Megan is an academically accomplished Psychology graduate from the University of Leeds, seeking a Graduate SEN Teaching Assistant role where she can support pupils with additional needs across Early Years and Primary settings. She offers exactly the kind of thoughtful, evidence-led and emotionally intelligent profile that schools value: strong academic grounding in autism, developmental psychology and child cognition, combined with practical experience designing inclusive activities for primary-aged pupils.
What makes Megan particularly impressive is the balance she brings. She has worked with Year 4-6 pupils across more than 10 primary schools through the Born in Bradford project, adapting focus group materials for children with autism and ADHD and managing group dynamics with confidence. Alongside this, her volunteering has given her experience supporting children with additional needs in creative group settings, while her prisoner befriending role demonstrates maturity, empathy, resilience and excellent professional boundaries.
Megan is well suited to schools looking for a bright, reflective and highly personable graduate who can bring calm communication, SEN insight and genuine academic credibility into a long-term support role.
Education & Qualifications
- BSc Psychology with Industrial Year - Predicted Upper Second Class: University of Leeds
- International Baccalaureate Diploma, 36 points: Biology, History, Psychology - Dartford Grammar School
- GCSEs: 11 Grade 9s, including Maths and English
Experience Summary
Megan’s experience gives schools a rare combination of SEN-focused academic knowledge, primary-age pupil interaction and strong professional maturity. She has already worked directly with pupils in school-based research environments, adapted activities to meet different learning needs and communicated with children, families and professional stakeholders in sensitive contexts.
- Designed accessible focus group materials for Year 4-6 pupils, using her understanding of autism and ADHD to improve engagement for children with additional needs.
- Conducted focus groups across 10+ primary schools with 300+ pupils, giving her valuable experience communicating with children in structured school settings.
- Managed group dynamics during pupil sessions, helping children remain engaged, included and on task.
- Planned and facilitated weekly creative sessions for 20+ participants from varied backgrounds and abilities, including children with additional needs.
- Used feedback to evidence improvements in participants’ confidence and wellbeing, showing a reflective and impact-focused approach.
- Provided structured emotional support to individuals in custody, demonstrating calm communication, empathy, resilience and professional boundaries.
- Co-authored sections of a peer-reviewed research paper and presented findings to senior academic stakeholders, highlighting strong communication, organisation and academic discipline.
Key Strengths
- Strong Psychology background with developmental and autism-focused study
- Clear SEN understanding, particularly around autism and ADHD
- Experience working with Year 4-6 pupils across primary schools
- Able to design inclusive, accessible activities for varied learning needs
- Excellent academic profile, including 11 GCSEs at Grade 9
- Mature, calm and emotionally intelligent communicator
- Confident working with children from diverse backgrounds and abilities
- Strong research, observation and analytical skills
- Professional boundaries and trauma-informed communication experience
- Reflective, evidence-led and impact-focused approach
- Highly suitable for long-term Graduate SEN Teaching Assistant work