Stephanie George
Stephanie George, MA, PGCE, FCCT, is an accomplished educator, researcher, and national training consultant whose work has significantly shaped contemporary practice in inclusion, SEMH, and the support of vulnerable learners across the UK education landscape. Her career spans teaching, leadership, authorship, and national consultancy, with a sustained focus on evidence‑informed approaches that improve outcomes for children and young people facing social, emotional, and behavioural challenges.
Stephanie is a Pearson Award Winner for Excellence in Teaching, a Fellow of the Chartered College of Teaching, and a recipient of two Department for Education Excellence in Cities Champion Awards, recognising her outstanding contributions to mentoring, inclusion, and targeted intervention. She is also a Times Educational Supplement Award Winner, acknowledged for her leadership in designing and implementing supportive intervention systems across large secondary settings.
As a regular contributor to SecEd, Stephanie provides expert commentary on inclusion, vulnerability, SEMH pathways, mentoring frameworks, and whole‑school wellbeing. Her writing is widely respected for its academic rigour, clarity, and practical relevance, bridging research with the realities of school practice.
Stephanie is the author of nine professional education books, including the influential Mentoring Toolkit, which is used nationally by schools, trusts, and training providers. Her publications offer structured, research‑aligned frameworks that support staff in delivering high‑quality mentoring, pastoral care, and SEMH interventions.
Her academic interests include trauma‑informed practice, emotionally based school avoidance, mentoring theory, restorative inclusion, and the intersection of vulnerability, behaviour, and school culture. She has delivered training nationally to teachers, senior leaders, pastoral teams, and inclusion specialists, with a particular emphasis on developing sustainable systems that support vulnerable learners and strengthen inclusive practice.
Stephanie continues to contribute meaningfully to national discourse on inclusion and SEMH through her writing, consultancy, and professional development work, influencing policy, practice, and professional learning across the UK education sector.
Stephanie's Resources
