Services
Educational Psychology Consultation
Collaborative consultation with schools, organisations, and families to explore concerns, develop shared understanding, and agree on thoughtful, practical next steps that fit the child and their context.
Individual Psychological Assessment
Comprehensive assessments that explore a child or young person’s strengths, needs, and experiences within their environment. Assessments are formulation-led and aim to support meaningful planning rather than focusing solely on diagnosis.
Training for Schools and Organisations
Tailored training sessions on topics such as attachment, understanding behaviour, emotional regulation, memory, neurodiversity, and supporting mental health in educational settings.
Support for Emotional Wellbeing and Mental Health
Psychologically informed support for children and young people experiencing anxiety, emotional distress, or difficulties regulating emotions, with close attention to relational and environmental factors. This could be one to one or in groups, in school or online.
Emotion-Based School Non-Attendance (EBSNA) Support
Consultation and intervention for children and young people struggling to attend school due to anxiety or emotional distress, with a focus on safety, trust, and gradual re-engagement.
Reflective Practice and Staff Supervision
Facilitated reflective spaces for staff teams to think, process, and strengthen their psychological understanding, supporting wellbeing and sustainable practice.
Roots of Regulation
Roots of Regulation is a 10-week SEMH programme for staff and parents/carers, designed and led by Dr Ferguson. Combining focused training with facilitated reflective groups, it deepens understanding of attachment and emotional regulation, while equipping adults with practical co-regulation strategies. By strengthening consistency between home and school, the programme builds adult confidence and creates emotionally secure environments where children can thrive.
Dr. Ahmar Ferguson
“A regulated adult is one of the most protective factors in a child’s life. When we can pause, reflect, and respond, rather than react, we lend children the stability their developing nervous systems are still building. Regulation is relational, and it grows in the presence of calm, attuned adults.”
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