Shadow Cultures: How did we get here? Chris (Educational Psychologist and Director of Research at States of Mind) explores the historical forces and shadow cultures that have shaped the development of the English education system. Why do things feel stuck and what might the future hold?
Vicky and Luke present a brief history of how English & Welsh schools have been involved in providing wider support for local communities since the early 20th Century, before exploring a handful of current examples from across the country. We look at the enabling factors which have allowed schools to take on a wider role in their neighbourhood.
‘Breaking the Silence’ is a 3-year research project, led by young people and supported by psychologists from States of Mind and The Institute of Education, UCL. The ongoing research project explores the impact that the UK education system is having on young
people’s sense of identity, wellbeing and personal growth.
Selfology: An educational alternative to the medicalisation of young people's distress.
Scherto explores an understanding of well-being as our being well and living well in a holistic and fully human sense.
Sophie is CEO of Phoenix Education and principle in practice at education setting, The Cabin. She shares the motivation behind her work, stories from the journey so far, and thoughts on making the 'future' of education a reality in the here and now.
Changemakers present their insights around what changes are needed in the education system to reflect the needs and rights of young people.
In this talk, Ken Gergen explores how placing the process of relating at the center of educational practices can result in positive educational transformation and more beneficial outcomes than an exam focused and outcome driven model of education.
Teacher Yoni Suissa, Six21 Student Amina and States of Mind Founder, Bea Herbert reflected on their experiences of the States of Mind 'Wellbeing Ambassadors Programme', a new project-based learning programme that supports young people to design peer led initiatives to support students' mental health.
David has played a leading role in the successful development of school inclusion in Portugal. He discussed the experience of inclusion in Portugal, namely the implications of considering all the schools as inclusive schools and the importance of competent and "in time" support.
