Founder and Director
Responsible for overall programme development and supervision. Like many professionals I have a love hate relationship with education and academia. By this I mean that I love to learn but feel that too many young people are disadvantaged by the system, which fuels my passion for social justice work. My professional journey working with children and young people began 15 years ago, initially working in my local estate youth club, which I attended myself.
Curtis holds a BA in Informal education and his dissertation was selected for publication as part of a collection of essays looking at global perspectives of Youth Work. Curtis’s contribution compared his two passions of Hip Hop and Youth Work by examining their roots in social change, amplification of the youth voice, and the dulling effect capitalism has had on both. In addition to this Curtis holds a master’s in Education, Power and Social Change and a Diploma in Professional Supervision.
For Curtis, Class 13 is a unique opportunity for educators, social workers, and youth workers to really hold a mirror up to their practice and see their own contribution in systemic inequality. A challenging image - yes, but a necessary one if we are to ensure all young people are provided with services that value their whole selves.
Outside of work Curtis is in a continual battle between his socialist values and his love for sneakers. He also enjoys baking, attending lectures and chilling.
Responsible for policy, research, and practice development. She has been passionate about social justice issues in the Children and Young People’s sector since her time working on the Make it! youth project at Toynbee Hall, where she facilitated in-school mentoring and group work sessions for year 8 students. She has been a youth worker for 7 years, starting with summer camp jobs in her Canadian hometown, and spanning across settings in both the charity and public sectors. Currently Evelyn works in Early Help for a London local authority, supporting families and adolescents.
Evelyn holds a level 3 youth work & informal education Diploma, and a Masters degree in Culture, Language & Identity in Education. Her research interests are whiteness in teacher education, and intersections of race and femininity in schools. Outside of work she enjoys bouldering, cycling, and reading.
To Evelyn, Class 13 presents a new and vital opportunity to support teachers as they develop their critical consciousness as educators, a journey she is continuing herself. She is excited to strengthen the link between education research and practice by working in partnership with educators.
Responsible for ensuring the approach is therapeutic and leading on safeguarding. Sean has worked for over 20 years in various youth, education, and mental health settings. Beginning in street and project-based youth work, Sean went on to work in secondary schools, statutory services, and charities, providing mental health and therapeutic support. He currently works in a schools-based private practice supporting excluded young people, and in front-line therapeutic support for young people and families facing relational and emotional difficulties.
Sean’s passion for this work comes from a very personal journey of coming to understand the reality of racism and prejudice. Having grown up in a very isolated white majority area, and relatively traditional family, Sean had to come to terms with and start to understand his own part in judging people and was challenged to shift his own attitudes to power and oppression and more importantly his role as a white male in this.
This journey continues, but Sean’s hope is that his experience can influence the experience of others and allow the shift and understanding he believes is essential to all of us, but especially those who support young people and presume to do this with equality.