Inspire’s Team & Behind-the-Scenes Staff
Educational Psychologist (EP), Owner & Founder.
Prior to leading ‘Inspire’, Oman’s first EP consultation service, Nadia worked in the Educational Psychology Consultation Service in Kensington and Chelsea, in London for over a decade. This included managing the area’s Portage Service, being a lead EP for under 5’s in the area and working as part of a team to develop and deliver professional training to teachers. In her 11 years as an EP in Oman, Nadia has focused on:
– Establishing a high-quality consultation service to Early Years settings, schools and families,
– Developing a network of professionals within the field,
– Creating a Directory of Services for Schools and Families,
– Offering training opportunities to schools, parents and professionals, and
– Co-authoring School Readiness: How You Can Help Your Child (For Ages 30 to 48 Months) with Dr. Chitra Sankar (Developmental Pediatrician).
The Value of the Educational Psychologist
As an area of specialism the field of Educational Psychology covers a plethora of important topics, specifically those that influence learning behaviours within educational environments. It is effectively the study of human learning.
This takes a wide range of critical factors into consideration, including the process or methods of teaching, learning theories, motivation and social influences upon learners, as well as our cognitive, emotional and moral development. In addition to focusing on the educational context, the overall learning experience is assessed in relation to teaching materials, resources, social interactions, special needs, key competencies and other individual differences.
An Educational Psychologist is a psychology graduate who has completed further post graduate qualifications in Educational Psychology (either a Masters or a Doctorate). Their role is to support the learning and development of children and young people (in the broadest sense) within different educational contexts.
What is the Consultation Model?
School consultation is based on the collaborative working and interactionist models of psychology. This means that we work closely with the people who know the child best in the context in which a concern appears. We look to find solutions with key people so that children can progress well in schools with everyone working together to maximise progress.
This approach has been developed and evaluated extensively in the U.K. in Educational Psychology services and in EP training courses. It has been proven to be more effective than alternative methods which focus solely on formal individual assessment work, based on within-the-person models of psychology.
We know from the work that has been done over a significant period of time in the U.K. that school consultation is the most effective way of delivering EP services to school settings and families. Schools and families have routinely been part of evaluations and the feedback is that school consultations is highly effective. It is now being adapted by Inspire especially for the Omani context.
‘Educational Psychologists are most effective when they work with teachers collaboratively and with a sense of the school as a whole organisation’.
– Patsy Wagner
Inclusive Learning Strategist
Prior to joining Inspire, Sarah amassed over a decade of experience in Oman’s education system, serving as a classroom teacher, Learning Support Teacher & Coordinator, and Nursery Manager. She holds a Masters of Science in Language and Communication Impairment in Children from the University of Sheffield—a specialism that underpins much of her work, recognising the central role communication plays in the learning and development of children with additional needs.
Alongside her roles in educational settings, Sarah has consistently worked beyond the classroom to improve collaboration and drive inclusive practices across Muscat. Since joining Inspire, she has continued this work at scale—founding professional forums for teachers and inclusion leaders, delivering training across multiple schools & nurseries, speaking at both local and international conferences, and co-establishing the annual Oman Inclusion Conference.
Sarah is particularly passionate about developing the capacity of all staff—especially Teaching Assistants and Individual Support Assistants—ensuring that inclusion is a shared, school-wide responsibility. Her practice is grounded in the belief that inclusive education is not a one-off initiative, but a sustained mindset and culture fostered through meaningful collaboration, reflective dialogue, collegial support, and a commitment to lifelong learning.
What is an Inclusive Learning Strategist?
An Inclusive Learning Strategist works collaboratively with schools to strengthen inclusive practices, remove barriers to learning, and promote the success of all pupils. Through a tailored blend of consultations, training and audits, Sarah supports schools in developing systems, strategies, and staff capacity to create learning environments where every child can thrive.
As a Language Development Specialist, she also helps schools better understand and respond to language and communication needs—equipping staff with the knowledge and tools to support learners with speech, language, and communication difficulties more effectively.
What approach does the Inclusive Learning Strategist use?
Sarah works at a whole-school and systems level, partnering with schools to understand their unique context, challenges, and strengths. Her approach is grounded in the belief that lasting, inclusive change begins with building staff confidence, shared understanding, and collective responsibility. She focuses on empowering educators with clear terminology, conceptual frameworks, and practical, evidence-informed strategies that can be embedded into everyday teaching.
Sarah’s work is designed to foster more equitable and inclusive education for all learners by enhancing engagement, improving outcomes, and providing educators with the understanding, sustainable tools, and supportive dialogue they need to confidently carry out their roles in the school-wide system.
‘Everybody is a genius but if you judge a fish by its ability to climb a tree, it will go its whole life believing that it is stupid’
– Albert Einstein
Trainee Coach & Communications Lead
Rutuja plays a versatile role at Inspire, supporting case documentation and communications to trainings, events, and reflective practice. She enjoys being part of a collaborative team that values both structure and heart in its work with children, families, and schools.
With a background in operations and marketing, Rutuja transitioned into the field of psychology, driven by a desire to contribute to meaningful, human-centered work. She is currently training to become a coach, integrating reflective practice, systems thinking, and strengths-based approaches.
Feedback from an Individual Support Assistant/Shadow Teacher
“Your help and knowledge is really appreciated. It has actually improved my relationship, work and communication with the child. He is more successful at school.”
Feedback about The Teacher Forum
“I would like to thank Sarah for organizing this opportunity for teachers to come together, share experiences and updated on professionals. It was truly a unique and valuable gathering. And to remind us we are not alone in the boat, there is a whole community rowing alongside us. Your effort made a real difference. Thank you!”
Service Level Agreement Impact
“The range of strategies that we now use and the outcomes for children with SENs is so much better.”
Optimus Inclusion & Wellbeing MENA 2025 Session Feedback
“Sarah was amazing, clear and concise with a lovely humour! Thoroughly enjoyed!”
Impact on a Child – A Parent’s Perspective
“My child is happier, more confident and more successful in school now – thanks to your work.”