Creating a safe space for pupils in need

I'm from a place called the Wirral, on the outskirts of Liverpool. I was raised in an area with high levels of deprivation. It was quite tough growing up there.

I battled undiagnosed dyslexia until I was 21.

School was difficult, having to come up with my own learning strategies without support.

But I've always wanted to be a teacher. When I started my GCSEs, history really took my interest.

Inspiring teachers and a love for history

History has always been something I've enjoyed. My grandad got me into it. He grew up during World War II, and he still had his ration card, national identity book and evacuation letter. He had to leave London and move to Plymouth, which was really interesting to hear about growing up.

Grandad fostered a love of history in me.

So, when I picked history at school and we studied World War II, I felt connected to school in a way I hadn’t before.

I'd enjoyed being there but didn't necessarily enjoy lessons. I just liked being at school even though it was quite tough.

My history teacher was wild. He was new to teaching and I was in his first GCSE group which was exciting because he was so fresh to it.

He was also really supportive when things were tough at home.

So many pupils don’t get any support outside of school and it’s a big thing.

Then at university, because of how eccentric and enthusiastic the teachers were, it reinforced my love of the subject.

Hands-on experience

While at university, I did a placement in a secondary school. I had the best time, and after I finished, I applied to do the Teach First Training Programme.

I thought, ‘I don't have to go back to uni. This would be so good, just earning money, gaining real-life skills, being with the pupils all the time and learning hands-on’.

Autumn Institute and making connections

Starting Autumn Institute was nerve wracking. But despite feeling overwhelmed, on my first day it all felt familiar. I felt ready to make that step through the door. When I was told my school and visited for a few days, I felt really comfortable.

I met the other trainees and we just clicked – we still talk every day.

We have a group chat with everyone from Autumn Institute and, when assignments came up, we’d send each other things to read and things we thought could help each other.

I got to see how different teaching elements worked for them, and they could then try mine, because we were at the same point. It makes it easier, having someone who is in the same boat as you for support.

We've become good friends during the programme. They knew what I was going through because they went through the same thing and they knew how hard it was.

Handling challenging behaviour

I found teaching and building relationships with my pupils easy. The most challenging thing was behaviour management, especially in an area with such high levels of deprivation. The pupils are battling so much.

School is hard for them and I had to reflect on my own time at school and how hard everything felt.

I wanted to be a safe space like my teachers were for me.

So, I changed my strategies and worked on building relationships. It takes a while and you need confidence to execute those strategies, but the more comfortable I got within the school, the more confident I became. Then it didn't feel as full on, and I didn't feel like I was shouting all the time.

Once you get to know your pupils, behaviour management gets much easier because you know what to expect from each other. Being calm and talking with them if they’ve had a bad day helps them open up to you.

I was given the two most challenging classes in the school. But I went for it. And by the end of the year, they were brilliant. They were really great kids.

Building relationships is my biggest strength and pupils do feel safe and supported with me.

I had a tutor group last year with a bunch of boys who displayed challenging behaviour. But they would sit down with me every morning and talk about what they were going through.

Often teenage boys don’t want to talk about their emotions. They don’t necessarily feel comfortable to be a child around people. So, to talk to me and get things off their chest without embarrassment was very powerful.

Bringing that calm into their day has really impacted their school life. Even though they're not in my tutor group this year, I still see them constantly at my door!

Being yourself

Children are good judges of character, and I they know if you're being truthful or not. So, I went into teaching with the idea that I’m just going to be a professional version of me. I'm not going to change who I am.

They know Liverpool isn't a place with lots of money. So, I’m open with them: this is my background, this is who I am and what I've gone through.

School was hard for me. But having that supportive system of teachers and good friends will make school enjoyable, even if lessons are tough. 

And when you talk to pupils like that, it makes a huge difference.

Support in school

My school is brilliant and if I ask for help, someone will always be there. They are really supportive. Even now, if I have a problem, they help me to fix it.

I was offered a permanent role at Christmas time which was so exciting. It was good to feel like a valued member of staff.

Focusing on the positives

To someone starting out on their Teach First journey, I’d say try and enjoy it even when things are tough.

There's always going to be a positive in the day.

I make a little note when something positive happens and I made scrapbook. It’s full of how I’ve made an impact, like letters and pictures the pupils have drawn. Having something tangible like that, I can see the impact I'm having.

You can have a real impact like Louise, rewriting the future for pupils who need it most.

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