Aala – Aspiring SEN Teaching Assistant | Psychology Graduate | SEMH-Focused Support
Aala is a dedicated and emotionally attuned Psychology graduate with a strong commitment to supporting children with special educational needs. Currently working full-time as a SEN Teaching Assistant, she brings a warm, structured approach to pupils with autism, ADHD, and social, emotional, and mental health (SEMH) needs. She’s now seeking a new role for September where she can deepen her impact in a primary setting, contribute to pupil wellbeing, and expand her knowledge of therapeutic and trauma-informed practice.
Calm, reflective, and deeply empathetic, Aala is keen to support children’s emotional growth through consistency, patience, and positive relationships.
Education & Qualifications
- BSc (Hons) Psychology: University of Westminster - Upper Second Class
- A Levels: Sociology, Biology, Chemistry
- GCSEs: 10 Graded 7-4 including English and Maths
Experience Summary
With over four years of school and volunteer experience, Aala has a growing toolkit for supporting children with complex emotional and behavioural needs. Her current role has equipped her with practical strategies and a trauma-informed mindset that enables her to support pupils with confidence and care.
- Provides tailored one-to-one support for children with SEN, including nonverbal pupils and those with autism and ADHD, using visual aids and structured routines to reduce anxiety and aid learning.
- Implements and reviews EHCPs in collaboration with SENCOs, teachers, and external specialists, helping shape effective interventions and support plans.
- Builds strong, trusting relationships to help children regulate emotions and engage positively with their learning environment.
- Volunteered for four years in child and adolescent support settings, leading group activities, offering emotional support, and fostering safe spaces for neurodivergent children.
Key Strengths
- Skilled in supporting pupils with SEMH and trauma-informed needs
- Emotionally intelligent and resilient, with a calm and consistent presence
- Experience with EHCPs, non-verbal communication tools, and inclusive classroom strategies
- Deeply committed to pupil wellbeing and inclusive practice in primary education