Sarah leads Hamilton School’s mission to provide a safe, nurturing, and inclusive environment where pupils with complex emotional and behavioural needs can thrive. Her work balances strategic vision with compassion, ensuring that both learning and emotional development are central to daily life.

Q: Tell us about your role, Sarah.
A: It involves creating a safe, nurturing, and inclusive environment where pupils with complex emotional and behavioural needs can thrive. I must balance strategic vision with compassionate day-to-day management, ensuring that both academic progress and emotional development are central to school life. My key responsibilities include leading trauma-informed practice, safeguarding, staff development, and strong partnership work with families and external agencies. Ultimately, I serve as both an educational leader and a therapeutic guide, shaping a school culture built on trust, respect, and resilience.

Q: Why is developing SEMH provision so important to you?
A: Developing a good SEMH school is crucial because it provides children and young people with the specialist support, stability, and understanding they need to thrive—both academically and personally. Many pupils in SEMH settings have experienced trauma, exclusion, or difficulties regulating emotions, and a well-developed SEMH school can make a life-changing difference. When emotional and mental health needs are supported effectively, pupils are better able to engage with learning. A strong SEMH school balances therapeutic support with high academic expectations, helping students re-engage with education and achieve their potential. Good SEMH provision focuses on the whole child—not just behaviour or attainment. We aim to foster social skills, communication, empathy, and resilience, preparing pupils for positive relationships and future independence.

Q: What motivates you in this work?
A: Working in a Social, Emotional and Mental Health (SEMH) setting is not just a job for me — it’s a vocation. I’m motivated by the opportunity to make a real difference in the lives of young people who have often faced significant challenges and been misunderstood by the systems meant to support them. Helping a pupil rebuild trust, find confidence, or simply feel safe enough to learn again is incredibly rewarding. Relationships are at the heart of what I do. Seeing small steps of progress — a calm conversation, a positive choice, or a moment of reflection — reminds me why this work matters so much. I’m also driven by the teamwork that underpins SEMH education. We support one another, celebrate small victories, and share the belief that every young person has potential, no matter how complex their journey. Ultimately, what drives me is hope — hope that through understanding, consistency, and compassion, we can help young people see themselves differently and believe in brighter futures.

“Helping a pupil rebuild trust, find confidence, or simply feel safe enough to learn again is incredibly rewarding.”

Q: What have you learnt along the way?
A: Working in an SEMH setting has been one of the most challenging and rewarding experiences of my career. I’ve learnt that patience, consistency, and empathy are far more powerful than any behaviour strategy or policy on paper. Every young person’s story is unique, and what works for one may not work for another. I’ve learned to listen first, respond second, and to see behaviour as communication rather than defiance. Early on, I realised that boundaries and structure alone aren’t enough — without trust and relationship, progress is limited. I’ve adapted my approach to focus on emotional safety and connection before correction. I’ve also learned that success isn’t only about academic progress. Sometimes it’s a day without conflict, or a student choosing to talk rather than act out. Those small steps are huge. And I’ve learned the importance of balance — taking care of my own wellbeing so I can keep showing up for our pupils with empathy and energy.

“Patience, consistency, and empathy are far more powerful than any behaviour strategy or policy on paper.”

Q: Which MET values connect most strongly to your work?
A: All of them. I Aim High because every young person deserves the chance to succeed. I Be Inclusive by creating a safe, supportive environment where every student feels valued and accepted. And I Work Together because teamwork is at the heart of SEMH education. Collaboration and consistency are key — between staff, families, and young people themselves. Together, these values shape everything I do: believing in potential, promoting belonging, and achieving the best outcomes through shared commitment.

Q: What advice would you give to colleagues?
A: Lead with empathy, not authority — relationships come before everything else. Be patient and celebrate small wins. SEMH work can be emotionally demanding, so teamwork and open communication are vital. We can only do this work well when we support each other.

Q: What’s next for Hamilton School?
A: We are currently embedding The Thrive Approach across our school to further support the social and emotional development of our pupils. This will help us deepen our understanding of behaviour as communication and enable staff to respond in a more consistent, therapeutic way. By embedding Thrive, we aim to strengthen relationships, promote emotional resilience, and create an even more nurturing, trauma-informed culture throughout the school.

Q: What did being nominated for a Pride of Reading Award mean to you and your team?

Being nominated for the Pride of Reading Award means so much to me — both personally and professionally. It’s an incredible honour to be recognised for doing something I’m truly passionate about. Working in an SEMH setting isn’t always easy, but it’s deeply rewarding, and this nomination feels like recognition not just for me, but for the amazing team and young people I work with every day.

It reminds me how powerful kindness, compassion, and perseverance can be — and how small acts of care can make a big difference in someone’s life. I’m proud to represent a school community that works so hard to support children who need understanding, not judgment, and opportunities to thrive.

This nomination encourages me to keep going, to keep believing in the potential of every young person, and to continue building a school environment where everyone feels valued, safe, and capable of success.

We would like to say a big thank you to Sarah for taking the time to Team Talk with us.