Services for schools
Handelsman Psychology provides Educational Psychology (EP) services and Speech & Language Therapy (SaLT) services that are: neuro-affirming, solution-focused and collaborative.
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We partner with nurseries, primary and secondary schools to deliver early intervention, consultation, training and supervision. Our goal is to upskill staff, support inclusive practice and create environments so that all children can find learning and communication easier, and education more enjoyable.
We offer:​
Educational Psychology and Speech & Language Packages of Support
Packages of Support offer the most cost-effective and impactful way to secure consistent, high-quality services for your school. A Package of Support provides you with an agreed number of days of service from Handelsman Psychology (minimum 3 days).​​
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What services are available within a Package of Support?​
Individual work: early intervention to help families and school staff understand the strengths and support needs of children and young people.​
Systemic support: builds a school's capacity to raise achievement, improve wellbeing and plan strategically to meet the needs of children and young people.
Neuro-Inclusive Schools Projects
Our bespoke Educational Psychology-led training projects go beyond traditional INSET. They equip your staff with practical strategies, supported by action planning and review, ensuring measurable and sustainable change.
Neuro-Inclusive Practice
Neurodiversity is a biological fact, it recognises that human brains are all different and so we have different ways of thinking, feeling and experiencing the world. Some people have neurodivergent brains, meaning that their brains think, learn and feel differently from most people.
Some neurodivergent children in our schools receive diagnoses, describing their pattern of brain differences, some are on a waiting lists and others have not yet been noticed. Schools are needing to meet the needs of more children who learn differently, whilst funding and resources is not matching the demand.
This is where neuro-inclusive environments and practice can make a difference – for neurodivergent pupils, neurotypical pupils, families and school staff. Neuro-affirming practice is about recognising and embracing the diversity of all learners and creating learning environments that are accessible, supportive and empowering for all.
If your school or Trust would like to learn more about our Neuro-Inclusive Practice Project, we'd love to talk. Together, we can build environments where every child can belong and be successful.
Executive Functioning in the Classroom
Executive functions are a set of skills that enable us to perform "purposeful, goal-directed, flexible behaviour" (Meltzer, Dunstan-Brewer & Krishnan, 2018). Dawson & Guare (2018) propose 11 key executive functions that are important for learning and relevant in the classroom, including focus, regulating emotions, getting started and making plans.
Differences in executive functioning account for over half of all the variation in school performance (Visu-Petra, Cheie, Benga & Miclea, 2011) and explicitly teaching children self-regulation and meta-cognition leads to improved outcomes (Education Endowment Foundation, 2018).
We all have a unique executive functioning 'fingerprint' of strengths and challenges. Neurodivergent children often have specific EF challenges, but when these skills are not understood, we often see these challenges as 'behaviour' rather than skills that need support to develop.​
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Our Executive Functioning in the Classroom Projects transform how staff understand behaviour, support learning, build on the tools they already have and foster inclusion.
If your school or Trust would like to learn more about our EF in the Classroom Project, we'd love to talk. Together, we can build environments where every child can belong and be successful.
What do our projects include?
At Handelsman Psychology, our School Projects are Educational Psychology–led. That means they combine neuropsychology, consultation and systems‑level thinking. We work with schools over time — across terms, across teams and across whole Trusts — building knowledge and changing practice step by step. Our projects follow a clear structure, but are flexible according to each school's context, community and culture. ​
Example EF in the Classroom project structure
