Additional Student Support

Educational Psychologist

Mr Xavier Eloquin

Xavier is a chartered Child and Educational Psychologist and associate fellow of the British Psychological Society.  He is a certified Human Givens Psychotherapist and an affiliate of OPUS (an Organisation Promoting an Understanding of Society). He is passionate about the power psychology has to enrich the lives of children, teenagers, parents and teachers. He worked as an Educational Psychologist for the Local Authority for nine years and now has an independent practice supporting a number of schools directly.

Xavier has worked with children and young people with a range of difficulties (and abilities) in a wide number of settings. These include:

  • Social, emotional and behavioural difficulties – in mainstream and specialist settings
  • Moderate, severe and profound and multiple learning difficulties
  • Autistic spectrum disorders and other social communication difficulties
  • A range of settings including mainstream schools, special schools, residential schools and care homes.

He has also been a Consultant Psychologist to a Forest School and co-wrote a chapter on the positive effect Forest Schools have on emotional development.

Xavier has also done additional training in a range of areas, including Crisis Psychology and has supported schools and care homes during and after critical incidents and sad events. A growing interest is in the organisational dynamics of schools and he has consulted to Head Teachers, Senior Management Teams and other groups, exploring relational dynamics and how to build  more effective and cohesive teams.  He has worked with the Supreme Educational Council, Qatar, training SENCOs on aspects of Special Educational Needs and how to support colleagues. With a colleague at the Tavistock Clinic, London, he runs the “Managing Organisational Change in Schools” workshop, which supports leaders and managers in making sense of, and planning, culture changes in schools.


Mrs Sarah Labbett

Sarah is a fully qualified, integrative counsellor and a registered member of the British Association for Counselling and Psychotherapy. Sarah had worked in a secondary school setting for the last four years and also runs her own private practice.

Sarah works with teenagers and adults covering a range of different issues, such as anxiety, self-harm, suicidal ideation, bereavement, body dysmorphia, low mood, obsessive compulsive disorder (OCD), intrusive thoughts, PTSD, gender related issues, bullying and exam pressure.

Sarah is able to offer students a safe space, giving them an opportunity to talk freely and to help them explore thoughts, feelings and behaviours.

This could be a one-off intervention session, or weekly one to one sessions.

Sarah is non-judgemental and empathetic and feels passionately about the well-being of the students.

Emma O’Neil

I offer counselling services that falls in line with ICC’s inclusive and positive mental health approach. I work with a wide range of presentations e.g., bereavement, identity issues, depression, anxiety, self-esteem issues, body-image issues, traumatic life experiences, stress, anger-management, personal development, behavioural issues, etc. I offer short term and long-term therapy depending on the individual’s need. Drop-in sessions and crisis invention sessions are on offer to support students in their moment of need.

This is a confidential service (safeguarding limitations apply) where individuals can freely express and explore their thoughts, emotions and experiences within a safe and non-judgemental space. I work closely with the Pastoral, Safeguarding and Inclusion Teams, Parents and Teachers. I provide counselling for members of staff as their mental health and wellbeing are imperative to support students and fulfilling their vital roles within ICC.

Referrals can be made by parents or members of staff on the students’ behalf.

Should a student need specialist intervention, a referral can be made in order for the student to be fully supported by using the multi-agency-approach. I work with a whole-school approach as the students are always at the heart of the work at ICC