Speaker
Presentation in English
VIVIAN HILL
UNIVERSITY COLLEGE LONDON. UNITED KINGDOM
Prof. Vivian Hill is a practising educational psychologist and academic researcher in the Department of Psychology and Human Development at the UCL Institute of Education, where she serves as Programme Director of the Doctorate in Educational Psychology (DEdPsy).
Her work bridges psychological theory and professional practice, with a particular focus on developmental psychology, applied educational and child psychology, and children’s social, emotional and mental health needs. Her research explores a wide range of topics, including children’s rights, the medicalisation of childhood behaviour, the social and emotional development of autistic children, the experiences of autistic girls, and the educational experiences of children in care.
A central theme of her work is promoting social justice, equity and inclusion within education. Her research examines barriers to support, social exclusion, belonging in school communities, inclusive educational practices and fair access to services for children with literacy difficulties. She is also interested in understanding literacy development and how educational systems can better meet the diverse needs of children and young people.
The Changing Landscape of Child and Adolescent Mental Health and Wellbeing Needs in the UK: Changing Conceptualisations and Evolving Practices
In recent years there has been an ideological and philosophical shift from an individual and within-child focus for child and adolescent mental health needs, to a more strategic and systemic approach. These changes have been driven by increased demand in the post-COVID-19 pandemic context—with soaring numbers of young people experiencing emotion-based school non-attendance (EBSNA)—and by a recognition that social and emotional development is an integral component of the process of education, frequently marginalised in favour of academic demands.
The aim is to shift from medicalising, labelling and treating individuals to providing a culture and climate in schools that acknowledges diversity as a typical feature of the school population, promoting better outcomes for all children.
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