by PartnershipProjects | October 31, 2025
Teachers in loco-parentis isn’t as easy as it sounds. Taking on a new approach to the traditional NVR (Non-Violent Resistance) concepts and adapting the tools to be used in the ever-changing dynamics of the education system.
Have you ever had a teacher who made a positive impact on you that you remember to this day?
by PartnershipProjects | September 12, 2025
Our family was referred to PartnershipProjects because we were at a loss to know what to do with our teen son. Because of a severely stressful family problem, he turned from being a generally happy teen to becoming increasingly depressed, anxious and finally violent. He was shutting himself off, stopping going to school, addicted to screens, swearing at us, and wall punching. We were treading on eggshells.
by PartnershipProjects | May 7, 2024
This article originates from real-world insights gained working in a specialist Early Help team in London, dedicated to supporting families and schools in preventing the exclusion of a child. It summarises how innovative Non-Violent Resistance (NVR) approaches, viewed through a trauma-informed lens, can powerfully transform the narrative from exclusion to inclusion for the children and families we work with.
by PartnershipProjects | April 24, 2023
In the spring and summer terms of 2022 I ran an NVR programme for a new SEMH (Social, Emotional and Mental Health) special school in the area where I work as an Educational Psychologist and Systemic Family Therapist. The funding for this was from the COVID Recovery fund. I ran this programme with two colleagues, one of whom joined me for the parent / carer group and the other with whom I co-facilitated the school staff group, who met separately. Most staff sessions were in person, but some sessions had to be carried out online due to COVID 19. The parent sessions were run online exclusively from the beginning. The school had opened in 2020 during the pandemic and staff turnover was high
In this blog post I describe my learning from the NVR school staff group.
by PartnershipProjects | June 21, 2022
Throughout my NVR journey, I’ve been intrigued by how the power of the imagination can support my parenting. Can I reimagine my position as a parent and see the connection with my child strengthened? I’m curious and with the support of our NVR practitioner, have begun to explore some simple imaginary techniques.
by PartnershipProjects | February 12, 2022
This morning my son and I scooted to school together – him on his scooter, me on mine. As we reach the busy main road, we wait together to cross and then chat happily for the rest of the way until parting company at the school gates. It was a calm, safe journey where he was regulated and content. On my way home, I celebrated this as a win – inwardly smiling at his confidence and the connection we shared.
Casting my mind back a year ago, I recall a school run where at the same busy main road, he hadn’t responded to my instruction to wait and pushed out into the road on his scooter. I put my arm out to keep him safe. Eventually we crossed safely and made it to school. Reflecting back there was a distinct lack of safety and perhaps even a ‘disconnect’ in our relationship.
by PartnershipProjects | February 11, 2021
My 7-year-old son came home the other day and just before bed (his favourite time to initiate a deep and meaningful discussion) he said, “Mum, there is a rule at school and I would like your opinion on it. You may agree with it, you may not but I would like to know what you think?”
He went on to explain that the children in his class receive a punishment where they lose five minutes off their lunch break, if they don’t cross their arms or if they are talking when they line up. He explained that he and his best friend had this punishment issued to them that day and it had upset him. I was gobsmacked. I wasn’t aware I had placed him in a Dickensian school or military training academy. I thought it was a regular school for primary aged children where punitive consequences were widely understood to be unhelpful at best, harmful at worst.