If you've ever wondered what an Educational Psychologist actually does - you're not alone. It's one of those job titles that sounds official but doesn't necessarily tell you much. So let me try to explain, because I think it matters, especially for parents who are trying to get the right support for their child.
At its heart, my job is about applying psychology to the challenges children face in education. It’s about helping children, families and school staff understand what supports learning, wellbeing and belonging. But in practice, it looks very different from one day to the next.
Some days I'm working with a family going through the Education, Health and Care Plan (EHCP) process - one of the most important, and often most stressful, things a parent can navigate. I carry out assessments, but more than that, I try to make sure the child's voice is heard, and that parents feel like genuine partners in the process rather than bystanders in it.
Other days I'm sitting with a teacher, working through why a particular child is finding things hard and thinking together about what might help for that child, and for others in the class facing similar challenges.
That's one of the things I find most valuable about this work: the ripple effect. The school staff that I work with are fully committed to continuously building their expertise and when a teacher feels more confident and equipped to support a child with particular needs, that knowledge doesn't disappear. It stays with them, and benefits the next child, and the one after that.
I'm also there for schools when things get really difficult. I support staff and communities through bereavements, traumatic events, or times of real uncertainty. Helping everyone feel safe and able to move forward is just as much a part of the role as any assessment or plan.
We work with children from the early years right through to post-16, and often with those who are most vulnerable, like children in care, young people at risk of exclusion, or those struggling with attendance.
It's varied, and it's busy. But the thread running through all of it is the same: helping the people around a child build a shared understanding of what that child needs.
We see parents as the experts in their own children's lives. You know your child better than anyone. Our role is to bring an extra layer of knowledge and perspective and help everyone work together more effectively for your child.
What excites me about Experts at Hand is the potential to reach children earlier, before difficulties become real barriers. Too often, support only arrives once things have already escalated. This approach is about being present in schools and settings from the start, so that staff have someone to turn to, families feel less alone, and children get help at the moment they need it, not months down the line.
It's also about building something lasting. When specialists work alongside teachers regularly it builds confidence, skills and understanding that stay in the school long after we've stepped back.
At the centre of everything I do is a belief in children being able to access opportunities. When schools, families and professionals work together with a shared understanding and purpose, we can create environments where every child feels valued, included and capable of success.
That's what I hope more families will start to experience.