workers
• Attendance Leads
• Designated Safeguarding Leads (DSLs)
• Senior Mental Health Leads
• Heads of Year
• Teachers
• Teaching Assistants
• school staff
• attendance and achievement
• secondary
• special schools and alternative provision.

Session Aims

• Understand the importance of positive parental partnerships in improving attendance, wellbeing, behaviour and safeguarding outcomes.
• Explore common barriers to effective communication and engagement between schools and families.
• Develop practical strategies to build trust, reduce conflict and increase parental confidence in school systems.
• Strengthen approaches to working with parents of children experiencing EBSA, SEND needs or mental health challenges.
• Consider how relational practice can shift conversations from blame to shared problem-solving.
• Reflect on how consistent parental engagement supports early intervention and prevents escalation into persistent absence.
• Consider how the DfE Children’s Wellbeing and Schools Act reinforces the importance of joined up working with families and early, supportive intervention.
• Leave with practical tools and approaches to embed stronger, more effective parental partnerships across your school community.

Why Book This Course?

From attendance concerns and EBSA to safeguarding, behaviour and parental conflict, school staff are increasingly required to have difficult conversations in high-pressure situations. Without the right tools, these interactions can quickly become defensive, emotionally charged or unproductive. This course equips staff with the confidence, structure and language to handle challenging conversations in a calm, professional and outcome-focused way—protecting relationships while keeping the needs of the child at the centre.

Ideal for

• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• SENDCOs
• Inclusion Leaders
• Pastoral Leaders
• Designated Safeguarding Leads (DSLs)
• Attendance Leads
• Behaviour Leads
• Heads of Year
• Senior Mental Health Leads
• Family Support Workers
• Teachers
• Teaching Assistants
• challenging or high-stakes conversations with pupils
• parents
• colleagues and external agencies
• secondary
• special schools and alternative provision.

Session Aims

• Build confidence in preparing for and leading difficult conversations with parents, carers and colleagues.
• Explore common barriers that escalate conflict and how to de-escalate emotionally charged situations effectively.
• Develop practical communication strategies that promote calm, clarity and constructive outcomes.
• Strengthen skills in holding boundaries while maintaining empathy and relational trust.
• Apply approaches to real school scenarios, including attendance concerns, EBSA, safeguarding and behaviour issues.
• Understand the importance of language, tone and framing in shaping parental engagement and cooperation.
• Reflect on how effective communication supports early intervention and reduces escalation into persistent absence or crisis.
• Consider how the DfE Children’s Wellbeing and Schools Act reinforces the importance of timely, supportive and solution-focused engagement with families.
• Leave with practical scripts, structures and strategies to use immediately in school settings.

Why Book This Course?

Schools are increasingly working with families facing complex challenges including attendance difficulties, EBSA, SEND needs, mental health concerns and safeguarding pressures. The most effective outcomes happen when schools move beyond doing “to” families and instead work “with” them in a structured, empowering and consistent way. This training equips staff to deliver the Family Matters Empowerment Programme, strengthening parental confidence, resilience and engagement to improve outcomes for children and young people.

Ideal for

• Family Support Workers
• Pastoral Leaders
• SENDCOs
• Inclusion Leaders
• Attendance Leads
• Senior Mental Health Leads
• Designated Safeguarding Leads (DSLs)
• School Counsellors
• Educational Psychologists
• Community Outreach Practitioners
• Early Help Professionals
• parental confidence and home-school relationships
• secondary
• special schools and alternative provision.

Session Aims

• Understand the principles and ethos underpinning the Family Matters Empowerment Programme.
• Develop confidence to facilitate structured, supportive group sessions for parents and carers.
• Explore practical tools and activities that empower families to support attendance, wellbeing and behaviour at home.
• Strengthen skills in creating safe, non-judgemental spaces that build trust and shared problem-solving.
• Consider how to support families experiencing EBSA, anxiety, SEND-related challenges and school disengagement.
• Understand the role of empowerment approaches in reducing escalation and improving long-term engagement with education.
• Reflect on how effective family partnership work aligns with the DfE Children’s Wellbeing and Schools Act focus on early support, prevention and joined-up working.
• Leave with a clear structure, facilitation tools and resources to confidently deliver the programme within your school or setting.

Why Book This Course?

Behaviour in schools is becoming increasingly complex, with rising levels of emotional dysregulation, trauma-related responses, SEND needs, EBSA and unmet mental health needs. Traditional behaviour systems alone are often not enough to address underlying causes. Schools are now expected to balance clear expectations with therapeutic, relational and trauma-informed approaches that support regulation, reduce exclusion and improve long-term outcomes for pupils.

Ideal for

• SENDCOs
• Inclusion Leaders
• Behaviour Leads
• Pastoral Leaders
• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• Senior Mental Health Leads
• Designated Safeguarding Leads (DSLs)
• Heads of Year
• Class Teachers
• Teaching Assistants
• Learning Mentors
• Alternative Provision Staff
• professionals
• emotional and behavioural needs
• secondary
• special schools and alternative provision.

Session Aims

• Develop a clear understanding of behaviour as communication, including links to trauma, attachment, SEND and emotional need.
• Explore the principles of therapeutic and trauma-informed approaches to behaviour support in schools.
• Strengthen confidence in responding to dysregulated behaviour in ways that promote safety, regulation and reflection.
• Consider how to balance consistent boundaries with relational, restorative practice.
• Identify practical strategies to reduce escalation, exclusion and repeated behavioural incidents.
• Understand how behaviour, attendance and EBSA are interconnected and require joined-up approaches.
• Reflect on how school systems can better support inclusion while maintaining high expectations.
• Leave with practical tools to embed therapeutic behaviour approaches within everyday school practice.

Why Book This Course?

Trauma and attachment-related difficulties are increasingly evident in classrooms, often presenting as behaviour challenges, emotional dysregulation, anxiety, EBSA and disengagement from learning. Schools are now central to early identification and support, yet staff often feel underprepared to respond in ways that are both effective and sustainable. This course helps schools move from reactive responses to informed, relational and trauma-aware practice.

Ideal for

• SENDCOs
• Inclusion Leaders
• Pastoral Leaders
• Behaviour Leads
• Headteachers
• Deputy Headteachers
• Assistant Headteachers
• Senior Mental Health Leads
• Designated Safeguarding Leads (DSLs)
• Educational Psychologists
• School Counsellors
• Family Support Workers
• Heads of Year
• Teachers
• Teaching Assistants
• Learning Mentors
• professionals
• trauma and attachment needs
• secondary
• special schools and alternative provision.

Session Aims

• Develop a clear understanding of trauma and attachment theory and their impact on learning, behaviour and attendance.
• Explore how trauma and attachment difficulties may present in school settings, including EBSA and emotional dysregulation.
• Strengthen confidence in using relational and trauma-informed approaches to support pupils effectively.
• Identify practical strategies to create safe, predictable and regulating classroom and whole-school environments.
• Consider how staff responses can either escalate or de-escalate stress responses in children and young people.
• Understand the importance of consistency, co-regulation and emotional safety in supporting vulnerable learners.
• Reflect on how trauma-informed practice aligns with inclusive education, safeguarding and wellbeing priorities.
• Leave with practical tools to embed trauma and attachment-aware approaches across school systems and practice.