Rachel Symons

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Rachel taught English in mainstream secondary schools for over 15 years, leaving the profession in 2015 due to the changing nature of education placing increased pressure on both students and teachers. Initially working within an alternative education project providing bespoke curriculum you young people with an array of social, emotional and mental health difficulties, she started training as a mental health nurse in March 2017. Now nearing the end of this course, Rachel wishes to combine her educational and nursing experiences to address mental health within schools under the provisions afforded by the Green Paper: Transforming Children and Young People's Mental Health Provision.

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Autism and eating disorders: is it time to give the PEACE pathway a chance?

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Rachel Symons explores a new paper about the PEACE pathway (Pathway for Eating disorders and Autism developed from Clinical Experience), which hopes to increase understanding and improve care for patients with a dual diagnosis of autism and eating disorders.

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Targeted school-based interventions for adolescents with depression and anxiety

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Rachel Symons summarises a practitioner review looking at the effectiveness of indicated school‐based interventions for adolescents, which finds a positive impact on both depression and anxiety, but little evidence of long-term benefit.

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Measuring pupil progress: are we measuring the wrong things?

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Rachel Symons summarises the Progress 8 accountability measure and why it’s important to consider school and pupil background when interpreting exam results.

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What do teachers need to support student mental health?

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Rachel Symons summarises a qualitative study on teachers’ aspirations, needs and opinions regarding student mental health support in secondary schools.

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