Amanda Bickerton

“Reflective supervision is something I care deeply about, because I’ve seen how transformative it can be for people working in education. Schools are fast‑paced, emotionally demanding places, and staff often carry far more than they have time to process. I believe supervision offers a much‑needed space to pause, reflect and feel supported. When it becomes part of a school’s culture, it strengthens safeguarding, encourages thoughtful decision‑making and helps create environments where both staff and students feel safe, understood and valued.

My approach is shaped by a blend of teaching experience, therapeutic work and supervision practice. Having taught in schools myself, I understand the realities of classroom life, and I bring this insight into my work with teachers, pastoral teams and senior leaders. In my current roles with local authorities I have supported educational settings to understand the emotional and relational needs behind behaviour and to develop trauma‑informed, attachment‑aware practices that make a genuine difference. In previous roles I have been able to deepen my commitment to reflective supervision through supporting practitioners in emotionally demanding roles.

Across all areas my aim is consistent: to give individuals space to feel heard, supported and valued, with the hope that this empowers them to do what they do well.