What were your key takeaways or reflections from exhibiting at IncludEd 2026?

IncludEd was a highly insightful and thought-provoking event for me, both as a leader and as the founder of PGS-Educators. It was powerful to see over 800 educators, from across the country and with a range of perspectives, come together for purposeful discussions centred around ensuring inclusion sits at the heart of education.

Many of the teachers and school leaders that we spoke to were exploring how we could support them with their internal alternative provision and it was good to see that they don’t see it just as a reactive measure or as respite, but as a mechanism for young people to grow and to develop their understanding of their students’ needs. These conversations reinforced a core truth: suspensions alone do not resolve behavioural challenges. They can often mask deeper unmet needs without a clear focus on reintegration, and without consideration of what it means to do right by the child, along with what we believe it looks like to do right by the school.

In our previous conversations you emphasised that the ‘lenses’ people see through are a significant lever for change? Where does this perspective stem from?

My perspective on ‘lenses’ shifted significantly when I was completing my National Professional Qualification for Headship (NPQH) and reading Ruth Ashbee’s School Staff Culture as part of my course and our Senior Leadership Team book club. It was a pivotal part of my development as a leader, particularly in understanding the importance of building a shared lens that would drive our sense of purpose and values across a school. To be able to see how a child, parent or member of staff perceives your values and actions is fundamental to their success and buy-in, particularly with more vulnerable students. If they see actions or decisions as tokenistic or see bias and inconsistency in practice, this can present an invisible barrier that has real consequences.

How has your perspective shifted? How did you view leadership before this?

At various points in my leadership journey, I often viewed challenges through a singular “leadership lens.” My focus was centred on ensuring that high expectations were met through the implementation of systems and processes. Through this lens, my focus was on questioning why behaviour policies were not being followed consistently or why rewards were not always logged accurately. While these concerns were valid, they did not fully account for the realities that other staff, such as teachers and middle leaders, were navigating, including workload pressures, competing priorities, and at times, feeling undervalued.

Without the shared lens I spoke about before, there’s often a disconnect between what leaders intend and the impact that we see. While strong routines and high expectations for pupils are essential, their perspectives can at times be unintentionally overlooked, leaving pupils feeling unheard and disconnected from their school community. I have learned to prioritise conversation – finding out about barriers, what is contributing to the disillusionment or disengagement. Young people need to know that you’re firm but fair, and this should translate to developing boundaried relationships with care and curiosity at the centre.

You’ve transitioned from being a school leader to becoming an external advocate through your work with PGS Educators. How has this impacted your view of leadership?

Every school, teacher, and child has unique strengths and challenges; therefore, we must build a holistic understanding of the specific obstacles they encounter. I have seen how powerful it is to recognise, take time to understand, and respond appropriately to the needs and viewpoints of each stakeholder group: leadership, staff, pupils, and families. When schools intentionally consider these perspectives, they are better positioned to align systems, strengthen relationships, and create meaningful, lasting change.

You’ve spoken candidly about your own permanent exclusion in Year 11. How does the lens of your younger self dictate the non-negotiables in the inclusive practices you design today?

My own experience of being permanently excluded in Year 11 has fundamentally shaped my approach to inclusion. Growing up in an underserved area of London and navigating experiences of colourism and systemic barriers, I understand how easily a young person’s sense of belonging can be diminished when their needs are not fully understood. Even within my own community, I often felt that I did not belong or matter, a sense of exclusion that has had a lasting impact on my perspective and subsequent challenges

Despite these challenges, I exceeded my predicted grades and achieved five GCSEs at a time when only 21% of my peers in alternative provision did the same. However, I did not have the opportunity to explore key areas such as emotional regulation, forming positive relationships, identity, and overcoming challenges, areas that could have significantly altered my experience. This is why our work is rooted in a trauma-aware and compassionate approach.

What does this approach look like in practice?

Through incorporating creative expression into tailored interventions, we provide young people with safe and structured spaces to explore their experiences and develop the tools they need to confidently face their futures. We also prioritise working closely with schools and families to ensure that support is consistent and meaningful. Feeling that you matter should not be an aspiration; it is a non-negotiable. Every young person deserves to feel understood, supported, and able to thrive within their school community or educational provision.

For school leaders working to reduce suspension rates and persistent absence, what is one tangible shift in perspective (or lens) that can improve the outcomes of their behaviour interventions?

Two key reflection questions for leaders are: “Is there a holistic diagnosis of need and are the stages of intervention and support clear before pupils are escalated to the next stage?” and “Are these interventions tested and their impact measured or do they unintentionally serve as a tick box exercise?”

The new Ofsted framework references the importance of schools addressing the underlying barriers that led to a pupil’s suspension, rather than simply returning them to lessons without support. This is why it is so important to have a targeted intervention programme that provides new knowledge and actionable strategies that the wider staff body can benefit from, leading to improved pupil engagement and behaviour, particularly for the most vulnerable pupils.

What does this look like in practice?

We’ve seen, firsthand, the impact of these personalised strategies through our work at partner schools, including Sacred Heart Catholic School, where they have seen a 30% reduction in suspensions and a 26% reduction in behaviour incidents since they began working with us. One aspect of the feedback from the school that I found especially encouraging, was that implementing our targeted re-education programmes has enhanced staff confidence in managing high-level behaviour within the school.

One of the strategies that we recommend that schools consider implementing is reframing. Working with both colleagues and students to recognise negativity bias and counter this by reframing their thoughts, can produce powerful results and help young people build better self-esteem and stronger relationships. Alison Ledgerwood’s TEDx talk ‘Getting Stuck in the Negatives’ is a great introduction to this.

When you think about a student who has participated in one of your programmes, what do you think ‘success’ looks like for them five years from now?

Success looks different for every young person, and young people have different starting points. This is why it is so important for schools to implement inclusive practices that are equitable for every child, enabling them to thrive regardless of their background or needs.

Through my work at PGS-Educators I have been fortunate to work with primary settings such as Corpus Christi Catholic School. This has been invaluable to me coming from a secondary background. A recent experience that stands out was my interaction with a boy in Year 6 who suffered from severe anxiety and who was persistently absent and struggled to form positive relationships.

It was really moving to hear him say at the end of the programme “I feel proud of myself and the person I am becoming” and see him speak publicly in front of parents and other pupils about his aspirations for secondary school and beyond. It has solidified my viewpoint that we need to do more to support them in tackling these issues before they transition to secondary school. When a young person has access to targeted support early, it increases the likelihood that adverse life events will not diminish their future opportunities. To provide safety, belonging, and the space to thrive, we have to honour the entirety of the journey, valuing where a young person begins just as much as where they are headed.

Richard Ige is the Founder and CEO of PGS-Educators, an organisation dedicated to ensuring that adversity does not limit life opportunities through evidence-informed, targeted interventions and leadership support. You can contact Richard and the team at PGS-Educators or via info@pgs-educators.org.