A conversation with Rachel, an experienced educational psychologist: Lack of focus on social emotional priorities after Early Years
Rachel is an experienced educational psychologist who has been working in the education sector since 2003. Her role involves understanding and addressing the developmental and educational needs of children. Rachel is passionate about bridging the gap between early years education and mainstream schooling, especially for children with special educational needs and those who have experienced developmental trauma. Rachel has observed significant challenges within the educational system, particularly how current education policy means that schools often prioritize academic goals over the social-emotional development of students. She advocates for a more holistic approach to education, emphasizing the importance of emotional literacy and supportive relationships in schools. Rachel actively works on training educators and support staff to become more trauma-informed and emotionally literate, aiming to create environments where all children can thrive. Rachel highlights the need for systemic changes within the national curriculum to better address the needs of vulnerable children. Rachel's Recommended Action Points [ ] Recognise the priority of the social emotional developmental needs of all children for a longer period in core provision [ ] Ensure that children who have had developmental trauma access informed embedded support for their delayed social emotional needs. [ ] Make the priority of supporting social emotional development a national issue (ie top down directive) not just something that schools feel that they have to ignore other important priorities for or have permission to progress [ ] Recognise the need for educational reform as too many children are currently poorly served
