Conference Programme

The Conference Programme

 Over the course of two and a half days delegates attended keynotes presented by a number of nationally and internationally known experts in their field and were able to choose from a wide variety of presentations by practitioners and academics.

Look at what was on offer on each day.

Many presenters have generously agreed to share their content with SEBDA members and copies of those presentations will shortly be found in the Members area of this website under Resources. Remember to sign in as a member first.

Some of our Keynotes in action.

Also Dr Kathy Evans and Dominic Gunn, members of SEBDA’s National Council…..

Thursday’s Programme


Professor Carmel Cefai: Reimagining post-covid education: a whole school approach to mental health

Professor Karen Guldberg: Implementing the principles of good autism practice in education: Inclusion in international contexts


Professor Helen Cowie & Dr Carrie-Anne Myers: Cyberbullying and online harms: the impact on the emotional health and well-being of young people.

Grace Quantock: Trauma Toggle: Exploring trauma-informed news design for increased agency and titration in media consumption.

Dr Sonya Woodward: Educational needs of refugees in Wales.

Dr Donna Gaywood: Pedagogy of welcome: ways to support refugee children in Early Childhood Education and Care.

Dahab Jihar: School Attendance in Secondary Schools. Policy, practice, and implications for whole school approaches.

Claire Houghton and Joe Lucas: A Circle of Understanding.

Dr Anne Southall, Professor Sally Pearse:  Forging connections for trauma-informed education: A partnership between Sheffield Hallam University UK and La Trobe University Australia.

Prof. Dr. Terje Ogden: Evaluation of the School-Wide Positive Behavior Support model (SWPBS) in Norwegian primary schools.

Dr Julie Greer: Putting the ‘y’ into ‘unit’: reimagining resourced provisions. Ways to lead the whole school in meeting the needs of children with social, emotional and mental health needs.

Adriana Frazão: Preliminary results of “Psicomotricidade IE”: a psychomotor intervention program for preschool children with autism spectrum disorder.

Professor Tania Hart: Reporting the findings from the STaRS (Siblings Together are Really Stronger) research project, which explored how the wellbeing of siblings of children with life-limiting conditions can be promoted.

Marcia White:  The Discourse of Permanent Exclusion: Through the Lens of an Early Career Researcher (ECR).

Rupert Loch:  Learning outside the classroom – A practical workshop: Alternative approaches for students with SEMH.

Friday’s Programme



Professor Harry Daniels and Associate Professor Ian Thompson: Excluded Lives: Understanding marginalisation from multiple perspectives.

Professor Mina Fazel: What kind of refuge? Post-migration needs of displaced children

 Presentations and workshops

 David Bradley and Amy Ashlee on behalf of UNICEF:  Early Childhood Education & Care for refugee families in the UK

Lucy Cavell:   Hope on the frontline: Exploring practitioner perspectives of childhood trauma recovery.

Stefanie Pearce: Insights into school belonging in a trauma-informed school. “It’s like they just want us to be happy.”

Dr Carmel Conn: Learner experiences of lower sets in the Welsh context: tensions in a rights-based approach to education.

Andrew Caress: The Child’s Champion – an exploratory study investigating the role of chaperones in supporting the mental wellbeing of child performers in professional UK theatre productions.

Rebecca Haycock:Our brains put together can work magic’:  Participation as social justice and the creation of space for three-way learning.

Tambay Mansaray: Promoting Rural Education in Sierra Leone.

Lynn Gazal:  Tree planting to promote hope in young people in the context of escalating climate change.

Michelle LonghurstA mixed methods study of students’ and caregivers’ perceptions and experiences of the managed move process within a neighbouring local authority secondary school.

Dr Emma Clarke: Images from the Edge: Girls’ experiences of being at risk of permanent exclusion.

Lynda Kay: Seeking ways to halt the exclusion train: In search of factors that contribute to effective inclusive practice for children who exhibit challenging behaviour in schools.

Farhia Hersi: “The Power of Teachers’ Choice”: a qualitative study of teachers’ knowledge, beliefs and practices relating to promoting cultural diversity using children’s literature.

Professor Sanja Tatalović Vorkapić, Professor Shu-Chen Jenny Yen, Olesya Saban: Improving Children’s Well-being: Social Story as a Tool for Aiding Children to Cope with the Ukraine/Russia War.

Dr Marie Clancy, Beth Dennis:  Methodological approaches to using poetry in research with refugee children and their families experiencing palliative care.

Zaina Aljumma:  ESOL Tutors’ perspectives on literacy and language difficulties among forced migrants’ learners and the impact on their progress in Wales.

Dr Alan Price, Dan Whittaker Learning beyond the classroom – two different approaches towards the amelioration of social, emotional and mental health difficulties. Case studies from within a UK special school for learners with social emotional and mental health difficulties (SEMH) within the West Midlands.

Dr Kathy Evans: Working with vulnerable children and young people, exploring educational and mental health labels, and the implications of both.

Andrew Caress: Delivering safe and effective mental health education within the school curriculum.

Dr Maria Reraki, Dr Alicia Blanco-Bayo: So, what is it then; Special Need, SEMH or both? An assessment framework to value their interplay.

Dr Clara Rübner Jørgensen, Dr Graeme Dobson, Freda Crook and Wendy Ross: Refugee children with Special Educational Needs – an interactive workshop discussing the information needed to distinguish different needs and best support the children.

Dr Debbie Bailey and Dr Paul Van WalwykFrom “Maladjusted” to “SEMH” – do labels make a difference? Two Headteachers of special schools for pupils with SEBD/SEMH share their research and discuss how labels impact on practice.

Saturday’s Programme


Dr Anne Southall: Trauma informed education: From the inside out

Presentations and workshops

Professor Sanja Tatalović Vorkapić (on behalf of ENSEC): Considering early childhood educators’ competencies for mental health and well-being: One of the solutions for working with vulnerable children

Cathy Stancer, Jenny McCabe, Rob McCabeRegenerating Human Ecosystems: The Birmingham Pathfinder approach to family support.

Claire Hannah-Russel : Emerging solutions to a wellbeing crisis within the education system: An exploratory evaluation of a wellbeing and nurture programme in primary schools for supporting children in the immediate Covid-19 post-pandemic era.

Dr Amanda Barrie: Accessing the voices of children with SEMH needs using Photo Elicitation Interviews.

Dominic Gunn:  Self-Regulation in Early Childhood Education – A Neurological Perspective on ‘Play’.

Dr Rob Long: Positive Psychology and Social, Emotional and Mental Health (SEMH) “Their future is not over”.

Naomi Western: Re-writing policy for behaviour: Promoting inclusion and wellbeing in a Junior School setting through the embedding of an Emotional Regulation Framework.

Dr Donna Gaywood, Dr Josephine Gabi, Alison Tobin:  An International project supporting inclusive education for refugee and migrant children in early years settings.

Georgie Zacharzewski: A critical evaluation of the Motional Assessment and its impact on educators’ understanding of social, emotional and mental health (SEMH) needs in the classroom.

Cathy Stancer, Jenny McCabe, Rob McCabeBirmingham Pathfinder: In practice.

Clare Williams & Siobhan Garrett: Hearing the child’s voice at the heart of SEMH interventions to facilitate inclusion and to provide a platform that promotes the development of social and emotional skills for life and learning.


Gala Dinner

Delegates who joined us for the Gala dinner enjoyed a thought provoking speech by Professor John Visser entitled ‘What can a label do?’

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