Webinar Recording: Are Schools and Colleges Inclusive for Neurodivergent Learners?

Chair: Roisin McEvoy, Head of Schools Training and National Programmes at Anna Freud

Roisin leads the team of education and clinical experts who deliver professional learning and national programmes around whole-school approaches to mental health and wellbeing. She is a former teacher and school leader in London secondary schools.

Dr Georgia Pavlopoulou, Associate Professor at UCL, Chair at Autism Central at Anna Freud, Strategic Co lead at Neurodiversity in Schools at Anna Freud, Director Group for Research in Relationships And NeuroDiversity- GRRAND

Dr Georgia Pavlopoulou is Associate Professor in Developmental Psychology and Mental Health at University College London (UCL) and founder of the Group in Research in Relationships and Neurodiversity - GRRAND. She works at the intersection of research, clinical care and education to bring sustainable and positive change for neurodivergent people and the professionals who support them.

She is also a BACP relational pluralistic psychotherapist and lead editor of the three times best seller “Improving Mental Health Therapies for Autistic Children and Young People”, published by Routledge in November 2024. Her recent research focuses on school induced emotional burden, situating emotion regulation in ADHD and autism and adaptations in therapy settings when working with distressed autistic adults.

Kayleigh Larne, School Engagement Trainer at Anna Freud

Kayleigh Larne is a highly experienced mental health practitioner and trainer with over 15 years’ experience spanning clinical, educational, and international settings. Her work has focused on improving outcomes for children, young people, and families through evidence-informed practice, workforce development, and whole-school approaches to mental health and wellbeing.

Across her career, Kayleigh worked as a psychologist within NHS services providing clinical therapeutic support and contributing to large-scale international research projects, before moving into education where she led as Head of Mental Health within her local authority. In this role, she developed and implemented a whole-school mental health strategy that embedded trauma-informed and relational approaches across multiple schools. She also oversaw policy and strategy development, reflective supervision for education staff, and the establishment of a specialist team delivering targeted interventions across Key Stages 2–5.

At Anna Freud, Kayleigh has played a key role in shaping how schools across the UK approach mental health and wellbeing. She has contributed to a range of high-impact initiatives, toolkits, and training programmes that support schools to adopt whole-school, evidence-informed, and sustainable approaches. Her work extends internationally, delivering training and consultation to schools and professionals worldwide, including leading on the delivery of the pioneering Autism and Wellbeing in Schools project.

Frances Akinde, Education Consultant

Frances Akinde is a qualified SENCO, former headteacher of a specialist secondary school for autistic learners, and an experienced SEND inspector and advisor. With over 20 years in education, she has worked across primary, secondary, special/alternative provision, and local authority settings. Her roles have included subject teacher, SLCN advisory teacher, and anti-racist schools coach. A proud neurodivergent educator with a hearing impairment, Frances draws on her lived experience to champion inclusion, allyship, and accessibility in education and the workplace.

She is the author of Be an Ally, Not a Bystander and co-founder of the BAMEed SEND Hub. Frances is also an Assistive Technology Trainer and certified Workplace Adjustments Assessor, helping organisations create inclusive environments through practical support. A passionate speaker and trainer, she offers consultancy, CPD, and student workshops rooted in empathy, action, and systemic change. Her mission is to transform educational culture through equity and authentic allyship.

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