Viv Trask-Hall DFIFIP

Head of Theory and Practice, Thrive Approach

Viv Trask-Hall is Head of Theory and Practice at Thrive Approach, an experienced education leader and passionate advocate for inclusion. A Distinguished Fellow of the International Forums of Inclusive Practitioners (DFIFIP), Viv has a proven track record of driving innovation in education and socio-emotional development. With leadership experience as SENCO, headteacher, executive headteacher, and school trust founder, Viv has successfully guided schools through challenging transitions. Her expertise spans the age ranges, with specialisms in early years and SEND. Viv introduced Thrive into schools and witnessed its transformative impact on behaviour, attendance, attainment, and mental health. Viv is committed to global collaboration and advancing inclusive practice. She recently represented Thrive Approach and Best Practice Network International at the World Inclusion Congress 2025 in Almaty, Kazakhstan, speaking on parents as partners in inclusive education and contributing to expert panels on best practice for inclusion. She also serves as a director of Exceed Learning Partnership, which was highly commended at the NGA Outstanding Governance Awards 2025 for excellence in governance and impact across the Doncaster community. Alongside her professional roles, Viv is a foster carer and leads a Mockingbird fostering constellation, reflecting her dedication to supporting children and families both in education and care settings.

1 Workshop series two

Supporting girls’ mental health in a digital age

At a time when girls are reporting increased pestering and pressure around sex, this workshop explores how we can harness deep listening, student voice and peer-to-peer cascade to support girls' mental health – particularly around improving body image, self-esteem and personal boundaries. The workshop will share insights from GLF Academy Trust's two-year project to remove barriers between adults' understanding and the reality of children's lived experience, create practical resources that are for students by students, and determine how to equip young people to discuss sensitive issues with peers in a thoughtful, empathetic and responsible way. Participants will gain a clear understanding of the project rationale, scope, approach and intended outcomes. There will be an opportunity to contribute your experience to the collective thinking around this work and to consider how this approach could be replicated within your trust.

1 Workshop series two

Botheredness and belonging: A strategic approach to emotionally based school avoidance

Too many children and young people are not accessing the education they deserve, or the experience of belonging to a community, because of emotional barriers to school. There is no simple answer to this complex challenge, but trusts like The Howard Partnership Trust, are developing new strategies to address this over time through their culture and systems. In this workshop, Jonathan and Viv will draw upon their deep experience of working with children who avoid school for emotional reasons. They will consider how organisations can communicate that the adults are 'bothered', and how they can support children's ability to connect and feel a sense of belonging. They will also invite participants to share their experiences and insights into what's happening in this arena in their own trusts.