Mental Health & Wellbeing in Schools - Digital - Speakers

Bradley Busch, Registered Psychologist and Director, InnerDrive

Bradley Busch is a registered Psychologist and Director at InnerDrive. Having worked with over 300 schools, he is one of the leading experts on how to use psychological research to help improve learning, memory, motivation and performance. He has written two blogs for The Guardian and The Telegraph and is the co-author of the best selling book ‘The Science of Learning’. Outside of education, Bradley also works with international and Premiership footballers, along with olympians and paralympians who won medals for Team GB at London 2012 and Rio 2016.

Nicola Ellis-Jones, Training Partnerships Practitioner, Winston’s Wish

An experienced teacher and trainer of over 15 years, Nicola also has a background in working with vulnerable families in the community, having worked with both Women’s Aid, and with the local Family Learning Team. As a training partnerships practitioner for Winston’s Wish, Nicola is part of a team who provide training for teachers, youth workers and other professionals to enable them to better support grieving children and young people in their care.

On average, 1 in every 29 children will be bereaved of a parent or sibling. Winston’s Wish has been supporting bereaved children and young people for nearly 30 years, providing emotional and practical bereavement support to children, young people and those who care for them.

Tony France, Director, Headsight Services

Tony started out professional life as a social worker before moving into education and psychological therapies. He has worked internationally for the British Council developing services and opportunities for vulnerable children and young people. Tony served as both an LEA and Home Office advisor in the early 90s then founder and was CEO of a charity providing direct support to schools in working with vulnerable and traumatised children.  He co-founded Headsight Therapeutic Services and training in 2016 and remains a Director today.

Sam Garner, Director, Garner Education Services Ltd.

A renowned speaker, trainer and author on mental health and SEN, Sam has been a SENCO in a large secondary school and is a qualified cognitive behaviour therapist, and a child and adolescent counsellor. Sam set up a company providing mental health CBT programmes for schools and regularly speaks at conferences, providing in-house training for schools and companies, nationally and internationally. Lauded for her humour and ‘telling it like it is’ approach to mental health, Sam authored Mental Health in Education and regularly writes for several publications.

Nicola Harvey, Author, Wellbeing & Education Consultant

Nicola Harvey is a former senior teacher and pastoral lead with a specialism in special educational needs and mental health. She is also a published author, expert writer for Optimus Education and a qualified mindfulness practitioner. With over 15 years experience, Nicola has worked with many teachers, parents and students to support their mental, physical and emotional health and wellbeing. Her published books, Mindful Little Yogis and Self-Care Activity Book for Kids, explore the importance of integrating inclusive emotional wellbeing strategies both inside and outside of the classroom.

John Rees, Education Consultant, PSHE Solutions

A former school leader, John leads the development of a 2-school, theory driven, evidence-informed research project on Health Education at Exeter University to eventually involve 200+ schools across the UK and overseas. Since 2006, he has provided coaching and training, especially around PSHE education, to reduce inequalities and improve the wellbeing of children and young people - and the staff who work with and for them.

Dr Emma Silver, Consultant Clinical Psychologist, Tavistock and Portman NHS Foundation Trust

A consultant clinical psychologist with more than 25-years’ experience across a range of settings with children, young people, and families, Emma has a post in a busy CAMHS at the Tavistock and Portman NHS Foundation Trust, and she works as a private consultant to schools and organisations. As the Director of Wellbeing at Highgate school, she worked with staff, pupils and parents, and partner state schools, developing strategy around whole school wellbeing and mental health. Emma supervises and trains clinicians working with children and families at UCL and the Tavistock Clinic. Emma's most recent research explores the relationship between social media and teenage mental health, and she is passionate about developing accessible mental health services for young people and teenage mental health.

Martin Staniforth, Dove Self-Esteem Project Catalyst

Martin is the co-founder of Laughing Phoenix, a consultancy that helps organisations with their ‘purposeful positioning’. As such, he has facilitated the global Dove Self-Esteem Project since 2003, creating a range of body image resources for teachers, youth leaders, parents and young people. More recently, he has been working on a handwashing education programme with Lifebuoy. In Devon, he also co-leads Creative Beings CIC, a social enterprise using artistic processes for wellbeing.

Alex Stuart, Speaker, The Self-Esteem Team

We've all heard the tale of good boys turned bad, but what about the other way around? Meet Alex, his tumultuous time at school makes for an interesting CV. This naughty kid turned teacher now relates with teen mini-mes in schools across the country, delivering mental health and lifestyle workshops as well as one-on-one sessions with hard to reach students. He knows first-hand the challenges young people face with identity, staying in line, and creating connections based on transactions rather than emotions. As a non-judgmental ear, he's the ultimate listener who gives advice in an effective, older sibling way.

Rachel Tomlinson, Headteacher, Barrowford Primary School

As Headteacher at Barrowford, Rachel has developed an ethos that has the wellbeing of staff and students as the centre of everything they do. This is heavily based on restorative principles and has a reward-free and sanction-free approach to relationship management. To support this, there is a range of personnel available to provide diverse services to enable staff and students thrive.