Bespoke Training for Organisations

At PASSHE, we draw on over 20 years of sector-leading experience to deliver high-impact, context-specific training for organisations committed to inclusive practice and neurodiversity support. From universities and colleges to employers and awarding bodies, we work across sectors to help teams understand and support neurodivergent learners and colleagues more effectively.

Photograph of a PASSHE Training Session from 2024

All our training is delivered by PASSHE Associate Trainers who are experienced freelance professionals with deep expertise in SpLDs and neurodivergence, and diverse professional backgrounds spanning education, healthcare, business, the arts and more.

What We Offer. Whether you’re looking to raise awareness, develop specialist skills, or embed inclusive practice across your organisation, we’ll work with you to create training that fits your people, your context and your goals.

Our training includes:

  • Live training sessions, online or in person, tailored to your setting and roles
  • Self-paced online courses, hosted on our learning platform, with modular content and certification
  • Keynote speakers for conferences, training days, and public engagement
  • Panel contributors and facilitators for sector events, EDI roundtables or strategy consultations
  • Strategic consultancy, specialist input into policy, practice and staff development pathways

All our training is designed for you, ensuring it reflects your internal systems, language, learners and culture. Our training is always designed in partnership with you, and has recently included topics such as:

  • ADHD in the Workplace: Practical Strategies for Managers and Teams
  • Coaching Skills for Inclusive Leadership and Staff Development
  • Screening and Signposting for Neurodiversity in Post-16 Education and Work
  • Creating and Implementing Reasonable Adjustments: From Policy to Practice
  • Managing Neurodivergent Staff Effectively and Supportively
  • Using Advanced AI Tools to Support Executive Function and Reduce Cognitive Load
  • Workplace Neurodiversity Needs Assessments: Understanding Need and Building Support

We also provide introductory awareness training for cross-functional teams, as well as advanced CPD for neurodiversity champions, HR, line managers, educators and student support staff.

Who We Work With. We support a wide range of organisations across education, public service and professional sectors.

Examples organisations include:

  • Universities, colleges and sixth form providers
  • Post-16 and adult education institutions
  • Awarding bodies and education sector organisations
  • Widening participation and academic development teams
  • HR, EDI and People & Culture departments
  • Public sector organisations, including the NHS and civil service
  • Disability Confident Employers and private sector firms with neurodiversity strategies

Whether you’re commissioning a one-off workshop or building a long-term development plan, we can help.

Get in Touch

We’d love to hear about your training goals. Whether you’re just starting to explore neuro-inclusion or looking to expand existing provision, we can work with you to design something meaningful, impactful and practical. To discuss your training needs please get in touch with our training programme manager Suzanne James at training@passhe.org.uk.

Our Trainers

Our training is delivered by handpicked PASSHE Associate Trainers. Each Associate brings not only deep knowledge of SpLDs and neurodivergence, but also a unique professional background that adds richness and relevance to their training.

We select trainers based on the aims of your session, the context of your organisation, and the experience required. Whether you’re training academic staff, HR teams, senior leaders or student-facing support professionals, we’ll ensure the session is relevant, engaging and credible.

Photograph of Dionysios Kyropoulos

Dr Dionysios Kyropoulos is a professional coach and trainer specialising in ADHD, with over 15 years of experience training individuals from aspiring professionals to established experts across a wide range of academic and professional settings in the UK and internationally. Dionysios serves as Co-Chair and Director of PASSHE and leads the organisation’s coaching training programme. Click for more info.

Photograph of Dylan

Dr Dylan Griffiths has been providing support for almost 20 years. Whether that’s in one-to-one support sessions, neurodiversity screenings, or needs assessments, he has a broad understanding of how best to provide effective support in different settings. He continues to provide specialist study skills and numeracy support, and is a qualified workplace needs assessor. Click for more info.

Photograph of Karisa

Dr Karisa Krčmář has worked across a range of sectors, from shipping and ballet to adult education and academic support. She holds an MBA from Glasgow, and an MEd and PhD from Birmingham. A Senior Fellow of AdvanceHE, she was the founding editor of the Journal of Neurodiversity in Higher Education, and has edited volumes on inclusive teaching and student resilience. Click for more info.

Testimonials

“Just loved that it was delivered by someone with lived experience. Fantastic that there was a break, and interactive parts to keep us focused.”


Workshop participant, ADHD in the Workplace

“This was a very informative session. I enjoyed Dionysios’ delivery and personal discussion of the topic and have a much better understanding of ADHD as a result. Thank you.”


Workshop participant, ADHD in the Workplace

“This was an informative and clearly presented session, contextualising the ADHDer experience and perspectives. It gave food for thought about inclusive approaches and initiatives for teaching and learning. The questions section in the second part were particularly valuable, with the presenter articulating experiences both personal and student stories, highlighting hidden difficulties of ADHDers, the benefits of conversation and collaborative exchange for deconstructing tasks, their practical management and defusing shame, guilt and low self esteem in the management of emotional triggers.”


Workshop participant, ADHD in the Workplace

“Dionysios had such a personal and clear approach to the session, I found it very informative and accessible.”


Workshop participant, ADHD in the Workplace

“I was really impressed by the practical usefulness of the session – the ways that Dionysios described using the tools in different contexts was very clear, joined up some slightly disparate ideas I already had and strengthened my resolve to build AI into my sessions more often in the next academic year.”


Workshop participant, Advanced AI Strategies for Tutors

“This was the most useful and practical session I’ve attended on AI use with students.”


Workshop participant, Advanced AI Strategies for Tutors

“This is probably the most useful CPD training event I have attended. I really enjoyed the different case study examples and I am looking forward to receiving the prompts so I can study further.”


Workshop participant, Advanced AI Strategies for Tutors

“Excellent and engaging presenter. Very interesting and informative presentation, very relevant for students these days. Nicely paced. Not to fast, not too slow. Presenter did not simplify things as he understood we are well educated, qualified and require advanced strategies to provide them to students doing Level 6 work at University. So the tone and target audience was right.”


Workshop participant, Advanced AI Strategies for Tutors

“This was one of the best training sessions I have attended. It was clearly presented, slides were well written and informative, without too much detail. The speaker was extremely knowledgeable and kept the content relevant to us as SpLD tutors. I really enjoyed it. Thank you, Dionysios.”


Workshop participant, Advanced AI Strategies for Tutors

“This training session was the most informative and useful sessions on AI I have attended. I have begun discussing this with my students and their response is as positive and enthusiastic as mine.”


Workshop participant, Advanced AI Strategies for Tutors

“Absolutely spot on training. If we are to stay current and employed we are going to have to learn how to help our students use AI.”


Workshop participant, Advanced AI Strategies for Tutors

“This presenter has lived experience to share and also effective case studies which helped to relay the strategies brilliantly. He provided excellent practical guidance and strategies to use with students and it made so much sense. Personally I am no fan of AI but this presenter helped me to understand how it can be used effectively with my students and how helpful it will be to them as a tool/strategy if they approach it in his way. It can even be an opportunity for learning and empowerment and one of my concerns has been around the loss of genuine embedded learning if AI takes over. I feel better equipped now to support students who want to use AI.”


Workshop participant, Advanced AI Strategies for Tutors

“Energising, inspiring. Offered some very relevant frameworks for making the ADHD student feel safe and listened to. I would like some more practice, modelling of these coaching approaches.”


Workshop participant, From Procrastination to Action: Coaching Skills for Tutors

“This was top notch. The introduction and delivery were instantly engaging, the PowerPoint spot on and the overall content valuable. I came away with something I can start to use in my sessions (in only a small way at first, of course, as this will take practice!) and with something which inspired and renewed my hope for procrastinators. I should like to learn more about coaching. Thank you very much!”


Workshop participant, From Procrastination to Action: Coaching Skills for Tutors

“While I had past exposure to coaching models, I valued the session because the speaker has done a lot of thinking. He persuaded me with his recommendation of a new model and the value of using this approach. I will change practices as a result.”


Workshop participant, From Procrastination to Action: Coaching Skills for Tutors

“This was one of the best workshops I have ever attended. I came away with very useful ideas for how to work more effectively with students who struggle with chronic procrastination.”


Workshop participant, From Procrastination to Action: Coaching Skills for Tutors

“I found this training perhaps to be the most useful training received, as although specific, it also brought in many other areas. For example, the trainer had an excellent knowledge of how ADHD commonly affects students in HE such as perfectionism.”


Workshop participant, From Procrastination to Action: Coaching Skills for Tutors

“Dylan put me at ease straight away, I found his friendly yet professional approach very fitting with my own needs and style. He spoke in a clear, concise manner; using real life examples rather than throwing theoretical concepts at me, which I don’t find particularly helpful. […] He gave me permission to put myself first, helping me to understand and accept that I need to put my own mask on before I help others; but also not only to accept my neurodivergent brain, to actually use it proactively and make the most of the positives.”


Neurodiversity Consultancy Recipient

Mindfulness, Mental Health,

and Successful Learning


The mental health of students in higher education is increasingly of concern to
specialist tutors. This online CPD course offers a brief outline of some of the ways
that poor mental health affects learning and suggests how developing mindfulness
practice with your students can build their resilience.  Mindfulness helps students
with strategies to overcome adversity and develop perseverance; it builds self-
knowledge and self-esteem to help towards a proactive attitude that learns.  You will
be invited to take part in mindfulness exercises and consider a range of mindfulness
and specialist study support strategies that will help you help your students.
This course is presented by Karisa Krcmar. Karisa is QA Officer for PASSHE and
headed up a team of specialist tutors at Loughborough University. She developed
mindfulness for study workshops with Tina Horsman and they later produced a book
Mindfulness for Study based on their programme. Karisa has since edited two more
books: The Inclusivity Gap about inclusive learning and teaching in higher education
and Helping Penguins to Swim which highlights a range of innovative practice
already happening in HE to help build resilience and good mental health among
students.
This course counts as 1-hour of PASSHE Accredited CPD.

Metacognition


Arguably, the driving force behind all learning. It is one of the most important of the
PASSHE 7-Principles®. This course will cover the basics of metacognition, the
theory as well as how it applied to Specialist one-to-one Study Skills and support
sessions. The course includes a step by step explanation and history of Flavell’s
theory. It goes on to discuss the guiding principles of the theory in practice. This
course is a starting point for your learning and contains material for you to follow up.
This course is presented by Elaine Doffman. Elaine is a Training and Development
Officer on the PASSHE Exec, and is a joint Regional Coordinator. She has been a
Study Skills Tutor for 16 years, working all over the country via distance support and
locally in the North West. Previously to tutoring, she was a teacher for many years
and qualified to teach people with dyslexia 30 years ago. She loves teaching and
tutoring, as well as producing resources and teaching materials.
This course counts as 1-hour of PASSHE Accredited CPD.

Cognitive Load Theory


This is one of the most important theories for us to consider in our one-to-one tuition.
It comes into almost everything we do and a great many of the strategies that we use
are based on it. This course will examine Sweller’s Cognitive Load Theory and
propose a Cognitive Load for Tutors model. Sweller proposed that working memory
is small and finite; he said that the way material is presented to students puts
considerable unnecessary load on the working memory. This course looks at the
theoretic factors he has proposed over the last 30 years, and goes on to examine the
biological and environmental factors that unnecessarily impinge on working memory.
As most students we work with have a smaller working memory, it is vital that we
remove these extraneous factors to allow the student to work at their best.
This course is presented by Elaine Doffman. Elaine is a Training and Development
Officer on the PASSHE Exec, and is a joint Regional Coordinator. She has been a
Study Skills Tutor for 16 years, working all over the country via distance support and
locally in the North West. Previously to tutoring, she was a teacher for many years
and qualified to teach people with dyslexia 30 years ago. She loves teaching and
tutoring, as well as producing resources and teaching materials.
This course counts as 1-hour of PASSHE Accredited CPD.

Building Students’ Confidence


This course is designed to build students’ academic confidence. Having self-
confidence is vital for academic success, and all too often students lack this. Building
a student’s confidence is a large part of our work. This course will give you ideas on
how to redress the problem of lack of confidence. As well as some practical ideas, it
is designed to act as a starting point for you to look into other theories to improve
your practice.
This course is presented by Elaine Doffman. Elaine is a Training and Development
Officer on the PASSHE Exec, and is a joint Regional Coordinator. She has been a
Study Skills Tutor for 16 years, working all over the country via distance support and
locally in the North West. Previously to tutoring, she was a teacher for many years
and qualified to teach people with dyslexia 30 years ago. She loves teaching and
tutoring, as well as producing resources and teaching materials.
This course counts as 1-hour of PASSHE Accredited CPD.

Blurry Borders: Mentoring Tips

for Specialist Tutors


This online course introduces a range of skills which support and give confidence to
specialist tutors as they work with the, often complex, needs of their students.  It
does not propose to offer training that would equip someone to become a mentor; it
aims, instead, to examine the role of a study skills tutor which encompasses some of
the basic tenets of mentoring which would fit within the boundaries of a study skills
session.

The course is written by Anne Betteridge, who has been an PASSHE member for
many years, and is presented by Karisa Krcmar. Karisa is QA Officer for PASSHE
and headed up a team of specialist tutors at Loughborough University.

This course counts as 1-hour of PASSHE Accredited CPD.

Kate Connery

Kate has an MSc from Queens University, Belfast, a PGDip in SpLD FE/HE from Edgehill University and qualifications in Adult Literacy and TESOL. After working for many years as a Careers Adviser she moved into Higher Education, working as an Education Adviser at Sheffield Hallam University and the University of Liverpool where she was responsible for inclusivity and internationalisation of the curriculum. Working with individual students she became increasingly interested in overcoming barriers to learning and became a qualified dyslexia teacher and assessor. Kate retired from her role as Specialist Support Tutor at the University of Sheffield in 2023 but continues to support students in a freelance basis. She has also worked as a TESOL teacher in HE and once owned a campsite in France. 

Tanya Zybutz

Tanya was there at the beginning when ADSHE was founded and has been part of the Executive for many years, designing and implementing the QA process with Janet Skinner and has been involved with all the working parties that devised and updated the PASSHE 7 Principles and our Profession’s Handbook. She has recently just finished working with Karisa Krcmar and Stella Klein on updating the PASSHE Handbook for 2025. Tanya has worked in the sector at a variety of HEIs most recently with The Royal Central School of Speech & Drama for over 20 years. Tanya currently works with ND academic staff and PhD students at Central.

Emily Adams

Emily Adams has been supporting students at the University of Hull for over 17 years, focussing on improving student success, experience, engagement, and support. She is employed as an SpLD Tutor, following study on ADSHE’s Level 5 qualification to become an ADSHE Quality Assured Specialist SpLD Tutor and she gained Accredited Tutor Status (ATS FE/HE) of the British Dyslexia Association (BDA) in 2022. She previously achieved Fellowship of the Higher Education Academy (FHEA) through her work around student experience and engagement. Prior to joining PASSHE in 2020, she held the position of Communications Coordinator and Executive Committee member of the UK Advising and Tutoring group (UKAT), 2014-16. Emily also represented the UK on the Global Initiatives Committee (GIC) for the Global Community of Academic Advising (NACADA), 2015-17. She has contributed to the Journal of Neurodivergent Learning and Teaching (2022), and has recently served as a Governor for a local primary school. Emily has an active interest in supporting and advocating for neurodivergence, and developing peer communities within higher education. She co-ordinates a Neurodivergent Staff Network providing peer support and advice, as well as facilitating an SpLD Community and other group opportunities for students. As Institutional Membership and Accreditation Officer, Emily is exploring a package to enable PASSHE to offer Institutional Memberships, promoting the role of Tutors and expanding the reach of PASSHE. Alongside this, she is developing a self assessment framework for HEI’s to evaluate, promote, and increase their provision for Neurodivergent Students across the full Student Experience, and possibility to gain PASSHE accreditation or high standards of provision.

Dr Dionysios Kyropoulos FHEA

Dionysios is a professional coach and trainer specialising in ADHD. He is a Fellow of the Higher Education Academy (FHEA) and holds the European Mentoring & Coaching Council (EMCC) Global Individual Accreditation (EIA) at Practitioner level. Before training as a coach, he developed a diverse portfolio career spanning performance, stage direction, teaching and research, with graduate studies at Cambridge and Oxford and a research fellowship at Harvard. Dionysios is an experienced educator with over 15 years of experience training individuals from aspiring professionals to established experts across diverse academic and professional contexts. For seven years he was Professor of Historical Performance and Academic Studies at the Guildhall School of Music & Drama, and has taught courses and workshops at institutions including Newcastle University, Shenandoah University, the University of Oxford, the University of Cambridge, the University of Burgos, City University London and Shanghai Jiao Tong University. Alongside his coaching and teaching practice, he serves as Co-Chair and Director of PASSHE and leads the organisation’s coaching training programme. For more information visit: www.kyropoulos.com

Kassandra Clemens

Kassandra Clemens is a transformational coach, trainer and educator with deep experience in working with neurodivergent professionals. She is autistic, dyslexic, dyspraxic and attention-different, and brings a rich, lived understanding to her teaching. A Level 7-qualified Specific Learning Differences Specialist and trained transformational coach, her work focuses on supporting neurodivergent adults to overcome psychological blocks and build confidence in their own judgement. With 19 years of experience supporting neurodivergent adults, Kassandra works at the intersection of trauma-aware practice and coaching. She is the founder and executive director of Heal Your Confidence Community Interest Company, where she integrates her knowledge of the nervous system and adult neurodevelopment into her coaching framework. She hosts monthly events exploring the lived experience of neurodivergence, and her approach is strengths-based, reflective and highly attuned to the needs of clients who struggle with self-doubt, inner criticism and fear of failure.

Jill Harris

Jill is an experienced Chartered Accountant and Fellow of the Higher Education Academy (FHEA). She worked in audit for a Big Four firm and in finance within the oil and gas industry prior to following her passion and moving to work in higher and professional education.

Cheri Shone

Cheri has been a PASSHE member since she first qualified as a Specialist Support Tutor. She deeply committed to developing her own understanding of neurodivergence and raising the awareness of neurodivergence based on that understanding. Cheri herself is Dyslexic. Her particular interest is how to navigate the intersections of the neurodivergent profile by centring and supporting the neurodivergent person themselves to develop this insight. Cheri has engaged with this work herself in both a personal and professional capacity. Her professional interest is focused on how to create a tutorial space that will facilitate this exploration. To that end Cheri has developed the VLR® Model that creates an effective scaffolding for that exploration and is the basis for the work she loves.

Stella Klein

Stella joined the Executive in 2020 with an interest in promoting and sharing innovative professional practice across its membership.
A PASSHE member and SpLD Tutor in Higher Education since 2007, Stella has provided individual and group support to students with SpLDs and other neuro-differences at several London universities including UCL, SOAS, Kings, Birkbeck, Central School of Speech and Drama. In addition to her freelance SpLD tutoring, she also continues to work in this role at Central St Martins, University of the Arts, London. With a background in Linguistics (BA), Education (PGCE, PGDip in Specialist Education) and Creative Writing (MA), Stella loves learning and developing her practice with her students, creating individualised tools for language development, critical reflection and writing from Foundation to PhD level. She is an Advance HE fellow, and has contributed to the Journal of Neurodiversity in Higher Education as well as to the Resources for Professional Practice section of the PASSHE website.

Bob Burwell

Bob is Specific Learning Differences Tutor who has been working at the University of Hull for the last 12 years. Bob has 25 years’ experience in Further and Higher Education. He has been an active member of ADSHE since 2008 and was PASSHE NE Regional Coordinator for 4 Years.  He has a Post Graduate Diploma in Dyslexia and Literacy, and a MA in Education, specialising in inclusion and assessment.  He also has been a teacher for many years with a PGCE. Bob’s particular interests are working with academic departments to develop inclusive curriculum practice. Bob is also keen on developing and protecting professional standards.

Diane de Villiers

Diana joined PASSHE when she started working in HE in 2008. As she has worked as a freelancer for a number of years, Diana feels passionately about endorsing the role of the freelancer and took up the PASSHE role of Freelance Officer in 2018. The role of the freelancer in this sector has become more demanding, providing opportunities as well as challenges. Diana came from teaching into SpLD support. She is a Specialist Teacher Assessor and Director of a company providing NMH support to students. In addition, Diana works as a Dyslexia Advisor at the University for the Creative Arts.

Kris Grainger

Kris Grainger is a Specialist Study Skills Tutor based in Staffordshire. Holding a BA (Hons) in Film and an MA in New Media Technologies, he has engaged in research within the audio and film industries, collaborating with renowned companies such as Lucasfilm, Pixar, and Dolby. A lifelong enthusiast of audio, Kris runs his own small studio, where he produces his personal podcast, as well as offering podcast production and professional audio services to various health and educational organisations. With a PGCE (FE/HE) and over 25 years of teaching experience across the FE, HE, and Adult Learning sectors, Kris is a dedicated advocate for inclusivity and support for students with Specific Learning Difficulties (SpLDs). In 2024, he completed the PASSHE Level 5 Course in Teaching Students with SpLDs in Further and Higher Education. Outside of his professional work, Kris is a passionate bass player and musician, with a particular interest in vintage synthesizers, many of which he uses to create jingles for his podcasts.

Jackie Hatfield

Jackie has been supporting neurodivergent students, in a one-to-one setting, at Loughborough University for 14 years. In this role, she engages with students ranging from those beginning their learning journey in Higher Education through to those pursuing the challenges of researching and writing their PhDs. Jackie supports neurodivergent students from across the range of disciplines at Loughborough. This experience has made her aware of the frustrations they encounter with academic writing. As a predominately visual learner she has become increasingly interested in investigating visual and creative strategies. This journey has led Jackie to discover Lego Serious Play, and prompted her to become a trained facilitator of Lego Serious Play methodology, to support her neurodivergent students (and potentially the wider student population) to reach their potential in a text heavy environment. In 2015, Jackie became one of the Regional Coordinators for the Midlands Regional Group, along with her Loughborough colleague, Tina Horsman. In September 2019, she became the Regional Officer of PASSHE.

Dr Dylan Griffiths

Dylan offers almost 20 years of experience supporting neurodivergent individuals in education and the workplace, with expertise in dyslexia, dyspraxia, dyscalculia, ADHD, autism, and physical or sensory impairments.

He provides two core services: neurodiversity screenings and needs assessments. Screenings explore indicators of specific learning differences and neurodivergent profiles, offering a cost-effective way to better understand individual needs without the commitment of a full diagnostic assessment. Needs assessments provide tailored, practical recommendations - ranging from assistive technology and one-to-one support to team awareness training and low- or no-cost adjustments. All strategies are person-centred, sustainable, and aligned with organisational goals.

Dylan's approach is grounded in both academic and professional expertise, drawing on his mathematics PhD, specialist qualifications in Dyslexia and Dyspraxia, and role as a certified Mental Health First Aid Champion. He also contributes to national policy and practice as co-chair of PASSHE and a board member of SASC, shaping standards in assessment and support.

Dr Dylan Griffiths

Dylan has been supporting neurodiverse students and staff since 2006, offering one-to-one support sessions, neurodiversity screenings, and needs assessments. Over the years, his roles have spanned across higher education, the full DSA system, and the workplace, giving him a broad understanding of how best to provide effective support in different settings.

His specialist area is numeracy, but he also brings a strong focus on integrating Study Skills with Assistive Technology. As a keen advocate of technology, Dylan believes that the right tools can make studying and working not only more effective, but also more empowering. His sessions are designed to build confidence, encourage independent learning, and help people work smarter and more efficiently.

Irina Staneva

Irina brings extensive experience of leading multidisciplinary services across disability, wellbeing, counselling and DSA-funded provision, with a strong focus on inclusive practice and strategic service development. She has held senior leadership roles in both higher and further education, leading complex safeguarding and Student of Concern processes, strengthening reasonable adjustments systems to improve access, and embedding preventative mental health within institutional strategy. Irina previously managed a regional DSA Assessment Centre and has contributed to sector policy and practice through representation at the Disabled Students’ Stakeholder Group. Her work is underpinned by a commitment to equity, professional standards and evidence-informed improvement.

James Bramley

James leads digital development across PASSHE’s services, streamlining processes, managing complex information, and helping shape systems that support the organisation’s future growth. With a background in music, languages, and politics, he brings a broad interdisciplinary perspective. Alongside his role at PASSHE, he maintains a portfolio career as a freelance musician and inclusive music educator with the leading participation organisation Live Music Now.

Tony Smith

Tony started as a Senior IT Support Assistant at Cardiff Metropolitan University in 2009 before becoming their first Assistive Technology Trainer in 2010. In March 2011, Tony attended a five-day course Understanding SpLD and Strategies for Support. He met Sandra Hargreaves, who supported Tony’s application to attend London Metropolitan University and undertake the Post Graduate Certificate: Teaching Adult Dyslexic Learners in Higher and Further Education. In September 2011, Tony became the Specialist Study Skills Co-Ordinator and the only Tutor at Cardiff Metropolitan University, so he had no problem finding students for his teaching practice as he had over 100 students requiring support. In November 2011, Tony established a small team of Tutors who remained with him until his departure in 2020. He ensured meetings occurred once a term to share best practices and participate in CPD and Professional Peer Supervision (PPS)®. During the same period, Tony was a tutor on the PASSHE Level 5 course. However, he has decided to retire from supporting students. Still, being the eternal opportunist, he is not fading into the background but continues to support the profession now as Treasurer.

Fran Stanton

Fran has worked in Marketing and Recruitment roles at the University of North London and in the Business and Law Faculty at De Montfort University, Leicester.  In 2006 she became International Student Support Coordinator within the Student Support Office at University of York and subsequently, College Administrator at Halifax College, University of York.  On leaving York in 2015, she took up administrative roles within the Anglican Diocese of York and then the Catholic Diocese of Leeds.

Suzanne James

Suzanne is an experienced Administrator with a wide experience within the educational sector. Prior to joining PASSHE in 2018, she worked for the University of Reading Study Advice and Counselling services.  She has a background in corporate public relations and marketing.

Tina Horsman

Tina Horsman is a specialist tutor at Loughborough University, renowned for her expertise in supporting neurodiverse students. With over twenty years of experience in assessing and aiding students with specific learning differences (SpLDs), Tina has co-authored the book Mindfulness for Study: From Procrastination to Action, which provides valuable insights into applying mindfulness techniques to academic contexts. At Loughborough, Tina co-developed the "Mindfulness for Study Programme", designed to help students with SpLDs such as dyslexia and dyspraxia to manage stress and improve their study skills. This programme has received significant recognition for its positive impact on student performance and well-being. Tina's recent work includes the publication of the article "Navigating the Essay: Making Writing Multi-Sensory", which explores innovative methods to enhance students' writing processes by incorporating multisensory approaches. A long-time member of PASSHE, Tina became a Director in March 2024.

Dr Karisa Krčmář

Karisa has an MBA from Glasgow, an MEd and PhD from Birmingham.  After working in a variety of commercial sectors ranging from shipping to ballet, she changed direction, went into teaching adults and became fascinated with why learners don’t learn.  She undertook dyslexia teaching and assessor training, followed by CPD focussing on ADHD and Mental Health and became a Specialist Tutor at Loughborough University. Karisa is a Mindfulness practitioner, and with one of her colleagues, developed and ran mindfulness workshops culminating in the publishing of Mindfulness for Study: from procrastination to action.  She was the first editor of the Journal of Neurodiversity in Higher Education (ADSHE) and has edited books about inclusive learning and teaching (The Inclusivity Gap) and successful projects for building students’ mental health resilience (Helping Penguins to Swim).  Karisa is a Senior Fellow of the Higher Education Academy and has a black belt in Shotokan Karate.