Julian Dixon
By Julian Dixon & Mark Cullen
My name is Julian Dixon, and I have had a diverse and enriching career leading me to my current role as a Higher-Level Teaching Assistant (HLTA) at Woolston Brook SEMH School in Warrington. Over the past four years, I have dedicated myself to fostering an inclusive and supportive educational environment, particularly for students with Social, Emotional, and Mental Health (SEMH) needs. My professional journey has been marked by a unique blend of experiences in performing arts, caregiving, and educational support, all of which have greatly informed my approach to the role I hold today.
My academic journey began with the pursuit of a degree in Mechanical Engineering. While engineering may seem a distant relative to education, the discipline I developed throughout my studies has been invaluable in my later career. The analytical skills required in engineering have enhanced my problem-solving abilities, enabling me to develop creative solutions to various challenges faced in an education setting. Furthermore, the collaborative aspects of engineering revived my appreciation for teamwork, which has proven critical in my work with both colleagues and students.
Following the attainment of my degree, I embarked on a career that may appear unconventional in the context of my educational trajectory — a professional entertainer. My passion for music led me to play the saxophone with several well-known bands. This experience enriched my life in numerous ways, not least by providing me with the ability to engage and connect with a wide range of audiences. My time in the music industry allowed me to cultivate my creativity and performance skills, attributes that I now bring into the classroom environment. The discipline inherent in regular rehearsals and performances, coupled with the need for adaptability in live settings, has equipped me with vital skills that resonate within my teaching practice.
During my years as a musician, I was frequently struck by the parallel between performance arts and education. Both domains rely heavily on effective communication, clarity of expression, and an understanding of audience dynamics. Music, like education, is about connection; it requires an appreciation for one's audience and the ability to gauge their reactions. I often find that the experience I garnered while performing helps me to engage students meaningfully, particularly those who may struggle with traditional forms of communication.
After several rewarding years in the entertainment industry, I transitioned into the care sector, where I worked with children and adults diagnosed with Autism and Attention Deficit Hyperactivity Disorder (ADHD). This shift in focus was driven by a desire to contribute more directly to the lives of individuals and communities in need. During this time, I managed a residential home that catered to the unique needs of children with complex emotional and behavioural challenges. Leading a team in the residential setting allowed me to hone my leadership and organisational skills, while also deepening my understanding of the challenges faced by both caregivers and the individuals in their charge.
Working in palliative care further expanded my perspective on the significance of empathy, patience, and understanding within both care and educational settings. Witnessing individuals at their most vulnerable instilled in me a profound appreciation for the intrinsic value of compassionate support. This experience not only reinforced the importance of emotional intelligence in any caregiving role but also underscored the critical necessity of creating a nurturing environment where students feel safe to express their thoughts and emotions.
Following an enforced break due to personal health issues, I was approached to take on the role of a Higher-Level Teaching Assistant at Woolston Brook SEMH School. This opportunity enabled me to integrate my diverse experiences into a cohesive approach to supporting students facing their own challenges. The HLTA role is multifaceted, requiring a strong foundation of pedagogical knowledge, sensory understanding, and the ability to build meaningful relationships with students. At Woolston Brook, I have diligently worked to cultivate an inclusive environment that addresses the unique needs of our students. My background in care has empowered me to create tailored support plans and strategies that allow learners to thrive both academically and emotionally. Collaborating closely with teachers, therapists, and other professionals, I work to bridge the gap between classroom learning and the individual needs of each student.
I am particularly passionate about employing creative and engaging methods in my teaching practice. Drawing upon my experiences as a performer, I integrate music, movement, and the arts into my sessions whenever possible, as these elements can be incredibly effective in capturing the attention and interest of students with SEMH needs. Furthermore, I embrace a holistic approach to education, recognising that learning extends beyond the confines of academia and encompasses emotional, social, and personal development.
Continuously reflecting on my practice, I have found it vital to foster a growth mindset within both myself and my students. Encouraging resilience, self-advocacy, and reflective learning is crucial for empowering students to navigate their own respective journeys. Equipping them with the tools they need to understand their emotions and manage their behaviours is an integral part of my role. I also promote positive behaviour management strategies that create a safe and constructive learning environment, essential for the progress of SEMH students.
Professional development is a cornerstone of my commitment to being an effective HLTA. I actively seek out training opportunities, workshops, and peer collaboration to stay informed about best practices and emerging strategies within the education sector. Understanding the significance of ongoing learning not only benefits my professional growth but also ultimately enhances the educational experience I offer to my students.
One key aspect of my role is to work closely with parents and guardians, fostering a partnership that reinforces student learning and well-being at home. I believe that open communication with families lays the groundwork for collaborative approaches to supporting students. Sharing strategies that can be implemented at both school and home enables families to feel empowered in their role and encourages consistency in support. Throughout my time at Woolston Brook SEMH School, I have witnessed remarkable transformations in our students. The progression they make academically, socially, and emotionally reinforces the importance of dedicated educators who approach their work with compassion and commitment. It is deeply fulfilling to see students develop the confidence and skills they need to succeed in life beyond school.
Looking ahead, I aspire to further enhance my contributions within the field of education. My experiences have instilled in me a strong desire to advocate for children with SEMH needs and to continue promoting their voices within educational and societal frameworks. I am keen to pursue additional qualifications to deepen my understanding of Special Educational Needs (SEN) and to expand my capacity for making a meaningful difference in the lives of the young people I serve. My journey from a degree in Mechanical Engineering to my current role as a Higher-Level Teaching Assistant may seem unconventional; however, every step along the way has woven together to create a tapestry of skill sets, experiences, and insights that uniquely equip me for my role. At Woolston Brook SEMH School, I remain committed to championing the needs of students, providing them with a rich learning experience that nurtures not only their academic growth but also their emotional and social development. The fusion of my diverse background, personal experiences, and unwavering dedication propels me forward as I strive to contribute positively to the world of education.