Zelpher Ferguson has been in education for 36 years with learners from age 3 to adults. She has worked in state schools, in the independent sector, in further education and in business across a number of local authorities around the country. 

During eight years as a Specialist Advisory Teacher for the Behaviour Support Service in two local authorities in the Black Country she provided schools with support for all aspects of positive behaviour management. In addition to whole school support, general classroom management, parental engagement and enhancing pupils’ behaviour for learning, she develops interventions for individual pupils demonstrating behavioural issues. She has a particular specialism in children’s emotional wellbeing and mental health. Her work in the area of behaviour management has had a positive impact on addressing persistent disruptive behaviour in schools, whole-school behaviour management approaches and intensive interventions for pupils; particularly children with Autism Spectrum Condition and those at risk of exclusion. 

As a consultant she has a range of skills, comprehensive knowledge and expertise to provide specialist and bespoke support for schools, families, professionals and adults in promoting positive and inclusive behaviour. One of the messages she has endeavoured to communicate is the need for intervention at the earliest stage possible to change the pattern of behaviours and break the cycle. She believes that worrying behaviours that are apparent in pre-school children can be addressed without criticism, but with informed knowledge of their origins. she is confident in working with staff members and parents to understand why the children in their care behave the way they do and to achieve a consistent approach to managing that behaviour. 

The wide range of training packages and workshops she provides for young people, school staff, parents and professionals are interactive and delivered with the audience in mind. Existing content can be tailored accordingly with bespoke packages devised where requested. 

Zelpher is committed to equity, diversity and inclusive practice and to supporting children who are marginalised in any way. She sets out to challenge the disproportionate number of Black children who are continuing to be excluded from school and the discrimination experienced for natural hair not adhering to the uniform policy. She believes in the rights of all children to be represented in education with regard to both the regulation of behaviour and to inclusion, diversity and anti-racist practice that begin firmly in the Early Years.