I’m
Dr. Adam McCartney,
My passion is Psychology and Education
I was fortunate and knew my passion lay in Psychology and Education
Through my 15 years working in education I have learned that happy communities create great learners, regardless of age. Just ask about our outcomes for schools!
I have dedicated my career to using psychology to create these communities. The key lies in creating and nurturing connections through sound, evidence-based methods.
When you work with me and my team, we develop strategies that are evidence informed and focus on community systems that nurture learning. Teachers feel reassured that they are doing what is best for their students. It provides your families with confidence that their child is getting the best support. It allows your students to feel safe and develop the confidence to try new things.
My Journey
During the recession, when I was working in a college trying to earn enough just for petrol, I found my passion – education and psychology. A video by Ken Robinson provided the missing puzzle piece. He spoke about creativity in education and why it was important. His passion for education radiated through the screen and resonated with my drive to help people in life.
From that point, I dedicated my life to using psychology to support children and their families through education. I went on to work as a National Project Lead in Mencap, supporting children with learning disabilities to access their communities.
I then managed to step into the education world; supporting disadvantaged students – whether through lack of opportunity or by traumatic experiences. I helped them to achieve in school through direct tutoring, some of whom went on to become psychologists themselves.
I then applied to the doctoral training programme in educational psychology. I was fortunate enough to be offered a place and completed my training in Educational Psychology and relished the opportunity to go on to support community organisations and local authorities. I was fortunate enough to pick up some relished opportunities. During this time I learned that shared learning journeys are vital for learning and wellbeing.
I have brought my skills to a national and international level too. I was the Deputy Chair of the BPS Accreditation Committee for the training of educational psychologists. From this role, I progressed to become the General Editor of Educational and Child Psychology journal, an international peer-reviewed academic journal. But I wasn't done, I needed something that cut through to the core of the problem within education. I needed to get in the driver seat again and work directly with schools.
Developing our framework
From my own research I was able to develop the PIMS (Psychologically Informed Management System) framework. A comprehensive approach to build complementary interventions within management and education systems. This model has been central to success within staff well-being, attendance, inclusion, and Ofsted preparation. My proudest moments come from seeing school communities move from turbulent times to thriving, moments I love to relive and which motivate us to embark on the next challenge.
If you value your learning community like us, then book a no charge conversation with me and see if we are a fit.
MEET THE TEAM
Although we’re small, we’re growing fast. As more schools recognise the value of psychology-informed approaches, our team is expanding to meet demand. Each new person we welcome strengthens our ability to make a difference — whether through consultancy, training, research, or hands-on support.
We are a group of professionals committed to using psychology to empower teachers and senior school leaders, so that all children and their families can thrive in education and within their communities.
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MIKE LANE
Educational psychologist
Michael has worked as an educational psychologist for over 20 years and has supported schools and families in all areas of SEND. He worked as a maingrade EP for many years before pursuing a career path culminating in him being a Principal EP. He has a substantial range of experience which can be drawn upon in a multitude of requests for his involvement.
Michael is registered with the Health and Care Professionals Council (HCPC) and is chartered and an associate fellow with the British Psychological Society.
Michael has undertaken additional training to offer life coaching and cognitive behavioural hypnotherapy. He has a professional interest in supporting people to explore change in their lives and arrive at plans of action to empower their own life and career journeys.
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SAM
Psychological Practitioner
Sam joins the team after more than 20 years working within the health sector, bringing a wealth of experience in communication and emotional development. Her knowledge is particularly valuable in supporting children and adults who experience barriers in understanding, expressing, and regulating their emotions.
Sam is also a specialist in visual communication strategies, with particular expertise in the use of Makaton to support language development and inclusive communication. Her work focuses on bridging gaps in understanding and helping individuals access interaction, learning, and relationships through clear, structured communication approaches.
Sam’s expertise strengthens our PIMS offer, ensuring that communication, emotional development, and relational connection remain central to how we support children, families, and schools.
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JESSICA
Psychological Practitioner
Jessica has joined the team as a psychological practitioner. Her role includes empirical service development and gathering insightful knowledge for our PIMS (Psychologically Informed Management Systems) model to better inform decision-makers.
Her passions include shaping children’s school and personal development for the betterment of their psychological wellbeing.
Jessica also plays a leading role in our partnership with Deaf Choices UK. Her dedicated work helps teachers find the optimal way to communicate with all children, resulting in calmer environments and happier teachers.
KAREN FORSHAW
Organisational Psychologist and ex-headteacher
Karen Forshaw is an Organisational Psychologist and former Headteacher who partners with schools and trusts to build sustainable working cultures where staff thrive and perform at their best. Her work is preventative, strengthening the foundations that enable leaders and teams to sustain impact over time.
She works across organisational, team and individual levels, drawing on organisational psychology research to examine how work is designed, led and experienced day to day. Working alongside leadership teams, she translates psychological insight into practical, measurable action that strengthens wellbeing and performance. Her approach is collaborative and participative, creating shared ownership and realistic strategies that fit the realities of school life.
Reflective supervision sits within this wider organisational approach. It strengthens professional judgement, supports emotional resilience and creates protected space for clearer decision-making in complex roles. Embedded into school life, it supports sustainable leadership, confident professional practice and long-term organisational effectiveness.
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Dr SAFOORA SEPEHRI
Consultant Psychologist
Safoora brings a doctoral background in Educational Psychology and extensive experience supporting children, young people and families within educational contexts.
Her work focuses on the emotional factors that influence learning and achievement, particularly anxiety, perfectionism and performance pressure in high-expectation environments. She works collaboratively with schools and families to identify psychological barriers that may impact engagement, confidence and behaviour.
By integrating research-informed insight with practical consultation, Safoora supports the development of emotionally secure learning environments where students can rebuild resilience and thrive.
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SHEYA MICHAELIDES
Psychological and pedagogical consultant
Sheya Michaelides is a writer, researcher, and qualified primary school teacher with a Master’s degree in Applied Psychology from the University of Northumbria, a PGCE with Qualified Teacher Status (Key Stages 1 and 2) from the University of East London, and Graduate Membership of the British Psychological Society.
With experience spanning classroom teaching, education initiatives, policy research, and organisational psychology, she brings both practitioner insight and psychological expertise to the challenges schools face today. She taught in primary education for several years, including a role where she served as PSHE (personal, social, health and economics) and PE Lead, developed inclusive classroom practices, mentored a newly qualified teacher, and contributed to school policies on race equality and inclusion.
Schools must constantly balance supporting pupils with diverse needs while challenging others to achieve at greater depth, all within environments shaped by limited resources, heavy workloads, and increasing accountability. These pressures can affect communication, emotional resilience, and the long-term sustainability of staff wellbeing. Sheya’s work explores how psychological frameworks can help educators address these challenges more effectively by translating research into practical insight that supports communication, wellbeing, and early intervention.
Sheya believes that sustainable school improvement and the development of working cultures that support long-term wellbeing depend on a deep understanding of the needs of both children and the professionals who support them.