Interactions Speech and Language Therapy

12/11/2025

As I study for my Level 7 Postgrad Certificate in Mental Health, Trauma and Attachment, alongside the TISUK Level 5 Diploma as a Trauma Informed Practitioner, I have had too many reflections, on my own practice and what I see of behaviour and regulation in schools, to count.

This video from Public Health Wales is worth a watch to understand more about adverse childhood experiences. Trauma Informed Practice is such a growing area and finally institutions are understanding the importance of toxic stress in childhood. I'm so happy to hear that Leeds is working towards becoming a trauma informed city with their initiative: 'Compassionate Leeds' which really shows how this important area is being recognised more broadly.

I'm privileged to be involved in this year's annual Leeds SENDCO Conference which is all about Trauma Informed Practice, where I'll be presenting on the intersection of trauma and speech, language and communication needs.

Adverse Childhood Experiences (ACEs) are traumatic events that affect children while growing up, such as suffering child maltreatment or living in a househol...

25/10/2025

… I’m late to this (it’s been a bit of a week 😓)
This is my beautiful daughter, and she stammers. She’s been through the most challenging few years; being bullied from year 6 to year 9 and totally isolated socially as a result which ended in her developing long covid and missing a whole year of school because her body finally gave up after so long keeping going.
But her difficult period began in a place you’d least expect it. After a whole lifetime being happy and well accommodated in school, she began year 6 and her experience turned on it head. Her teacher refused to make reasonable adjustments for her stammer. Literally refused to give her extra time to finish a sentence or let her come up to her desk to speak to her when stressed. She interrupted her in the middle of speaking and encouraged the class to ‘help Alexa as she’s struggling’ despite my repeated advice that this was counterproductive. Alexa went from a very easy stammer to completely blocking and unable to speak.
So in recognition of this important day I want to make this post to raise awareness of how it is so easy to support the needs of someone who stammers (it really isn’t anything more than basic respect) but unfortunately, teachers also have the power, too easily, to completely ruin a child’s experience at school which can have massive ramifications for their future.
Alexa is now back in full time school and facing her GCSEs this year, head-on, despite missing a whole year of the content. She continues to amaze and inspire me every day ❤️

02/10/2025

We loved having a stall at the Allerton Grange School careers fair this evening! Talking to GCSE and A Level students about the amazing variety, rewards and interest this career brings made me realise how much I still love this job, even after 19 years, and am so privileged to be doing such meaningful work 🥹 ✨

17/09/2025

Yes we do…. And we love it!

06/08/2025

With almost 20 years experience working in mainstream schools, in recent years I have been feeling as though there has been a significant increase in the complexity of needs of children in these settings. Children who are trying to survive in an environment that is often incompatible with their needs, and as a result rarely thrive there. Children whose nervous systems are constantly in fight or flight, whether due to trauma, sensory processing differences or both. I am increasingly seeing schools desperately trying to support and understand the needs of these children but struggling to do so. I have felt such a strong drive to learn more; there are significant gaps in knowledge and understanding to adequately support the regulatory needs of children with SLCN (crucial if we are to have any impact whatsoever!) Because of this, I have recently completed extensive CPD and become a Certified Sensory Integration Education Facilitator (SIF) in order to be more effective in my collaborative work with schools to embed sensory inclusive and trauma awareness practices. This feels like a fundamental aspect of our work as SLTs - to enable us to support the development of communication and interactions skills in line with children's potential. I have also recently completed the SIE 'Sensory Inclusive Schools' training, and was so gratified to learn how so much of both of these courses fit with Trauma Informed Practice. I am looking forward to sharing these skills with my schools, alongside starting the Trauma Informed Schools UK Practitioner Diploma in September to further enhance this understanding and pass on this learning to my settings.

06/08/2025

https://www.linkedin.com/posts/interactions-speech-language-therapy-ltd_at-interactions-were-so-proud-of-our-team-activity-7351568794231664640-E3w9?utm_source=share&utm_medium=member_desktop&rcm=ACoAAAutW0oB2rEAgdsLU54LpQSh6QQbcgtAqwM

At Interactions, we're so proud of our team- each one of us brings something unique to the service. Suzi here is a wonderful asset; she has years of experience supporting a range of SLCN and she's a real rapport builder with children and staff alike. After a week of us all working together on a rang...