Helen Demetriou
Helen is Associate Professor of Psychology and Education at the University of Cambridge, and Director of Studies in Education (Homerton College).
Helen also lectured in developmental psychology in the Faculty of Politics, Psychology, Sociology and International Studies, was Director of Studies at Sidney Sussex College; and currently teaches at the Faculty of Education on undergraduate, Masters and doctoral courses.
Helen's research at the Faculty of Education is wide ranging and has included work on pupil friendships, teacher growth and performance in modern foreign languages. She is also part of the Kazakhstan Project, focusing on the professional development of teachers in Kazakhstan.
Currently Helen is researching ways to develop creativity in the D&T classroom with Bill Nicholl.
Helen, can you tell us about your experience with mentoring?
My most significant mentor was Jean Ruddock, an incredibly inspirational figure in my career. She was not just the first female professor of education in Cambridge; she was a passionate advocate for the importance of pupil voice in education. Her work ignited a fire in me, which I carry to this day.
What role does friendship play in a child's education?
Friendship in education is something I've been deeply passionate about. One of my earliest research projects with Jean Ruddock focused on the pivotal transition between primary and secondary school and how friendships played a significant role in that process. Friendships contribute greatly to the development of social and emotional skills, which are, in my view, the building blocks of holistic learning. Remarkably, longitudinal studies even established a strong link between childhood friendships and improved academic performance in later years.
What are the key ingredients for the best educational institutions?
I firmly believe that authenticity, unconditionality (with necessary boundaries), and empathy are the essential ingredients that make educational institutions thrive. These elements create an environment where learners feel genuinely heard and respected, ultimately leading to increased creativity and independence.
How can we improve the diversity of the student body at universities like Cambridge?
The pursuit of diversity in higher education is a mission I wholeheartedly support. My involvement in admissions at Cambridge has shown me the importance of providing equal opportunities for students from diverse backgrounds. At Homerton College, we take immense pride in having a more diverse student body compared to many other colleges.
What are your thoughts on potential changes to the exam system, like the British baccalaureate?
Though I'm not directly involved in shaping exam policy, I firmly believe in the power of choice for students. The notion of introducing a British baccalaureate or similar alternatives excites me as it allows students to keep their educational options open and encourages well-rounded skill development.
The debate around independent schools and tax breaks is ongoing. What's your perspective on this?
The ongoing debate about independent schools and tax breaks is indeed complex. While diversity in education is a noble goal, we must be cautious not to inadvertently make private school education less accessible by removing tax breaks. It's a topic that requires a delicate balance and thoughtful consideration.
How can we help children become more creative in their education?
Fostering creativity in education is a subject close to my heart. To nurture creativity, we need to genuinely listen to learners, provide authentic experiences, and take their ideas seriously. My research has vividly demonstrated how an empathy intervention in a design and technology classroom, focusing on real-life problem-solving, ignited a significant surge in creativity among students.
What's next for you, and what projects are you currently working on?
Currently, I'm deeply immersed in teaching, and my collaboration with organisations like Oppidan continues to be a source of inspiration. My research on empathy interventions in schools remains an ongoing passion, with a particular focus on introducing these interventions in the early years. My belief in the importance of building a strong foundation for lifelong learning drives my work in this area.