Services for schools
Handelsman Psychology provides Educational Psychology (EP) services and Speech & Language Therapy (SaLT) services that are: neuro-affirming, solution-focused and collaborative
We promote positive change for children and young people, staff and families, so that all children and young people can find learning and communication easier, and education more enjoyable.
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: intends to be early intervention to help families and school staff understand the strengths and support needs of children and young people.​
Systemic support: aims to build 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 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 schools
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-affirming practice can make a difference – for neurodivergent pupils, neurotypical pupils, families and school staff.
Neuro-affirming practice is about recognising and embracing diversity of all learners and creating learning environments that are accessible, supportive and empowering for all.
“The opposite of belonging is fitting in” (Dr Brene Brown, 2019)
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, p.111). Dawson & Guare (2018) propose 11 key executive functions that are important for learning and applicable to the classroom. Research has shown that differences in executive functioning account for over half of all the variation in school performance (Visu-Petra, Cheie, Benga & Miclea, 2011) and that explicitly teaching children self-regulation and meta-cognition leads to improved outcomes (Education Endowment Foundation, 2018). In addition, neurodivergent children often have specific EF challenges, so supporting executive functioning in the classroom will create a more neuro-inclusive classroom.
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“Kids do well if they can” (Ross Green, 2008)
What do our projects include?
Initial consultation: to explore the school’s values and current approaches, staffing structure and resources allowing bespoke training meeting your needs
Whole School / Trust INSET: half day training for the whole school staff
Implementation workshop: a one-hour action planning meeting for Senior Leaders, SENCo or key adults who will lead change
Two implementation reviews: two review meetings to recognise and celebrate progress, identify next steps and measure change
An e-resource file with presentations, posters and resources.
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Our projects usually also include:
Deep-dive webinars: on specific topics explored within the INSET linked to your school’s goals and action plans
Parent workshop: this develops understanding of your school’s neuro-inclusive approach with your wider school community