Reflective Practice: Supporting Our Teachers

Scottish Attachment in Action

Join us on 31st March to contribute to the conversation on how we can better support teachers through reflective practice!

The Albany Centre (GCVS)

The wellbeing and mental health of teachers is crucial to the success of both students’ academic performance and their emotional health. Yet, despite the mounting evidence of its importance, many educators still lack the vital support they need.Recent reports from the General Teaching Council for Scotland reveal that over 1,300 teachers have left the profession within their first five years since 2018. Additionally, figures from Tes Scotland show that nearly one in five probationer teachers on this year’s induction scheme had already opted out by January. Teacher absence in Scotland has also reached its highest level in over a decade.This crisis is not just about numbers—it's about the real toll on teachers' mental health. However, research shows that when education staff have a safe space for reflection and the opportunity to speak openly with a supervisor, their wellbeing improves. This leads to greater staff retention and a reduction in sickness. As one class teacher shares, “Being able just to talk and be listened to really helps.”Despite the clear benefits of reflective supervision, the majority of educators still lack access to this vital resource. This event is a call to action. We need to address the unprecedented levels of teachers and education staff leaving or considering leaving the sector due to the pressures on their mental health and wellbeing.Join us on 31st March 2025 from 1:30- 4pm, at The Albany Centre, Glasgow for an opportunity to explore key initiatives in Scotland aimed at providing reflective support and supervision. Together, we’ll develop a plan to embed these practices into everyday work and build a supportive environment that helps our educators thrive.The event will feature a wide range of speakers and presentations, offering diverse perspectives and insights: Dr Jason Lang from University of GlasgowDr Jason Lang is a Senior Clinical Lecturer in Neurodevelopment at the University of Glasgow and an Honorary Consultant in Child and Adolescent Psychiatry. Dr Lang’s expertise spans neurodiversity and the intersection of education and mental health. Jason has a longstanding interest in education and is currently working on the creation of a national Neurodevelopmental Practitioner course as well as collaborating on the development of an Infant Mental Health course within the University of Glasgow. Jason’s own lived experience as an autistic person and father to neurodivergent daughters adds a personal and powerful perspective to the conversation. Dr Alan Bainbridge from Queen Margaret UniversityDr Alan Bainbridge is a Reader in Education at Queen Margaret University in Edinburgh, Chartered Psychologist, Doctor of Clinical Science and Senior Fellow of the Higher Education Academy. He has been working in Higher Education since 2001 having previously taught in secondary schools for 18 years. Hazel Russell from Barnardo’sHazel Russell is Children’s Services Manager at Barnardo’s. Hazel oversees services related to Education, Exploitation and the therapeutic outdoor learning approach, B-Wild. With 19 years of experience in the voluntary and public sectors, Hazel is a GTCS registered teacher and an accredited Project Manager, specialising in designing and delivering programs across various settings, bringing valuable expertise to the event. Liam Furby from Place2BeLiam Furby is Senior Influencing and Partnerships Manager at Place2Be in Scotland, a children’s mental health charity that creates safe and creative spaces in schools for children to talk about their emotions and any difficulties they are facing. Liam’s role supports Place2Be to build relationships with decision-makers and, ultimately, reach more children with their in-school services, training and support. His role has included project managing Place2Be’s Promise Partnership project, providing a multi-disciplinary reflective space for education and social work staff. Kathleen Forbes from Place2BeKathleen Forbes is a Senior Consultant Clinician embedded in Moray House School of Education and Sport. Kathleen has been leading in Place2Be's work within initial teacher education since it was trialled in 2017. She is a qualified counsellor and systemic practitioner. As well as offering lectures, seminars and Place2Be’s bespoke Scottish student mental health champions foundation programme, Kathleen offers all ITE students an opportunity to access Place2Think sessions. Place2Think session provide a reflective, educational, and therapeutic space that focuses on the professional development of the student teacher. Place2Think is also available to ITE staff helping to build capacity within the department. Kathleen has been closely involved in the development of this work and now supervises the clinicians embedded at Universities of Glasgow and Stirling. Place2Be are now actively involved in delivering reflective supervision to one third of Scottish student teachers.These presentations will be followed by a talk from SAIA about our Wee Breathers project, highlighting the positive impact it has had. We’ll then move into action planning and discussion sessions, where we’ll explore initiatives and strategies to embed reflective supervision in our education system.

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Reflective Practice: Supporting Our Teachers

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