Bringing a mental health lens to teaching

Nikki trained to be an English teacher at Bristnall Hall Academy in Oldbury, with our partner Academy Transformation Trust. It was during her two years as a learning support assistant at the same school, that the power of teaching really hit home.

“I was working with a class just before their exams,” explains Nikki. “There was a lot of emotion in the room – it’s a stressful time for them and they feel like their future is dependent on their results. I worked with them on coping mechanisms. So instead of them thinking ‘I can’t do it, I’m just useless’, I helped them to feel that ‘yes, I can do it’. Teaching’s not about just imparting knowledge to pupils, it’s helping them to believe in themselves and showing that there’s someone who’s rooting for them.”

Inspiring confidence and self-belief

During her postgraduate degree in mental health, Nikki realised teaching was the route for her. “Research shows that the longer a mental health problem exists, the more long-term support someone needs. The mediating factor is someone having those positive relationships, especially through their adolescent years, where their sense of self is really nurtured.”

“As a teacher, I can really support children to become resilient, confident, and approach challenges with the belief that they can overcome them. I can be that positive force that guides them through. And I want to encourage them to consider what they want to achieve, then bolster them to achieve their goals.”

Nikki’s background also helps her better understand her pupils. “Because I bring a neuroscientific perspective, I can see developmental cues in pupils clearly. What's going on in the brain during adolescence is really important, because there are huge parts of the brain that aren't formed yet. So, if a pupil is being challenging, I can be patient. Instead of seeing a pupil who is being annoying, I see a pupil who is showing all the signs of healthy growth by challenging boundaries.”

Surrounded by support

Looking back over her teacher training, Nikki sees that, just as she’s built her pupils’ confidence, she’s grown hugely in confidence herself. “Rather than feeling anxious when I've got a class to teach, I'm really excited. I'm joyful. And rather than feeling that everything has to be perfect, I can respond to challenges as they come.”

“When people around you believe in you, magical, beautiful things happen. The support I’ve had through the programme has been phenomenal. The other trainee teachers, my mentor, the course lead mentor, my colleagues – everyone’s so approachable and positive to be around. Teaching can be challenging and push the buttons of the most patient people. But having a supportive and non-judgemental network around you is integral to your growth as a teacher.”

Full-time teaching, seamless training

When looking at teacher training routes, Nikki’s biggest concern was the workload and how she would manage teaching and studying at the same time. “It’s been a very big year,” she says. “But it's almost been effortless. The Ambition programme has been seamless. I've been able to manage all the different components of the PGCE – teaching, reflecting, writing case studies and assignments. It’s structured really well so it’s not overwhelming. Also the programme is built on the latest evidence in the education sector. It’s made easily available, and you’re given reminders about what needs to be done.”

The benefits of training in one school

One of the reasons that Nikki chose to train with Ambition was that the programme involves trainees spending most of their time in one school. Nikki already had a strong support network at Bristnall Hall, and was able to continue building those key relationships – with staff, fellow trainees, and importantly, the pupils she’s teaching. “You can build a permanent support network and that gives you stability. And pupils can be apprehensive around new adults, so being at one school throughout my training means I’ve been able to build relationships and trust.”

By working with these pupils throughout the whole school year, Nikki’s supported them to develop and grow. “One of the best bits of my job is the pupils’ responses, particularly when we’re looking at literature about diversity and inclusion. They’re young but have the most profound ideas. It’s very affirming. There’s stigma around young people being despondent. But I hear their brilliant ideas. They’re brimming with life and we have to nurture that spark.”

Looking ahead

“If you're considering teaching,” says Nikki, “give it a go. Because you'll never know unless you try, and you'll always wonder whether you could have made that difference in those children's lives. And I guarantee you can make that difference.”

“Through the PGCE I’ve gained a wealth of experience and knowledge, and there are different avenues open to me. At this point I’m looking at focusing on the mental health aspects of teaching, but I’m at the beginning of my teaching career. And you don't just become a teacher and stop learning. It's a forever, evolving journey.”