We hear from those teaching Psychology at pre-university level…

'Psychology helps us have conversations around the realities of society beyond our bubble'

Charlotte Findlay is Head of Psychology at Oakham School

In my mid-20s, I had obtained a MA in Counselling Psychology and was working as a bereavement counsellor, for Mind and with a residential recovery unit for teenagers with mental health issues. It was shocking to hear how many of these teenagers needed help at school but were missed. It was here I decided to apply for a PGCE in Psychology, and I'm now seven years into the career.

Having worked and trained in the state sector, I now run our Psychology department in an independent school. When I started, I had expectations and assumptions about my new reality. However, let me assure you that these teenagers are not that different from state-school teenagers. They like pushing the boundaries, following the latest trends on TikTok, hiding their phones under the desks, advertising North Face and iPhones like they're on commission, and trying their best not to get caught doing things they shouldn't.

You're right in thinking that these students have a wealth of facilities and opportunities and a lot of our students will be very aware of the privilege they have, but they're teenagers; there is always a handful who would rather be doing nothing instead. That being said, our school tries hard to make students aware of the realities of society beyond our bubble. Psychology is great for allowing us to have a conversation about challenging the schema of people they will meet at university. 

On the topic of teaching, I'm restricted in the freedom of what I can teach, which is frustrating as the A-level and IB specifications are incredibly dull in places, and don't prepare students for university.

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Daily school life for teachers here is intense, and nothing like our state-school counterparts. Firstly, I teach six days a week, every week. I've also opted to live as a resident tutor in one of our boarding houses. This means that some weeks I'm on duty on Sundays, looking after our international students who live on-site during term-time. 

My job as a Head of Department blurs considerably between academically supporting students and pastorally supporting them in the boarding house. I see students morning, noon and night (in all states), we eat three meals a day together and inevitably build relationships that are not often encouraged in the state sector – I become their family away from home and build relationships with their parents too.

Life in a boarding house isn't a typical teenage experience. Despite being 18 in their final year here, they are not allowed to freely visit bars and pubs, drink alcohol, or smoke and must be back in the house by 10pm. 

Breakfast starts at 7am, on the weekends they're expected to attend a register several times a day, and a few times a week they must attend our school Chapel to listen to sermons and sing hymns (they actually really enjoy this!). The school week isn't typical either, with some academic days finishing near 6pm and others finishing at 1pm to allow for mandatory sports and activities sessions. 

Finally, every term we will have an exeat weekend. School finishes at 4pm on Friday, resuming on Monday, and all students are expected to go home or to their guardian's house. This is essentially a normal weekend for everyone else in the real world, but a real treat for staff here, especially boarding staff!

In terms of how the British Psychological Society supports me, I love the Research Digest and use this to introduce contemporary research to students, either with the articles or via the journal. I also use these for my own interest and reading. 

I'd like to see an awareness of the specification (both A-level and IB are changing for September 2025), and contemporary research that universities are working on that aligns with these. And more outreach from universities who wish to run sessions, mini lectures, recruit, prepare students for university.

'We can all work together to prepare students for a future in psychology or other careers' 

Lyndsey Hayes is a chartered psychologist and teaches at Westminster Tutors Independent Sixth Form College

I got into Psychology teaching by accident. After graduating, I applied for a place on the MA Librarianship and Information Studies course at LSE. I was unsuccessful but realised afterwards that this was a blessing in disguise as I greatly admired what my Academic Tutor had done for me and my fellow degree students at Goldsmiths College. The thought of doing the same really appealed to me. She was one of my referees, so I contacted her and asked her how she became an Academic Tutor. She advised me to call the psychology Administrator, who told me that they happened to be a Tutor short and said that she knew that I had just graduated with a good degree so was very happy to take me on!

During my two years there, I fell in love with teaching and felt that I could use my experience as a Visiting Tutor to support A-Level students with transitioning to university, so I enrolled on the PGCE (Post-compulsory) course at the Institute of Education. The rest is history!

My students start psychology courses at different entry points. In some of my workplaces, my students were required to have at least 5 GCSES from A*-C (or scores 5-9 for the current GCSEs) in subjects including English, Maths or Science when enrolling on A-Level Psychology. In other places, students were only required to have an IELTS score of 5 to join. 

For other courses that I have taught, such as the University Foundation Programme, students were only required to have an IELTS score of 4.5. To put this score into context, this means that the students only had a limited use of English. Many of my students therefore had to work even harder than others to achieve the grades needed to progress to university in a subject that is linguistically and technically demanding.

The pre-university course specifications have changed a great deal… not only the topics studied but also how students' work is assessed. What needs to change now is how we approach the teaching of sensitive topics, such as gender development and relationships. Society's approach and language used when discussing these topics have completely changed, which can be challenging to navigate in lessons.

I hope that the forthcoming updated A-Level and GCSE specifications reflect these changes. Incidentally, I completely agree with the BPS President that the current SEND provision in schools and colleges needs to be urgently improved.

The BPS supports me in many ways. The most important ways for me are:

• The BPS Teachers' toolkit: A fantastic collaboration between DART-P, SCoPESC and the ATP, which has been an invaluable source of resources for me and my students. For example, its resources on careers in psychology and UCAS, were very helpful in supporting my students with making their university applications last year.
• Its memorandum of understanding with the ATP has given me access to a wider network of psychology professionals and specialist resources, such as this magazine, the DART-P newsletters, and the BPS committees that I am on. These are wonderful sources of extra support that I would not otherwise have had.

However, the pre-university teaching committee is still underrepresented and pre-university psychology courses are still less valued by some. The BPS could provide more opportunities for cross education sector collaboration so that we can all work together to successfully prepare students for a future in psychology or other careers, whatever they may be.

'Our view appears quite narrow with respect to psychological concepts and ideas in other cultures'

Ed King teaches at BESST Gymnazium in Slovakia

I 'fell into' teaching, and indeed this subject.

I have my QTS in English but was asked to teach Psychology as I have a degree in the subject.

I now teach largely Psychology.

I teach in a very small international school where Psychology is a growing subject in the country. My job includes creating my own GCSE resources, which I love. This year I've used Lucinda Powell's recent podcasts on learning from errors to tie it into conditioning, cognitive restructuring, and other fun psychology concepts. Last year I taught for the local exams – and study in Psychology has very little 'new' psychology at all and is focused largely on the times when Psychology degrees focused on Freud, Jung, Skinner etc. 

It's quite eye-opening after doing my degree almost 15 years ago in England, where we learned about doodling (Jackie Andrade), that I actually didn't learn so much about these more historical names and ideas even then, but they are still prevalent in parts of Europe. My students love relevant and recent work most of all, which is great to see.

My highs of the role are the creative things my students make – my favourite ones are the memes from key studies we were required to know, and also my students' creative way of remembering that we place the DV on the y axis by saying 'the D goes up', which they found hilarious but never forgot.

Another issue at the moment is a focus on Psychology across the world – our view appears quite narrow (mine included, as I am a product of this sort of system) with respect to psychological concepts and ideas in other cultures – I remember a really good article recently in the Association for the Teaching of Psychology magazine about this.

The BPS offer some nice training quite cheaply for members and are currently making some great resources to help teachers. I love these resources and have even created a few. One small and easy extra thing could be to create a small video showing us where to find certain things and how to access our paid membership resources. 

Another idea that would be really useful is some sort of guide for new teachers. I know Deb Gajic has written a really nice book about teaching Psychology, but I struggle to find many books on how to teach Psychology (e.g. in English we have loads of teacher support and books on ways to teach certain things and also the big problems in that subject). I'd love to see something like this in Psychology and am now hoping that it isn't my searching skills that are the issue here.

'We can make the educational experience not just intellectually enriching but also personally transformative'

Frankie Samah is Head of Psychology at St Andrews Senior School in Kenya, teaching both GCSE and A-Level Psychology; and Associate Lecturer at the University of Worcester, delivering online courses..

My journey into psychology teaching was anything but linear. After completing my undergraduate degree, I travelled, eager to experience different cultures and gain a broader perspective on life. This time abroad was enriching, but eventually, I returned home and entered the corporate world. Over the next few years, I held various jobs, each offering valuable lessons but ultimately lacking the fulfilment I sought.

My path took a significant turn when I became a science technician. This role reawakened my passion for education and the sciences. It wasn't long before I found my way into psychology teaching, albeit later in life than most.

I genuinely love my students. Their growth as individuals and their academic achievements are the greatest rewards of my profession. Watching them develop critical thinking skills, gain confidence, and achieve their potential is immensely satisfying. Each day brings new opportunities to make a positive impact on their lives, which keeps my enthusiasm for teaching alive.

A bottom-up approach, focused on building their confidence, seems to work best. By fostering a supportive and empowering classroom atmosphere, students are more likely to engage and thrive.

Psychology teaching has evolved over the years, but there's still room for improvement. Many psychology curricula focus predominantly on Western, often male-dominated perspectives. A broader spectrum of perspectives and experiences would provide students with a more comprehensive understanding of the field and its relevance to different populations. This inclusion will not only foster a deeper appreciation of the global and multifaceted nature of psychology but also promote greater empathy and cultural competence among students.

Updating the curriculum to include contemporary issues and emerging areas of research is also crucial. Topics such as the psychology of social justice, the impact of technology on mental health, and the psychological effects of climate change are increasingly relevant in today's world. Including these areas in the curriculum can help students connect their learning to real-world issues, making their education more meaningful and applicable to their lives.

In addition to curricular changes, there should be a concerted effort to create a more inclusive and supportive learning environment. This involves not only diversifying the content but also fostering an educational culture that values and respects all students' backgrounds and experiences. Implementing inclusive teaching practices, such as using culturally relevant examples, promoting active learning, and providing support for students from underrepresented groups, can significantly enhance the learning experience.

Incorporating elements of positive psychology into the curriculum is another important step. Understanding and practicing concepts such as mindfulness, journaling, and gratitude can have profound effects on students' well-being and mental health. We can provide students with tools to enhance their mental health and resilience, making their educational experience not just intellectually enriching but also personally transformative.

Ultimately, we have the opportunity to cultivate a generation of psychologists who are not only knowledgeable but also compassionate and equipped to address the psychological needs of diverse populations. This holistic approach to psychology education will better prepare students to contribute meaningfully to the field and to society at large.

The British Psychological Society has been instrumental in supporting my career. Recently, I went through the BPS teaching route to gain Chartered Psychologist status, which was a significant milestone.

Additionally, I am a regular reader of Psychology Teaching Review, which helps me stay up to date with the latest developments in psychology pedagogy.

I often use the Research Digest to help students explore more diverse areas of psychology. These resources are invaluable for professional growth and ensuring that my teaching methods are aligned with current best practices.

I'm now excited to start a new post as the Head of Psychology at an international school in Kenya. What's better than having a job I love and the fact I get to experience the world as well?

'Teaching, in many ways, has kept me young at heart'

Manpreet Bans teaches Psychology at St Paul's Catholic School in Leicester

After graduating with a degree in Social Science in 1991, I had no clear career path in mind. I had majored in Psychology, a subject I was truly passionate about, and felt a strong desire to share that enthusiasm with others. While browsing through a UCAS guide, I stumbled upon a PGCE in Social Science, and it immediately resonated with me – I knew this was the path I wanted to follow.

Teaching was a competitive field in 1992. Despite the challenges, I was fortunate to secure a place on the highly coveted PGCE course at Leicester University, where only four students were training to become Psychology teachers due to limited government funding. At the time, many schools and colleges had not yet fully embraced A-level Psychology.

I was lucky to land my first teaching position at a sixth-form college in Nuneaton, where my role was to introduce Psychology as a subject. It was both an exciting challenge and a tremendous joy. Over 100 students opted to study Psychology in its first year, and the program continued to grow stronger with each passing year. I served as Head of Psychology for a few years and then worked as a part-time teacher, whilst my children were young, for many years, continuing to help shape the department as it flourished.

After 19 years, I moved to a Catholic school in Leicester to take on the role of running the A-level Psychology course as the sole teacher. I've been at this school for 13 years now, bringing my teaching career to over 30 years.

For me, teaching doesn't end when the school day does. I understand that the commitment goes beyond the classroom. Even after the final bell rings, I often find myself dedicating several hours in the evenings and on weekends, preparing, reflecting, and ensuring my students have the best learning experience possible. The greatest highs in teaching come from the lasting gratitude of students. 

Knowing that I've made a difference in a young person's life and had an impact that endures beyond the classroom is incredibly rewarding. Teaching is about so much more than imparting knowledge or preparing students for exams. It's about shaping and nurturing young minds, helping them develop into compassionate, thoughtful individuals who will carry forward your values and make a meaningful difference in society.

Of course, there are lows as well. The demands of marking, the heavy workload, and the frustration of seeing students placed on the Psychology course with low GCSE grades-students who struggle and may not be on the right path – are all real challenges. Teaching never becomes easier; it's not just a job, but a lifelong commitment. It requires dedication, resilience, and an unwavering belief in the potential of every student.

Over the years, the A-level Psychology curriculum has shifted more heavily towards biological explanations, which, while important, has reduced the variety of topics available to students. I truly wish there were more options for those who are less scientifically inclined but still eager to explore fascinating areas like personality theories, psychometric testing, Piaget's stages of development, intelligence, language acquisition, and comparative psychology. 

These were all topics that were part of the specification when I first started teaching, and it's a real shame that they've been cut and lost. These areas offered students a broader understanding of human behaviour and development, allowing for a more holistic approach to the subject, one that catered to diverse interests and strengths.

I hope one day we can find a balance that reintroduces some of these valuable, enriching topics into the curriculum. The BPS Research Digest has been an invaluable resource for me, offering real-life applications of psychology that I love incorporating into lessons. It helps students make connections beyond the textbook, enhancing their lateral thinking and showing how psychology plays out in the world around us. I also encourage students to explore topics outside the specification through short presentations I call 'Spotlight'. 
The Digest often serves as a great tool for this, providing fascinating, current research for students to delve into.

I would love for the BPS to visit our school to talk about cutting-edge research in psychology. A session like that could significantly enrich students' understanding of research methods and spark discussions around BPS guidelines, peer review, and the importance of ethical standards and committees in research.

Additionally, the BPS documents on careers in psychology have been extremely helpful, both during Open Evenings and when guiding students toward the many career paths in the field. These resources are instrumental in inspiring students to consider where psychology might take them in the future.

'In that first year I was always just a few steps ahead of the students'

Marie Buckley, Head of Psychology at King Edward's School, Stratford upon Avon and founder of A-level Psychology Tutor

I first trained as a Business Studies teacher after time spent working in HM Prison Service and marketing. The secondary school in which I was working at started to offer GCSE and IB Psychology and asked all staff if anyone would be interested in teaching the new qualifications. I had always had an interest in psychology and mental health, and this is where my journey began.

It was a steep learning curve as I was self-taught in the subject having not even done A-level Psychology myself. In that first year I was always just a few steps ahead of the students. I vividly remember a student asking me once, how I knew so much about both Business and Psychology, to which I privately thought 'I'm just a chapter ahead of you in the textbook!'

I then moved into the private sector as Head of Psychology, teaching AQA A-level Psychology. It was at this point I decided to gain an MSc Psychology in order to 'rubber stamp' my knowledge and increase my confidence. Since then, I have taught at Shrewsbury International School in Bangkok and now I work at a high achieving grammar school in which I thoroughly love.

field day with this one, but even my students in the sixth form who are aged between 16-18 years old still sometimes 'slip up' and refer to me as mum! I take it as a compliment.

The pinnacle of the job is results day. I am normally in (happy) tears with my students. To see their achievements marked by obtaining the grades they deserve and seeing them off to exciting new destinations is always bittersweet. I also love the moments when students who are struggling experience that moment when they finally 'get it'. Helping students overcome obstacles and barriers to help them in their learning is a privilege for me, not a job. I could not imagine doing anything else for a career!

There is a huge amount for Psychology students to learn but I love creating aesthetically appealing resources and use them in a very structured approach. The students love them too which makes them appreciate the input they get, and it has become a magic formula. This year 45 per cent of my students achieved a Grade A* and 76 per cent achieved a Grade A*/A. This made me burst with pride!

Another high is that my teaching career has led to the development of my online tutoring and resource business.  I have enjoyed the challenge of building my website independently and uploading content to help students and teachers develop their knowledge. 

I also love tutoring students on a one-to-one basis, as I get to meet wonderful students from all over the world including China, Thailand, and Dubai. I now have the privilege of training my high-calibre ex-students to be tutors themselves… I'm supporting their career development and get to keep in touch with them as they progress to university.

The lows come from the sheer amount of marking needed, particularly with large class sizes, to help students progress. Only by getting individualised feedback do the students truly understand how they need to improve but it does seem an endless (and sometimes thankless) task. Maybe AI will be able to mark for us one day!

Other lows come from when I see students who are trying their very hardest but for some reason or other, they're struggling to obtain the grade that they desire. This can be hard to witness as a teacher. What needs to change in Psychology teaching? I really believe that A-level Psychology needs modernising. 

We still teach the classics such as Zimbardo, Milgram, Loftus and Palmer… despite the fact that Psychology is experiencing a replication crisis and many of the classics have not been replicated. More current research on trauma and mental health would be so valuable to young people. I also think some theories such as the Authoritarian Personality do not have much benefit to modern psychology students.

I love the British Psychological Society's Research Digest and often use it at the start of the A-level course as a 'stretch and challenge' task for the new psychologists. I use it to inspire students to research topics that take their own personal interests and that are 'hot off the press'.

'I teach almost entirely online from my home in a remote village in Portugal'

Dr Sheila Thomas

It all began when I was at home full-time looking after our baby daughter. I felt that my brain was going to sleep, so I enrolled on a local evening class for A-level Psychology and I then went on to do my BSc, MSc and PhD.

I now teach Psychology A-level and IB in UK schools and colleges almost entirely online from my home in a remote village in Portugal. I usually have a teaching assistant in the classroom who deals with the IT, photocopying and any disciplinary issues while I am projected onto a large screen in the classroom or onto the screens of students´ individual laptops. 

This arrangement means that schools are able to tap into teaching expertise – I have been a Head of Department for 29 years – without having to go through costly and sometimes unproductive recruitment procedures. It also means that students enjoy a first-class teaching experience from someone who is a specialist in the subject.

This way of working began during the pandemic and has worked extremely well in my experience. I am now working with my 12th school using this system and I have a small practice of expert Psychology teachers to meet the growing demand. I have also been offering teacher support and training to a number of schools and this is especially valued by teachers who may be a single person department or who may not be a specialist in Psychology and have been asked to take it on as an extra subject.

I really feel for the teachers in this situation as they are faced with a very steep learning curve and I feel it also undervalues Psychology as an academic subject. A lot of my teacher support work is designed to help teachers with these types of difficulties and I have been called upon more and more to offer guidance on marking, revision techniques, resources, etc.

The undervaluing of Psychology needs to change and its profile as an academic subject needs to be fundamentally strengthened. It needs to be made crystal clear to the academic establishment and the wider public that the study of Psychology develops statistical skills, cognitive flexibility, critical thinking and the ability to write well-structured essays – all skills which are vital to higher level study.

The BPS does an excellent job at communicating current issues in Psychology and with initiatives such as the recent DART-P teaching awards – it is endeavouring to enhance the status of Psychology teaching. The recent negative comments against Psychology A-level in the press by certain commentators indicate that there is still work to do in convincing a number of academics and the wider public of the benefits of our subject. Perhaps people should be reminded that we have a full understanding of the Biology behind the carcinogenic properties of cigarettes but it takes Psychology to understand the ways in which this behaviour can be discouraged.

The BPS could also promote the benefits of remote learning in schools as this is the way forward if we want to make the most of the expertise that is out there.

'If you love it, it shows, and students will respond to this'

Trevor Dunn is a chartered psychologist and Lecturer in Psychology, Reach Education, Cambridge

Purely by accident. I saw a post for teaching A-Level Psychology at an evening class in a college in Leicester, and 30 years later still find myself teaching. There is an old saying – if you do something you love then you will never do a day's work in your life. Do not get me wrong, teaching is far from easy, but if you love it, it shows, and students will respond to this. My students give their best, so what else could you ask for?