Training and Workshops
Roger has provided training and workshops to schools, local authorities and government agencies both in the UK and internationally. He is happy to present these sessions face-to-face and online.
Here are a couple of examples…
Face-to-Face Training Day for Dorset Council
It was an absolute pleasure to welcome Roger Mitchell to Dorset Council to speak with our Inclusion Teams about the inspiring work he has been leading in Barking and Dagenham, both at his own school, Ripple Primary, and with his Local Authority.
It was refreshing to hear directly from a school leader about the power of asking “Why?” – being truly inclusive, doing the right thing simply because it is the right thing to do, and his journey towards creating an Emotionally Available School.
His guiding principle, “If you lose the child from their school, you lose the child,” resonates strongly with our own Belonging strategy, and we all gained so much from his experiences.
Thank you so much for your time, Roger. We hope to welcome you back again soon!
Gina Hardy
Team Manager
Learning and Belonging (Inclusion)
Dorset Council, UK
Online Training Session for Barnardo's
I had the privilege of attending one of Roger’s workshops as he kindly agreed to attend a steering group with our Trauma Informed Practice team at Barnardo’s – commissioned by the West Midlands Violence Reduction Partnership – with education leads for the regional trauma informed education pilot. It was one of the most impactful professional learning sessions I have experienced.
His ability to weave together trauma informed principles through a culturally sensitive lens was both powerful and deeply relevant to the realities schools face today. By drawing on social work theory and models of assessment, he provides educators with clear frameworks to understand children’s needs more holistically, while also demonstrating practical strategies and environmental changes that can be embedded immediately in the classroom.
What stood out most was his commitment to driving real change – not only in classroom practice but also at the level of policy and systems. His inclusive leadership ensures that trauma informed practice is not a one-off initiative, but a sustainable approach that transforms how schools operate. The examples he shared of how small adjustments can create safer, more supportive learning environments were inspiring and highly applicable.
This workshop has left a lasting impression on myself and many other education leads. Roger’s vision and leadership are exactly what is needed to ensure every child, regardless of their experiences, has the opportunity to thrive.
Karylle Phillips
Trauma Informed Practitioner
Barnardos, UK
One-to-One Mentoring
Working with Roger Mitchell during my first headship in a trauma-informed school was a truly transformative experience. His support and guidance were instrumental in helping me shape my school’s approach to becoming emotionally available. Roger’s vision for creating a nurturing environment that prioritises emotional well-being has had a lasting impact on my school’s culture and practices.
As an inclusive practitioner, Roger’s expertise and passion are inspiring, and his ability to connect with others is a rare gift. Our conversations often lingered long after our meetings, prompting me to reflect on our own emotional availability.
I highly recommend him as a trusted advisor and collaborator. His work continues to inspire me.
Nicola Lace
Headteacher
Learning Partnership West CIC
Bristol, UK
Online Training Session for the
DECYP, Tasmania
Roger Mitchell recently spoke with leaders from our system, sharing insights from his lived experience as a school leader. His message centred on the power of emotionally available adults and the transformative impact of kindness in leadership.
Roger told us, “I have always believed that KINDNESS is the most powerful tool in my school leader toolbox.” He spoke not in theory, but from the heart of practice, describing how his school became a place of nurture through consistency, care, and emotionally present adults.
He reminded us that emotionally safe schools begin with emotionally safe grownups. That children learn to regulate not through control, but through calm, compassionate modelling. His reflections resonated deeply, offering hope and a clear path forward: leadership that is generous, grounded, and kind.
Even though it was the end of a busy school day, every person remained fully engaged throughout the talk. More than that, people are still referring to it.
Roger’s words didn’t just land; they lingered. They offered a mirror, a challenge, and a call to lead with heart.
Fiona Hancock
Manager Inclusive Learning
Tasmania, Australia