Dr Alicja Jedrzejewska

I am an educational and child psychologist who has spent many years working alongside children, families and schools. Throughout my work, I have been continually reminded that children are naturally curious and capable learners when the right conditions are in place.

Some of the most meaningful moments in my career have come when children who had previously struggled with learning began to experience curiosity, pride and enjoyment again once they felt understood and supported in the right way. I believe a love of learning is part of a good life - a part of love of life.

These experiences have shaped how I think about learning, childhood and education.

Much of my professional work has involved supporting children who were finding learning difficult — sometimes because of anxiety, unmet needs, or environments that simply did not fit who they were.

Over time, I noticed something important. Many children who were described as “unmotivated” or “unable to learn” showed remarkable curiosity and persistence once they felt safe and were offered learning that matched their developmental stage and interests. This strengthened my belief that difficulties with learning are often not about ability but about a mismatch between the child and their environment.

I am also interested in the ways children navigate educational environments that do not always fit their needs. I have contributed to research in this area, including published work exploring camouflaging in autistic adolescents.

My work now focuses on helping families understand these dynamics and create learning environments where children can feel confident, curious and engaged again.

My Approach

I take a pluralistic approach, drawing on a range of psychological models and experiences depending on what best supports the child and family.

Some of the areas of training and experience that inform my work include:

  • Educational and Child Psychology (HCPC registered)

  • Video Interaction Guidance (VIG)

  • Advanced Paediatric Sleep Practitioner training (EDS)

  • SCERTS model training

  • Trauma-informed practice (Beacon House training)

  • Dynamic assessment approaches (Advanced)

  • Tree of Life narrative methodology

  • EBSA (Emotionally Based School Avoidance) training

Alongside formal training, I have learned enormously from the children and families I have worked with over the years. Their experiences have been some of the most important teachers in shaping how I understand learning and development.

Outside of my professional work, I am also a parent, which continues to deepen my appreciation for how complex and meaningful the journey of supporting a child’s development can be.

My Values

At the heart of my work is a belief that children deserve to feel safe, capable and curious in their learning.

I value approaches to education that respect childhood, recognise individual differences, and allow curiosity and play to remain central parts of learning. Children learn best when they feel understood and when the environments around them support their natural development.

I am deeply motivated by helping parents see their child again in their most alive and fulfilled state — the version of their child who feels curious, confident and engaged with the world. For some families this means protecting a child’s natural love of learning from the beginning. For others it means helping a child recover their spark after difficult experiences.

I believe that a love of learning is closely connected to a love of life. When children feel free to explore, ask questions and experience the satisfaction of understanding something new, learning becomes something joyful rather than something to endure.

Ultimately, my hope is that children feel curious about the world, confident in themselves, and free to experience learning as one of the many joyful parts of being alive.