LEAD ARTICLE: “From the Manosphere to the Classroom: Confronting Misogyny and Violence in a Digital Age” by NAPCE Journal Editor Prof. Noel Purdy, OBE

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“From the Manospehere to the Classroom: Confronting Misogyn and Violence in a Digital Age” by NAPCE Journal Editor Professor Noel Purdy, OBE

The recent Netflix documentary Inside the Manosphere by Louis Theroux has brought renewed public attention to a troubling digital ecosystem shaping the attitudes of boys and young men.

The documentary shines a light on what is not simply a fringe subculture but a network of influencers promoting hyper-masculinity, grievance and hostility towards women through online content that is often framed as self-help but grounded in domination and resentment.

This concern is not confined to documentary-making. The 2025 Netflix drama Adolescence similarly explored how online misogynistic narratives can shape identity and behaviour, particularly among teenage boys. While fictional, its themes resonate with growing evidence that digital cultures are influencing real-world attitudes in ways that policymakers can no longer ignore.

Nowhere is this intersection between online culture and offline harm more starkly visible than in Northern Ireland. A series of recent high-profile cases featuring violence against women and girls has served to expose both alarming immediate risks and worrying deeper structural/societal issues.

The murder of Natalie McNally in Lurgan in December 2022, killed while pregnant by her partner, Stephen McCullagh, and the very recent killing of Amy Doherty in Derry/Londonderry have become emblematic of a wider crisis.

Since 2020, around 30 women have died violently in Northern Ireland (which has a population of less than 2 million), most at the hands of men known to them. This has led to the recent claim by Secretary of State, Hilary Benn MP, that Northern Ireland is the part of the UK where it is “most dangerous to be a woman”.

While such claims are contested, the underlying data is deeply concerning. The Police Service of Northern Ireland responds to a domestic abuse call roughly every 16 minutes, and recorded rates of domestic abuse are consistently higher than in other UK regions. Clearly, these are not marginal differences but instead point to a greater systemic problem.

Policy responses in Northern Ireland have begun to take shape. The Executive’s Stopping Domestic and Sexual Violence and Abuse Strategy (2024–2030) sets out a cross-departmental framework focused on prevention, protection and justice.

Alongside this, the Ending Violence Against Women and Girls Strategic Framework signals a growing recognition that cultural change, not just criminal justice, must be part of the solution. Legislative developments have also been significant. The Domestic Abuse and Civil Proceedings Act (Northern Ireland) 2021 introduced a specific offence of domestic abuse, including coercive and controlling behaviour, aligning Northern Ireland more closely with other UK jurisdictions.

Yet despite these advances, there remains a gap between policy ambition and lived reality. Services remain under pressure, implementation is uneven, and crucially there has been limited integration of policy thinking around digital harms.

This is where the influence of the manosphere becomes particularly relevant. Online influencers who promote misogynistic worldviews are not operating in isolation. They are part of a broader cultural environment that can normalise disrespect, entitlement and hostility towards women. Evidence would suggest that algorithms further amplify this content, often pushing it towards younger (often male) audiences who lack the critical tools to interrogate it.

Senior figures in policing across the UK have warned of a growing “normalisation” of misogyny, with social media identified as a key driver. While causation is complex, the correlation between online narratives and offline attitudes is increasingly difficult to dismiss.

The policy challenge, therefore, extends beyond Northern Ireland. It raises fundamental questions for all UK and international jurisdictions about how to regulate digital spaces, support young people and prevent harm.

Some countries are already testing more assertive approaches. In Australia, the government has introduced age-based restrictions on social media access for under-16s, as part of a wider package of online safety reforms, though concerns have already been raised about the effectiveness of this intervention.

Spain has similarly moved to tighten regulation, focusing on raising minimum age thresholds, strengthening age verification and increasing platform accountability rather than introducing outright bans.

At Westminster, similar debates are gaining traction. The UK’s Online Safety Act represents a significant step towards holding platforms accountable, but questions remain about enforcement, scope and whether it goes far enough in addressing gender-based harms.

In Northern Ireland, there are early indications that education policy is beginning to engage with these issues. The Education Minister Paul Givan MLA has signalled concern about the impact of online content on young people, including misogynistic influences.

This opens an important avenue for intervention, but it has yet to be developed into a coherent, system-wide response.
What might such a response look like?

First, there is a need for policy integration. Strategies addressing violence against women and girls must explicitly engage with digital culture, recognising that prevention increasingly requires action in online as well as offline spaces.

Recent research (Growing Up Online in Northern Ireland) that I led in 2023 confirmed the disproportionate victimisation of girls.  Among 14–18-year-olds, for instance, girls were three times more likely than boys to be asked to send nude photos/videos of themselves, girls were more than twice as likely as boys to be sent inappropriate photos they didn’t ask for, and twice as likely to see or be sent pornography. Girls were also more likely than boys to see or be sent content promoting self-harm, eating disorders or suicide.

Second, education systems across the UK should embed critical digital literacy alongside relationship and sexuality education, but bans alone are not the answer. Restricting access may delay exposure, but it does not equip young people to deal with harmful content when they inevitably encounter it. What is needed is a stronger educational response.

Young people should be taught how algorithms shape what they see, how influencers monetise attention, and how to question messages about gender, power and relationships. Alongside this, education on respect, consent and equality is essential.

The aim is not to shield children and young people from the online world, as that is inherently futile, but to develop informed, critical and resilient users who can navigate it safely and responsibly.

Third, platform regulation must be strengthened. This includes not only removing illegal content, but addressing the algorithmic amplification of harmful material. There is now growing international pressure on social media companies in this area. Recent landmark cases in the United States have found companies such as Meta liable for designing addictive systems that push harmful content towards young users, with courts scrutinising features like infinite scroll and recommendation algorithms.

Alongside this, the UK’s Online Safety Act will require platforms to assess how their algorithms expose users to harm. However, enforcement remains key. Transparency about how content is promoted, and accountability for its impact, must become central to regulation.

Fourth, there must be a proactive effort to engage boys and young men. The allure or appeal of the manosphere lies partly in its provision of identity, belonging and simple answers to uncertainty. Countering it requires credible, positive alternatives. Programmes such as Beyond Equality work directly with boys in schools to challenge harmful norms and promote healthier masculinities.

Similarly, the White Ribbon Campaign engages men and boys as allies in preventing violence against women. These initiatives show that change is possible but they require sustained investment, scaling and integration into mainstream education and youth work right across the UK.

Finally, there is a broader cultural task. Violence against women and girls cannot be reduced to individual pathology; it reflects societal norms and power structures. Addressing it requires sustained leadership, cross-sector collaboration and a willingness to confront uncomfortable truths.

Northern Ireland’s experience is, in many ways, a warning signal. It highlights the consequences of failing to address violence, inequality and cultural attitudes in a joined-up way. But it also offers an opportunity: to develop integrated, forward-looking responses that recognise the evolving nature of harm in a digital age and aim to promote respect for everyone both on- and offline.
Professor Noel Purdy, OBE
Editor, Pastoral Care in Education (Journal)

ARTICLE: “Relational Practice as a System-Level Response to Emerging Pressures in Education” By Chris Tooley, Principal at The Netherhall School, Cambridge

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Relational Practice as a System-Level Response to Emerging Pressures in Education – By Chris Tooley, Principal at The Netherhall School, Cambridge

Purpose

This paper outlines a case for relational practice as a coherent, system-wide approach to pastoral care and school culture. It is offered for consideration and critique, particularly in light of increasing pressures on schools, shifting relationships with families, and constraints on resources.

The central proposition is that relational practice is not an “add-on” to pastoral systems, but a necessary organising principle for how schools operate under pressure.

Context: A System Under Strain

Schools are currently operating within a set of converging pressures that are both structural and relational in nature.

1. Increasing Complexity of Student Need

A growing proportion of students are presenting with experiences of trauma, attachment anxiety, and unmet developmental needs. These factors often manifest in behaviour that does not align with traditional expectations.

Where responses remain standardised and punitive, there is a risk of compounding the very difficulties schools seek to address, creating cycles of escalation rather than resolution.

2. Fracturing Relationships with Families

There is emerging evidence of a weakening relationship between schools and families, particularly around attendance and compliance.

• Persistent absence remains high (c.18%)
• Increased parental challenge and, at times, hostility toward schools
• Growing perception that institutional expectations do not reflect family realities

Research suggests this represents a “fundamental breakdown” in trust, requiring a significant shift in approach rather than incremental adjustment.

3. Resource Constraints and System Pressures

Despite recent funding increases, real-terms funding remains below 2010 levels. Schools face:

• Rising SEND demand and associated costs
• Increasing travel and provision pressures
• Difficult trade-offs between staffing, provision, and quality

In many cases, reductions disproportionately affect pastoral and support roles — those most closely aligned with vulnerable students.

The Limitation of Traditional Approaches

In this context, traditional behaviourist or compliance-driven models show increasing limitations:

• They assume behaviour is primarily a matter of choice rather than communication
• They rely on consistency of sanction rather than consistency of relationship
• They risk reducing complex human situations to procedural responses

This can lead to a system where:

• Students experience additional disconnection
• Families experience schooling as transactional
• Staff experience increasing emotional strain

Relational Practice: A Reframing

Relational practice offers a different starting point:

• Behaviour is understood as communication, often rooted in need
• Responses are developmental, not purely corrective
• The system prioritises connection, co-regulation, and repair

This represents a shift from “fixing students” to designing environments where positive behaviours can be learned, rehearsed, and sustained.

A Whole-System Model

For relational practice to be effective, it must operate coherently across four interdependent domains:

1. Philosophy

A shared understanding that:

• Behaviour is learned, not innate
• Responses must account for developmental and neurological factors
• Belonging is foundational to learning

2. People

Deliberate investment in staff through:

• Training in trauma-informed and neurodevelopmental approaches
• Building emotional literacy and de-escalation capability
• Prioritising psychological safety and staff wellbeing

Retention and recruitment are aligned to relational values, not just technical competence.

3. Policy

Alignment of systems and structures so that relational intent is visible in:

• Behaviour policies
• Communication with families
• Public-facing materials
• Environmental design and upkeep

Incoherence between stated values and policy undermines credibility.

4. Practice

The lived experience of the school through:

• Emotionally attuned interactions
• Rituals of connection (greetings, check-ins)
• Curiosity in moments of difficulty
• A consistent drive to repair relationships

Here, culture becomes visible in everyday decisions, especially under pressure.

The Role of Leadership

A critical insight is that relational culture cannot be delegated.

Leadership shapes:

• What is prioritised
• What is tolerated
• What is modelled in moments of pressure

Relational leadership is therefore not a style but a discipline, revealed most clearly when systems are strained.

In these moments, leaders demonstrate:

• How power is exercised
• Whether dignity is preserved
• Whether values hold when inconvenient

Implementation Considerations

Experience suggests that sequencing and coherence are critical:

• Changing practice without philosophy creates confusion
• Changing policy without people creates resentment
• Training without system alignment creates fragility

Successful implementation requires coordinated movement across all domains rather than isolated initiatives.

Implications for Pastoral Care

For pastoral systems, this reframing suggests:

• Moving from intervention-led models to environment-led models
• Positioning pastoral care as every adult’s responsibility, not a specialist function
• Rebuilding relationships with families through trust and collaboration, not compliance alone
• Protecting and prioritising relational capacity even under financial constraint

Questions for Consideration

This paper is intended to invite reflection and dialogue. Key questions include:

1. To what extent are current pastoral systems aligned with a relational model of practice?
2. How can schools sustain relational approaches under increasing resource pressure?
3. What role should national organisations play in supporting a shift toward relational systems?
4. How might policy frameworks better reflect the complexity of behaviour and relationships in schools?

Conclusion

The pressures facing schools are unlikely to diminish in the near term. In this context, relational practice is not a philosophical preference but a practical necessity.

It offers a way to:

• Rebuild trust with students and families
• Support staff in complex environments
• Maintain moral coherence under pressure

Ultimately, it reframes pastoral care not as a response to problems, but as the design of conditions in which fewer problems arise.

Chris would welcome feedback to the article, especially to any of the four questions in the Questions for Consideration section of the article.

Please send any comments, thoughts or questions to admin@napce.org.uk.

Chris Tooley is a confirmed speaker at the NAPCE ANNUAL CONFERENCE 2026 which takes place on 9^th October, 2026.

For information and to reserve tickets go to https://NAPCEANNUALCONFERENCE26.eventbrite.co.uk

AWARDS: National Awards for Pastoral Care in Education 2026 –  Less than 3 Weeks Left to Enter

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How to Nominate for the National Awards for Pastoral Care in Education 2026 – Less Than 3 Weeks Left to Enter

The National Awards for Pastoral Care in Education 2026, organised by National Association for Pastoral Care in Education, are now open for nominations—offering a valuable opportunity to celebrate the exceptional individuals, teams, and organisations making a real difference to the lives of young people.

The nominations window closes on Tuesday 12th May 2026 and will recognise outstanding pastoral care practice during the 2025–26 academic year. Whether you are a colleague, leader, student, or community member, you are encouraged to put forward those whose work deserves recognition.

Award Categories

There are a wide range of categories to reflect the breadth and impact of pastoral care:

• Pastoral Development of the Year
  Recognising initiatives or ideas that have improved learning experiences and future life chances.

• Pastoral Member of Staff of the Year
  For individuals who consistently go above and beyond to support young people.

• Pastoral Team of the Year
  Celebrating teams demonstrating commitment and measurable positive impact.

• Raising Awareness about Pastoral Care
  For those who have promoted awareness and driven improvements in pastoral care.

• International Contribution to Pastoral Care
  Honouring schools, organisations, or individuals outside the UK delivering high-quality pastoral care.

• Outstanding Contribution to Pastoral Care
  Recognising significant and lasting impact on young people.

• Pastoral Leader of the Year
  For inspirational leaders who motivate others and champion pastoral care.

• Effective Pastoral Care to Support Transition
  For collaborative work ensuring smooth transitions between educational settings.

• 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

In addition, three special honours may be awarded at NAPCE’s discretion:

• Special Recognition Award

• Lifetime Achievement Award

• The Edith Hanko Award for Outstanding Pastoral Care for SEND Learners – Celebrating exceptional support for learners with SEND.

How to Submit a Nomination

Submitting a nomination is simple:

• Complete the official entry form via the NAPCE Awards 2026 – Entry Form

You will be asked to provide:

• Your name and role (as the nominator)

• The nominee’s name and role (or organisation name)

• Up to 500 words of supporting evidence

Self-nominations are welcome, and anyone able to provide clear evidence can submit a nomination.

Writing a Strong Nomination

Your submission should:

• Clearly address the criteria for the chosen category

• Demonstrate impact on learners’ wellbeing, learning experience, and future life chances

• Provide specific examples of high-quality pastoral care

• Stay within the 500-word limit

Additional materials such as photos or links are not required unless requested by judges.

Please ensure that nominees are aware of their nomination and that accurate contact details are provided.

Judging Process

All nominations will be reviewed by independent professionals with expertise in pastoral care. Submissions will be anonymised and judged solely on the quality of evidence provided, not the number of nominations received.

Judges will be particularly interested in:

• The difference pastoral care has made to young people

• Evidence of meaningful and measurable impact

• Examples of best practice

Key Dates

• Closing date for nominations: Tuesday 12th May 2026

• Judging completed: By the end of June 2026

• Finalists announced: Via NAPCE social media and newsletter

• Awards Ceremony: Friday 10th October 2026

The presentation event will take place at the Graeme Hick Pavilion, Worcestershire County Cricket Ground, in Worcester.

Winners in each category will receive:

• A commemorative plaque

• £100 prize

• A NAPCE winner’s badge

All finalists will receive a certificate recognising their achievement.

Why Nominate?

These awards are an important opportunity to:

• Celebrate excellence in pastoral care

• Share and promote effective practice

• Recognise the dedication of professionals supporting young people

NAPCE will also share examples of best practice from nominations in its monthly newsletter following the awards.

Stay Informed

For further information, visit www.napce.org.uk or contact NAPCE at admin@napce.org.uk. You can also request to join the mailing list for the free monthly newsletter.

Latest News

NAPCE is also planning a Wales Symposium, following successful events across the UK. This will take place at Ebbw Fawr Learning Community (Secondary Phase Campus) in Ebbw Vale on Tuesday 9th July 2026. The event will feature a guest speaker and a “Pastoral Question Time” panel exploring current issues in pastoral care.

More details will be shared soon via the NAPCE newsletter and website.

Now is the time to recognise and celebrate the individuals and teams whose work is transforming lives through outstanding pastoral care.

AWARDS: NAPCE Announces New Member of Awards Judging Panel

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NAPCE is pleased to announce another judge for the National Awards for Pastoral Care in Education 2026. 

Introducing Dr Michael Jones.

Dr Jones will join an esteeming panel of independent judges who will preside over the judging of entries into the annual event.

Dr Michael Jones is Chair of the Education Working Group of the British Chamber of Commerce in South China (BritChamSC), and is a co-founder of Learning and Wellbeing Support (LAWS) a community of practice dedicated to understanding mental health in education.

In his professional life, Dr Jones serves as Executive Manager of Professional Learning and Development for ISA International Education Group.

He completed his doctoral research in education with the University of Liverpool. In 2008 Dr Jones co-founded a non-profit online learning platform, providing free English language learning services to less-fortunate communities across Eastern Europe and Asia. The platform served students through video lessons and interactive assessment systems, for which Dr Jones was the lead designer and developer. The website registered over ten thousand student users.

He will be bringing his experience and expertise to the judging process which takes place after the closing date for nominations on 12^th May, 2026.

For more information and the nomination form click here NAPCE Awards 2026 – Entry Form

Spend a few minutes making your nomination today to recognise and value good practice in pastoral care in education.

REPORT: Sold Out NAPCE Spring Online Conference Hailed “A Great Success”

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A REPORT – Sold Out NAPCE Spring Online Conference Hailed “A Great Success”

The evening provided an opportunity to listen to experts sharing their experience and expertise, and to discuss an area of growing importance for staff working in pastoral roles in educational settings.

The keynote presentation was delivered by Dr Rohan Jowallah. Dr Jowallah’s research interests have focused particularly on issues relating to inclusion, online learning, beducate literacy, and social justice. He has international experience, having taught in Jamaica, England, and the USA within the public education system.

The presentation highlighted that Artificial Intelligence (AI) is a support tool, not a replacement, and that human interaction remains an important part of the education process. He encouraged educationalists to be aware of the risks of ‘blurred reality’ and unhealthy relationships with AI, but also pointed out the potential benefits it offers as an early warning system for pastoral care and support for learners. He emphasised that educational settings need to ensure they have clear AI policies in place so they can remain resilient to future developments.

Phil Jones, National Chair of NAPCE, commented that the presentation offered a fascinating and, in some ways, a frightening view of the future for education and for staff working in pastoral roles.

The presentation was followed by a ‘Question Time’ discussion, with Dr Jowallah joined on the panel by Assistant Professor Mark Diacopoulos from Pittsburgh State University in the United States; Dr Nicole Ponsford, CEO of Global Equality Collective; Charlie Walker, Chief of Staff at CompliMind; Richard Human, Head of AI at Globeducate; and Luke Ramsden, Senior Deputy Headteacher at St Benedict’s School, Ealing.

Some of the questions discussed by the panel included:
• Should we be excited or worried about the impact of Artificial Intelligence on education?
• Is inclusion in schools achievable, or simply an aspiration to work towards?
• How do we motivate and engage children and young people in education in the 21st century?
• Is the internet a barrier that prevents children and young people from having a sense of belonging?

Excellent guidance and advice were provided by the panel in response to these questions.

Future NAPCE events planned for 2026 include the Northern Ireland Symposium on 23rd June in Belfast, the Wales Symposium on 9 July in Ebbw Vale, and the NAPCE Annual Conference, ‘Inclusion and Belonging in Education’, in Worcester on 9th October.

Details and information on how to book places for NAPCE events can be found at www.napce.org.uk, or by emailing the NAPCE admin team at admin@napce.org.uk.

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The National Awards for Pastoral Care in Education – Sharing Good Practice – Raising Awareness About 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 to you in NAPCE News which may help guide and inspire your own work.

For this sixth instalment of the new series, taken from the 2025 Awards, we’re focussing on the “Raising Awareness About Pastoral Care” category, which was sponsored by the Association of School and College Leaders (ASCL).

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.
Raising Awarenesss About Pastoral Care Award Criteria

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

The Winner

The winner of this award in 2025 was Caroline Allams,  Natterhub. 

Caroline Allams is the co-founder of Natterhub. Having spent many years as a pastoral lead and educator in the UK and around the world, Caroline saw how technology, and our relationship with tech, could impact and provide potential risk for both children’s mental health and their social and emotional development. Natterhub is an online safety platform specifically designed for primary-aged children. It provides educators with curriculum-aligned, ready-to-teach, scenario-based interactive lessons aimed at supporting children’s social and emotional development. These lessons help pupils build resilience and critical thinking skills, essential for thriving in online spaces that will support children far beyond the end of their primary years.

Natterhub offers a much-needed positive role model of digital communication whilst raising awareness of self-protection.  Natterhub’s lessons incorporate scenarios, quizzes, and polls to promote practical learning – ‘learning through doing’. Children can practise their digital skills in a safe environment. Through age-appropriate activities and discussions with peers, pupils learn to problem-solve and think critically about situations, important for digital interactions but also the foundations for real-world readiness.  The platform is now available for free, a change from its previous low-cost subscription model. This means that primary schools around the world can now provide impactful digital citizenship education to teachers at no cost. Natterhub is supporting almost 13K schools in 85 countries.

The finalists in this category in 2025 were.

John Wallis Church of England Academy in Ashford, Kent.

The John Wallis Church of England Academy is a Smartphone Free Academy. Pupils cannot access their smartphone or digital devices (ear pods/phones, smart watches) whilst they are on the school site. The John Wallis Church of England Academy is now considered to be a leading voice in the national debate surrounding children’s mental health and well-being. They ensure a safe, focused, and conducive learning environment for all pupils.

The Pioneering work at The John Wallis Church of England Academy in Ashford received praise in the Houses of Parliament at the second hearing of the ‘Protection of Children (Digital Safety and Data Protection) Bill’.If you walk around the halls of the Academy, or the classrooms, even break times and lunchtime – the students are actively engaging with each other: talking, playing, laughing and communicating. The policy has also sparked a cultural shift beyond the school gates, with many parents reporting they have noticed positive changes in their children’s behaviour at home, with reduced screen time and greater family engagement.

Chris Tooley, The Netherhall School and Oakes College, Cambridge

Chris Tooley is a visionary leader whose unwavering belief in compassion, inclusion, and respect has transformed pastoral care at Netherhall School. Since joining the school in 2014, Chris has consistently championed the idea that every student, regardless of background or circumstance, deserves access to high-quality education and meaningful support. His values are grounded in unconditional positive regard, and he has shaped our core school ethos around being Inclusive, Individual, and Inspiring.
Chris has never compromised on the importance of pastoral provision. In fact, he has embedded it at the heart of our school culture, proving that strong care and support are not optional but essential to student success.  Under Chris’ leadership, the pastoral offer at Netherhall has grown in both scope and impact. He introduced vertical tutoring, giving tutor groups a family feel and allowing staff to focus on individual year group needs more effectively.

Recognising the increasing complexity of students’ lives, he expanded both the pastoral and behaviour support teams, ensuring there are more dedicated professionals on hand to provide timely, effective care.  Chris is a driving force for innovation. He led the development of ALVIN, our online learning platform, which ensures students with medical needs can still access live lessons and remain connected to the school community. Chris champions a needs-led model of pastoral care, underpinned by relational approaches and whole school nurture. He has a real passion to bring about systemic change, and through raising awareness across our multi-academy trust (Anglian Learning), the relational ethos is now being embedded across all the 18 academy schools, who are now adopting relationship-focused models with great effect. His leadership in pastoral care is nothing short of exceptional.

Lisa Irvine, All Saints catholic School, Dagenham

Mrs Lisa Irvine has been a passionate advocate for pastoral care throughout her distinguished 20-year career in secondary education. Her dedication has not only transformed individual lives but has also raised the profile and importance of pastoral care across the school community, making it a core pillar of support and compassion for all students.  Years before the issue reached national headlines, Lisa recognised the silent crisis of period poverty among pupils in her school. She took decisive and compassionate action, securing free sanitary products for girls in need, ensuring they could attend school with dignity, confidence, and without shame.

During the COVID-19 pandemic, Lisa was pivotal in ensuring that wellbeing and mental health support extended beyond the school walls and reached every family in need. She coordinated a network of care that included access to counselling, regular check-ins, and tailored support packages, many of which have been maintained long after the pandemic’s peak. Her leadership in this area ensured that families facing uncertainty and hardship were not left to cope alone.  Lisa’s vigilance and compassion extend to every child, especially those who might otherwise go unnoticed. She has worked relentlessly to secure food support and emergency interventions for pupils and families who may not be flagged through traditional systems, ensuring no child is ever left behind or forgotten. Her proactive approach means that help often reaches those who need it before they even have to ask.

Highfield and Brookham School, Liphook

Highfield and Brookham School has placed a strong emphasis on enhancing pupil wellbeing by expanding and enriching its outdoor spaces. Rooted in a belief that nature plays a vital role in fostering emotional resilience and happiness, the school has transformed under-utilised areas into vibrant, purposeful wellbeing zones that reflect the voice and needs of the children. A standout project has been the redevelopment of the former pond area near the prep school science labs into a dedicated wellbeing space, co-designed by the school’s Pupil Council. This little-used area has been brought back to life as a tranquil retreat, where children are encouraged to relax, chat and connect with one another during breaktimes. With its serene setting and calming environment, the space is already having a significant impact on pupils’ emotional health and peer relationships.

Empowering pupils to shape their own environment and wellbeing experience has been a central theme at Highfield and Brookham. In addition to its work on outdoor spaces, pupils have also been instrumental in a whole-school behaviour review. Their contributions led to the development of a pupil-friendly behaviour policy, ensuring that expectations are not only clear and accessible but also co-owned by the children themselves. This policy further reinforces the school’s commitment to embedding pupil voice in strategic school decisions, something which leaves the pupils feeling valued and listened to which, in turn, promotes positive mental health.

Further strengthening our inclusive community ethos, a group of pupils has formed a maintenance support team. Meeting fortnightly with the school’s maintenance manager, these children have a hands-on role in caring for the school grounds. This initiative fosters a sense of pride, belonging and practical skill-building, while also promoting inter-generational learning and collaboration across roles within the school.

NAPCE Awards 2026 – ENTRY NOW OPEN

The nominations for the National Awards for Pastoral Care in Education 2026 are now open and the deadline to make a nomination is Tuesday 12^th May.

Take a few minutes to make a nomination to share good practice in pastoral care in education and recognise and value contributions made to supporting leaners and the difference that effective pastoral care makes to the learning experience of children and young people.

Details about the categories for the awards the nominations form can be found here NAPCE Awards 2026 – Entry Form