by HIP Psychology team | Apr 22, 2026 | School Wellbeing
Teacher burnout is now a familiar concern in many schools, but it is still often discussed in broad terms. Staff are described as tired, stretched or under pressure, yet the day-to-day signs of burnout can be missed until someone is already close to stepping back,...
by HIP Psychology team | Apr 22, 2026 | School Wellbeing
A resilience workshop can be a useful addition to school support, but only when resilience is handled carefully. In education, the word is sometimes used so broadly that it loses meaning. At its best, resilience is not about asking pupils or staff to simply put up...
by HIP Psychology team | Apr 22, 2026 | Schools
“Trauma-informed” is one of the most over-used and under-implemented phrases in education. Most schools that describe themselves as trauma-informed have attended a twilight session, put up a poster, and changed nothing about how they respond to distressed...
by HIP Psychology team | Apr 22, 2026 | Schools
By the time a Northern Ireland pupil sits the AQE or GL transfer test, they have usually been told — directly or indirectly — that the result will shape the rest of their school life. For most ten and eleven year olds, that is more weight than their nervous system can...
by HIP Psychology team | Apr 22, 2026 | Schools
One in five pupils in your classroom is likely to be neurodivergent. That’s the working estimate from recent UK research, and it matches what school leaders across Northern Ireland are seeing on the ground — more children identified with ADHD, autism, dyslexia,...
