My name is Francesca Biltaji. With over 19 years of experience, I have supported children, families, professionals, and school leaders in navigating some of the most complex and challenging cases. Whether I’m working one-to-one, in small groups, or with larger audiences at conferences and staff meetings, I bring the same commitment, empathy, and practical support. Whole-school celebration days are a particular passion of mine they capture the spirit of unity, inspire and excite our learners and leave staff feeling they have made valuable and meaningful cross-curricular links.

My degree in Psychology informs everything I do. I’m a qualified Mental Health First Aider, fully trained in all areas of safeguarding, and DBS checked. Every aspect of my work is grounded in safety, care, and professional responsibility. My approach is always holistic—considering the whole child, the whole team, and the whole school community.

I offer a wide range of training and CPD opportunities designed to empower staff and support schools in informing a practice that is curious, creative and inclusive. These sessions could explore safeguarding responsibilities, strengthening your in-house Early Help offer, and delivery of effective, safe and quality RSHE. I also deliver more in-depth courses focusing on communication, conflict resolution, the psychology of the brain, child development, and the mental health and wellbeing of both staff and pupils, and so much more. For schools looking to deepen their approach, I also offer training on nurture-based interventions, their sustainability, and how to measure their impact, alongside support with enhancing SEND provision to name a few. This isn’t about quick fixes, tokenistic staff meetings or long drawn out INSETs—I don’t simply deliver training and leave. I’m passionate about staying involved to help you embed new practices into everyday life, ensuring they are not only effective but sustainable. I understand how overwhelming post-training to-do lists can feel, which is why my holistic, hands-on approach is designed to bring real change for children and families that feels manageable and long-lasting for staff.

In addition to training, I offer supervision and wellbeing support for individual staff members. Supporting the adults who care for children is just as important—and a vital part of creating nurturing, emotionally safe school environments.

My direct work with children is all about child-centred, trusting and therapeutic sessions which explore vulnerability, self-awareness, and recovery. I aim to support children through difficult times so they emerge happier, more emotionally equipped, and with a toolkit of strategies to support their wellbeing. We might focus on topics like bereavement, emotional regulation, family conflict, anxiety,
grounding techniques, or social skills. There are masses of sessions available which are always flexible and adapted to suit individual needs. Whether I’m working one-to-one or in a small group, I use a nurturing, trauma-informed, and developmentally appropriate approach that blends both guided and child-led time. I regularly work with neurodivergent children, children in care, and those with additional needs, ensuring my approach is adaptable and always inclusive and responsive.

I am especially experienced in working with children who have experienced trauma. By working closely with staff—and where appropriate, with parents and carers—we create safe, nurturing environments that allow these children to thrive at school. Together, we reflect on how adults can become a positive and consistent influence in a child’s life, and how holistic school systems can reinforce emotional safety.

I offer non-judgemental support to parents and carers through one-to-one coaching, small group work, parenting guidance, or whole-family support—always tailored to the needs of those I work with. Over the years, I’ve supported a diverse range of individuals, including those with mental health conditions, learning differences, those who identify as neurodivergent or LGBTQIA+, and children and families from a wide variety of cultural and socio-economic backgrounds. My holistic approach means I always consider the full picture—meeting people where they are, with empathy and understanding. They must be heard, the must be respected and they must feel they can trust me.

I flourish in school settings where I can nurture children to become confident, healthy individuals capable of making safe choices. Supporting staff to thrive and working together to build holistic, caring environments brings me great fulfilment. While being with the children is a true joy, collaborating closely with the adults who support them is just as meaningful. At the very heart of my work lies a passionate commitment to empower others, fuelled by a profound belief that every person—no matter their journey—deserves to be truly heard, to embrace genuine happiness, and to live in emotional health and safety. It is this conviction that drives me to nurture holistic solutions, foster growth, and create spaces where everyone can thrive.