LEAD ARTICLE: “Reclaiming Presence: Reflective Practice and Leading from Within” By NAPCE’s Georgina Saralis

Reclaiming Presence: Reflective Practice and Leading from Within by NAPCE NEC Member Georgina Saralis

What does it take to lead with authenticity in pastoral care especially when the system feels stretched, and the emotional demands are high? 

The challenge isn’t just supporting young people to the best of our ability; it’s sustaining ourselves and our teams while navigating the tensions entangled in the systems we inhabit.

I believe the answer lies in creating intentional space for reflective practice, not the kind tied to performance management, but something deeper: a chance to listen inwardly, reconnect with vocational purpose, and show up with integrity, courage and authentic presence. It’s about meeting our students not just with expertise and strategy, but with soul.

This kind of presence is not performative. It’s not about appearing calm or competent. It’s about being grounded, attuned, and showing up as our true selves.

Authenticity allows us to meet students where they are, to respond rather than react, and to build trust in moments that matter. But sustaining this requires more than personal resilience. It calls for an ecosystem of care that values reflection, connection, and the inner life of the educator.

To do this, we must move beyond the ‘what’ and ‘how’ of our vocation to the more vital ‘why’, reconnecting with the passion and purpose that led us into this profession in the first place.

This call to reclaim our passion and purpose, often buried under system pressures, aligns with what Hywel Roberts calls Botheredness®: a teacher’s intentional act of being present, driven by a love of their subject, exhibiting genuine care, deliberate adult positioning, and relational energy that brings students into meaningful engagement with learning.

In Botheredness®: Stories, Stance and Pedagogy, Roberts writes, “It’s the care teachers have for their children. It’s the passion they bring to their lessons. It’s the warmth, imagination and creativity embedded in their curriculum.”

His work reflects a growing recognition that it’s not just about supporting students but also attending to the personal growth of the adults who guide them.

At NAPCE 2024 Spring Online Conference, Shaun McInerney presented a framework for adult personal development that reimagines pastoral care not simply as a response to student need, but as a shared journey of growth for the adults who hold that care.

His Togetherness Practice integrates body, mind, heart, and spirit to form a three-part ecosystem of balance and growth. He identified four key practices: the ability to pause and reflect; the intentional creation of relational space; trust-building within teams; and recognising that growth happens through others, where potential is unlocked not in isolation but through community.

My own interest lies in nurturing the ability to pause and reflect. In the session we were gifted the time and space – yes, to stop and think! – to write about a moment when we felt we were at our most brilliant self. The point was to relish the preciousness of that moment: to experience deep personal insight and remember what it feels like to be fully alive in our vocation.

This pausing, reconnecting with my ‘self’, echoed something I’ve come to value deeply in my professional journey.

Over time, I’ve become committed to creating spaces where educators can turn inward, explore their inner landscape, and re/connect with what Parker Palmer calls their “inner teacher.” His seminal text The Courage to Teach offers a framework for understanding how teacher presence, rooted in identity, integrity, and relational connection, can transform not only classrooms but whole school cultures.

In 2017, I encountered Palmer’s work during my doctoral research on pastoral care. His ideas resonated with my growing conviction that schools need to become more relational, strengthening the partnerships between teachers, pupils, and parents.

I attended a Courage & Renewal retreat during a time of deep professional and personal searching, when I was struggling to hold the trauma of the students I worked with while grieving the loss of my father. The retreat didn’t offer easy answers, but it helped me shape a vision of leadership grounded in shared humanity. It affirmed that we may build our capacity for holding space for others without losing ourselves.

Palmer’s reflective practice begins with a radical premise: we teach who we are.
“Good teaching cannot be reduced to technique: good teaching comes from the identity and integrity of the teacher.”
He invites educators to explore the inner landscape of their identity, not as a private act, but as a shared professional discipline.

To support this inner work, Palmer offers a framework grounded in communal reflection. Practices like the touchstones – “speak your truth in ways that respect others,” and “no fixing, saving, advising” – create psychological safety and help educators understand that togetherness is not just a feeling, but a practice. In these spaces, we learn to listen deeply, hold paradox, and stay present to ourselves and one another.

This paradox-holding is especially relevant for Form Tutors, who often serve as the relational bridge between students and the wider school system. Their role demands both structure and sensitivity: tracking attendance and progress, while also responding to emotional needs. By cultivating their own inner clarity, they can model the kind of presence that helps students feel valued and understood.

Similarly, pastoral leaders can navigate uncertainty with integrity and cultivate environments where both students and staff feel seen, heard, and challenged to grow. In these relational spaces, authenticity is sustained not through performance, but through reflection, trust, and shared meaning.

To embed reflective practice strategically, The Courage to Teach offers a personal growth programme rooted in Palmer’s principles. There is deep synergy with Togetherness Practice, which attends to mind–body–spirit alignment and supports leaders in navigating complexity with integrity and presence.

Both approaches invite educators to explore the dynamic interplay between their inner life and professional practice, reconnecting with the beliefs, experiences, identity, and purpose that shape how they show up across their school communities. This, in turn, supports sustained reflection and the embedding of relational practices that cultivate emotionally intelligent, collaborative school environments.

A distinctive feature of Courage to Teach retreats is the use of creative modalities such as story, poetry, music, and art, alongside the grounding of retreats in nature. Metaphors offer a powerful way to explore complex issues at a slant, inviting reflection through seasonal paradoxes.

This connection to the natural world is increasingly recognised in research as vital to educator wellbeing, leadership clarity, and relational depth.

While these retreats are often held in restorative, natural settings, I’ve also seen the model thrive online. In a recent Aligning Soul and Role retreat for professionals across education, health, and social care, participants engaged with seasonal themes through nature-based prompts and reflective walks in their own environments.

One participant shared:
“There’s something important to note about the value of taking time out to reflect with supportive, like-minded people… I was personally very brave and vulnerable in a way I haven’t been in other things I’ve done. There’s something about this group and the framework you hold that makes it safe.”

Of course, it would be naïve to suggest that schools can easily adopt reflective practice. Time, cost, and competing priorities are real barriers. But that doesn’t mean we abandon the vision. What’s needed is a phased approach, starting with leadership teams, building capacity, and integrating reflection into daily school life.

A simple, powerful beginning is for educators to experience this practice for themselves. To step into reflective space is to glimpse the transformative power of reconnecting with one’s inner teacher. Ultimately, it’s the courageous commitment of school and pastoral leaders to create intentional space for educators to reflect, reconnect, and lead from within.

At its heart, this work nurtures togetherness and belonging, an ethos of growth and empowerment that reaches across roles and responsibilities, bringing about the systemic change needed to support the young people in our care.

Georgina Saralis is the SEN Teacher at The Wavell School in Farnborough and a member of NAPCE National Executive Committee.

EVENT: NAPCE to Support Educators Climate Assembly at University of Worcester in December

Educators Climate Assembly at University of  Worcester

NAPCE is very pleased to be supporting the Educators Climate Assembly, and will be attending the event at the University of Worcester in December.

The Assembly is a strategic gathering for senior education leaders, and sustainability leads across early years, schools and Further Education.

It is FREE to attend.

It will take place on Thursday, 11^th December 2025, 9-30am – 4-30pm at the University of Worcester Arena. Joel Richards Suite

WHY IS THE EVENT HAPPENING NOW?

By the end of this year the Department for Education expects schools to appoint a Sustainability Lead and to start developing a Climate Action Plan. This assembly offers a timely sector-wide opportunity to connect, collaborate and prepare.

The day will include valuable input from Educational Psychologists and the regional co-ordinators for the DfE Climate Ambassador Schemes. As well as supporting participants with the practicalities of their Climate Action Plan, it will also help attendees understand the psychological impacts of the climate and ecological emergency on staff and students, through a variety of practical, modelled, activities and take aways to use back in your settings, from understanding young people’s emotional needs to climate sharing circles.

The day will also include an update from the National Emergency Briefing, the latest from specialists in the fields of national security, energy, food security, health, economics and extreme weather and an invitation to develop an ongoing community of practice in consideration of the impacts of these challenges on our school communities.

To book this free event go to https://www.eventbrite.co.uk/e/educators-climate-assembly-tickets-1851281947139?aff=oddtdtcreator

Refreshments will be provided.

The National Awards for Pastoral Care in Education 2025 – Sharing Good Practice –International Contribution to Pastoral Care Award

The National Awards for Pastoral Care in Education 2025 was our biggest event yet, with a huge amount of high quality entries and a sell-out audience, once again.

Every year we share many great examples of excellent practice in pastoral care and we’re proud to offer some of these with you in NAPCE News which may help guide and inspire your own work.

For this first episode of the news series, taken from the 2025 Awards, we’re focussing on the “International Contribution to Pastoral Care” category , which was sponsored by The Wellbeing Distillery.

The National Awards for Pastoral Care in Education, organised by NAPCE highlights the amazing examples of good practice that is taking place across pastoral care in education.

The Award Criteria

This award is for an international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care

The Winner

ISA Liwan International School in Guangdong Province in China.

The winner announced at the Grand Presentation Event in Worcester in October were ISA Liwan International School in Guangdong Province in China.

ISA Liwan International School is a pioneering institution that has established itself as a leader in pastoral care, embedding student well-being at the heart of its educational philosophy.

Through a robust, evidence-based approach, ISA Liwan ensures that every student is supported academically, emotionally, and socially, making a profound and lasting impact on their lives.

A cornerstone of ISA Liwan’s pastoral strategy is its structured Safeguarding and Child Protection Policy, which aligns with both local and international best practices, including those set by the UK and the Council of International Schools (CIS).

Led by a dedicated Head of Student Support, the pastoral team comprises a Designated Safeguarding Lead (DSL) and five Deputy DSLs, ensuring that students and families have 24/7 access to professional and compassionate support.

Recognising each student’s individuality, ISA Liwan has developed personalised pastoral care structures. Homeroom tutors serve as the primary point of contact for students and their families, fostering strong relationships and facilitating early intervention where necessary.

A buddy system supports new students in their transition, while secondary school tutors manage small groups of 5–8 students to ensure highly individualised attention. The co-homeroom teacher model in primary school strengthens connections with both local and expatriate families, ensuring a culturally inclusive and supportive environment. Furthermore, ISA Liwan’s commitment to pastoral care extends beyond the school gates. Through partnerships with organisations such as United Family Health and Happy Seeds, families have access to additional professional counselling and mental health support.

The Finalists 

The John Wallis Church of England Academy in Ashford, Kent 

The John Wallis Church of England Academy has contributed to international debates about the use of mobile phones by children and young people. They are a Smartphone Free Academy. Pupils do not access their smartphone or digital devices (ear pods/phones, smart watches) whilst they are on the school site. This helps to ensure a safe, focused, and conducive learning environment for all our pupils.

Not only has the work of The John Wallis Church of England Academy reached the Houses of Parliament (with the Academy been named during the second hearing of the ‘Protection of Children (Digital Safety and Data Protection) Bill’) but it has also reached International Platforms. The United Nations Educational, Scientific and Cultural Organization (UNESCO) provides global and regional leadership in education, strengthens education systems worldwide and responds to contemporary global challenges through education with gender equality as an underlying principle. UNESCO urges that mobile phones should only be used in schools when they clearly support learning objectives.

The Principal, Damian McBeath, has been invited to participate in their global discussions, and to continue the school’s leadership in the global campaign to put the mental health of young people first. The John Wallis Church of England Academy is considered to be a leading voice not only in the national debate surrounding children’s mental health and well-being but also a leading voice in the international debate.

Jemma Kirby, Netherhall School and Oakes College in Cambridge

For the last 9 years Jemma has been the specialist English as an additional language (EAL) teacher; in a school with 31.6% of its population for whom English is not their first language. They have young people arriving at different points in the school year with hugely varying levels of English. Jemma’s care for EAL students, however, does not simply stop at teaching them English as part of their timetabled lessons. Jemma has quickly and naturally evolved her role into one of teacher, pastoral worker and caregiver. She is the pivotal point between the student and the pastoral team, their teacher and sometimes their parents and carers; Jemma is a conduit for information and support between all these points of contact and the student, sometimes even liaising with outside agencies or seeking additional support to ensure that young people are accessing all that they are entitled to.

It is not unusual for the parents and carers of EAL students to have limited English and they are often trying to navigate their way in a new country. Jemma takes the time to meet with parents and carers, when students first arrive at school and is often on the end of a phone or email to answer their questions and concerns. Jemma’s classroom is a place where students are encouraged to care for each other; it is a supportive environment where students are able to ask questions without feeling silly, make jokes and learn to laugh with each other and very quickly, under Jemma’s care, they flourish, anxiety replaced is with confidence and a sense of belonging.

NEWS: Pupil Pathways Adopts NAPCE as Charity Partner & Sponsors New Award

Pupil Pathways Announces Charity Partnership with the National Association for Pastoral Care in Education (NAPCE) and Sponsorship of New Award to Celebrate “Effective Pastoral Care to Support Transition”

Pupil Pathways, a leading provider of tailored educational support and guidance for young people, is proud to announce the National Association for Pastoral Care in Education (NAPCE) as its official charity partner.

This exciting new partnership reflects Pupil Pathways’ deep commitment to the emotional, social, and academic wellbeing of young people across the UK.

By aligning with NAPCE – the only professional association in the UK solely dedicated to pastoral care in education – the organisation is reinforcing its mission to place young people at the heart of every decision.

Brendan Nel, Founder and CEO of Pupil Pathways says “We are incredibly proud to partner with NAPCE, an organisation with whom we share a common belief that every child deserves to feel seen, heard, supported, and belong. Pastoral care lies at the heart of effective inclusion practice; through this partnership we want to celebrate and strengthen the amazing people who make a lasting difference in young people’s lives. The new award for ‘Effective Pastoral Care to Support Transition’ reflects our shared commitment to ensuring every learner feels a sense of belonging throughout their educational journey.”

The partnership will see Pupil Pathways supporting NAPCE through a variety of awareness, and collaborative activities over the coming year in including sponsorship of the NAPCE’s Annual Conference 2026 and the new “Effective Pastoral Care to Support Transition” category at the National Awards for Pastoral Care in Education.

Both events will take place in October next year.

Now in its seventh year, the National Awards for Pastoral Care in Education is the first and only scheme to recognise the outstanding achievements of pastoral care staff and institutions across the education sector.

The event exists to shine a light on great practice in all aspects of pastoral care work and celebrate the heroes who are dedicated to supporting children and young people in their learning.

Together, the organisations aim to highlight the importance of pastoral care and ensure it remains a central focus in education policy and practice.

Phil Jones, Chair of NAPCE, added: “We are delighted to be named as Pupil Pathways’ charity partner. Their values align closely with ours, and this partnership will help us continue to support professionals and schools in delivering high-quality pastoral care that genuinely changes lives. Their support for both our Annual Conference and the National Awards for Pastoral Care in Education is extremely welcome.”

About Pupil Pathways
Pupil Pathways supports schools, local authorities, and families to create tailored, meaningful education journeys for young people – particularly those at risk of exclusion or disengagement. Their person-centred approach focuses on inclusion, resilience, and long-term success.

About NAPCE
The National Association for Pastoral Care in Education (NAPCE) is a UK-based charity and membership organisation that promotes the development of pastoral care in education. Founded in 1982, NAPCE provides professional development, research, and resources for educators committed to supporting the whole child.

EVENT: NAPCE Chair Phil Jones to Lead Pupil Premium Online Conference in December – 20% Discount for NAPCE Members

NAPCE will be participating at Westminster Insight’s “Making the Most of Pupil Premium Digital Conference” in December.

This event will discuss the latest updates in funding, strategy and best practice.

At a time when school budgets are squeezed, it’s crucial to optimise your school’s use of Pupil Premium.

The Making the Most of Pupil Premium Digital Conference, organised by Westminster Insight, takes place online on Tuesday 2^nd December.

NAPCE is pleased to be supporting this important conference, which will be chaired by our National Chair Phil Jones.

Join Westminster Insight’s annual Making the Most of Pupil Premium Conference to hear the latest updates on Pupil Premium and take away best practice guidance to help you improve educational outcomes for disadvantaged students and close the attainment gap.

Designed for primary and secondary schools, take away practical guidance to help you plan and implement a robust, evidence-based Pupil Premium strategy.

Hear about potential changes to future Pupil Premium Funding and eligibility. You will hear from experts how to improve your Pupil Premium Strategy Statement and demonstrate the impact of Pupil Premium spending effectively to Ofsted.

• For more details including the programme for the day and to book your tickets follow the link url:https://www.westminsterinsight.com/conferences-and-events/pupil-premium/?booking_code=SPKR5080

Westminster Insight are offering a 20% discount for NAPCE members to attend the conference using the code SPKR5080. 

Join the discussion by using the conference Hashtag #PupilPremiumWM

EVENT: NAPCE Partners with ASCL for the Conference for Pastoral Leaders 2026

NAPCE is very pleased to be working with The Association of School and College Leaders (ASCL) to organise the annual Conference for Pastoral Leaders.

The 2026 event takes place on Thursday 29^th January at Bridgewater Hall in Manchester from 8-30 am until 4-00pm. The title for the 2026 conference is ‘Sharing Good Practice to Strengthen Engagement and Participation.

The conference will invite pastoral leaders to explore how re-valuing pastoral leadership can drive improvement through stronger engagement, attendance and behaviour.

Delegates will leave with an understanding of what good practice looks like in supporting learners and how pastoral leaders by implementing effective pastoral care can ensure that every learner feels supported to achieve their full potential.

The conference will share current thinking about how to build coherent pastoral structures, fostering parental partnerships and using data to target interventions. The expert speakers include David Whitaker, Director of Learning at Wellspring Academy Trust and Professor John Jerrim, Director of Research, for ImpactEd Group.

NAPCE working in partnership with ASCL has contributed to the planning for the event and will be there on the day. The ASCL Annual Conference for pastoral leaders is always an important event in the education calendar and it is important for delegates to book their tickets early to not be disappointed.

NAPCE looks forward to the opportunity to meet our members at the conference and other professionals with an interest in how effective pastoral care can support the education of children and young people.

Together we will examine how strong pastoral leadership underpins a thriving, connected and successful school community.

To find out more about the conference and to book your tickets follow the link ASCL – ASCL Conference for Pastoral Leaders

AWARDS: Entry for NAPCE Awards 2026 Now Open

NATIONAL AWARDS FOR PASTORAL CARE IN EDUCATION 2025 – ENTRY NOW OPEN

Entry for the National Awards for Pastoral Care in Education 2026 is now open.

The Awards is the first and only scheme based in the UK to recognise great practice of pastoral care providers in the education sector and is now in its seventh year.

We have been delighted with the success of the NAPCE Awards since we launched in 2020 and the initiative continues to go from strength to strength.

The Presentation Ceremony at Worcestershire County Cricket Club in October 2025 was a sold out, for the third year running.

The closing date for all categories this year will be Tuesday, 12th May, 2026, but there’s no reason to wait, get your entries in now.

Just like in previous years, the finalists of the National Awards for Pastoral Care in Education will be selected by an independent judging panel and invited to attend the ceremony to share the experience with peers and find out who wins each Award.

This year we have added one new category, taking the total number of accolades up for grabs to eleven.

The new awards category is Effective Pastoral Care to Support Transition, which is open for public entry.

NAPCE is inviting nominations in the following categories.

Pastoral School of the Year
Pastoral Team of the Year
Pastoral Member of Staff of the Year
Pastoral Leader of the Year
Pastoral Development of the Year
Raising Awareness about Pastoral Care
Outstanding Contribution to Pastoral Care
International Contribution to Pastoral Care
Effective Pastoral Care to Support Transition
Special Recognition Award
The Lifetime Achievement Award

You can enter the NAPCE categories here https://napceawards.wufoo.com/forms/napce-awards-2026-entry-form

Nominations are encouraged for awards in different categories from schools and educational establishments and you DO NOT need to currently be a member of NAPCE to take part.

NAPCE Awards 2026 is an excellent opportunity to share good practice in pastoral care and through our social media, website and those of our partners, the Awards raises awareness of where pastoral support is making a real difference in the educational experience of young people.

The Awards also encourages new initiatives and ideas in pastoral care and will recognise the contributions being made to developing policy and practice in pastoral support.

This is an opportunity to recognise the impact the work of pastoral staff is having on the achievement and well being of young people.

The decisions about prize winners in each category will be made by a panel of invited professionals who work in pastoral care.

There will be a prize of one year’s FREE NAPCE membership for the school or institution for the winners of each category and individuals will also be recognised for their achievements.

The criteria for the NAPCE awards are;

• Pastoral School of the Year

A school that can demonstrate a commitment to pastoral care and support for learners that makes a real difference in the progress and personal development of young people in the school

• Pastoral Team of the Year

A team that works in pastoral care and can demonstrate a determination to support young people to achieve their full potential and a positive impact on the young people they work with

• Pastoral Member of Staff of the Year

A member of staff who works in pastoral care and who always makes the extra effort to support young people to enable them to become effective learners and achieve success

• Pastoral Leader of the Year

Has a passion for pastoral care that is shared with colleagues to inspire and motivate them to make a real difference in the lives of the young people they work with

• Pastoral Development of the Year

A pastoral initiative or idea that has achieved positive outcomes and has improved the learning experience and future life chances, for young people

• Raising Awareness about Pastoral Care

An individual, group or organisation who through their actions have raised awareness about pastoral care or pastoral issues and encouraged positive improvements for the benefit of young people

• Outstanding Contribution to Pastoral Care

A person, group or organisation that has made a real difference for the benefit of young people in the area of pastoral care

• International Contribution to Pastoral Care

An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care

Effective Pastoral Care to Support Transition

An Award for working in collaboration to ensure that children and young people have a positive experience of transition to a new school or education setting. Demonstrating effective use of pastoral systems to support transition

• Special Recognition Award

To recognise the high-quality pastoral care and support provided by and organisation or individual where it has been demonstrated that this has had a significant impact on supporting learners and that it has been sustained over a period of time

• The Lifetime Achievement Award

To recognise the exceptional contribution made to pastoral care in education by an individual or organisation.

Nominations for the NAPCE Awards are welcome from member schools and institutions and from schools and institutions that are not currently members of NAPCE.