This presentation was done as part of a project conducted together with Pagoda Projects (https://pagodaprojects.com/) with the participation of Joel, Sophie and David, 3 university students from Cardiff University. For more about their project, please click here: https://www.tianmeisworldacademy.com/post/how-is-tianmei-s-world-academy-contributing-to-the-sdgs-2

1. 1
Sustainable Development Goals Informed Research Project
By Joel Wong, David Forest and Sophie Alford
In what ways does Tianmei’s World Academy contribute to the UN’s
Sustainable Development Goals?
1.0: INTRODUCTION
1.1: Background
Tianmei’s World is an Environmental Psychology led company with the aim of redefining the
learning experience. Tianmei (Adina Deacu) founded this innovative company and plans to
use it to enhance individuals’ learning capacities. Most centrally, Tianmei’s World Academy
(TMWA) operates a ‘network of classrooms’ concept: that a classroom/teaching environment
can be anywhere. Impressively, TMWA and its values fit neatly within the realm of the United
Nations Sustainable Development Goals regarding education. These Sustainable
Development Goals (SDG)’s were devised by the United Nations (UN) with the intention of
making the world a better place. In total, there are 17 SDGs and the UN plans for all to be met
by 2030. In this report, there will be brief exploration of how TMWA specifically contributes to
the following 3 SDGS: gender inequality, income inequality and quality and access to
education.
1.2: Literature review
In this project, focus is first placed on SDG 5: which relates to gender equality and seeks to
‘ ‘achieve gender inequality and empower all women and girls’ (United Nations, 2021). As
mentioned on the SDG’s official website, 1 in 5 women and girls between the ages of 15 and
49 report experiencing physical or sexual violence by an intimate partner within a 12-month
period. As well as this, 49 countries have no laws that exist to specifically protect women from
such violence (Sustainable Development Goals, 2020). To make matters even worse, the
current COVID-19 pandemic has actually exacerbated this dire situation (United Nations
Population Fund, 2020). Academics note that the pandemic has ‘reversed the limited progress
that has been made on gender inequality and women’s rights’ (Sustainable Development
Goals, 2020). An example of how COVID-19 has set womens’ progression back is by
impacting upon their employment. Compared to men, women are more likely to work in more
insecure labour markets which are greatly affected by COVID-19 (Sustainable Development
Goals, 2020).
Following SDG 5, SDG 10’s aim is to reduce inequality within and among countries. This is
especially important in the UK as in the period leading up to the financial year ending 2020,
(just prior to the coronavirus (COVID-19) pandemic) income inequality steadily increased to
36.3%; according to estimates from the Household Finances Survey. Secondly, the gap
between the richest members of society and the remaining population has widened over a 10-
year period (Office for National Statistics, 2021). This evidence relates to TMWA as the
company contributes to the building of equal opportunities: regardless of individuals' economic
background. TMWA also provides free educational context which is accessible via their social
media platforms, including articles and lecture videos (Tianmei's World Academy, 2021).

2. 2
SDG 4 is access and quality of education, this goal aims to ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all. This goal supports the reduction
of disparities and inequities in education, but in relation to access and quality. Looking further
at what this means, education is the process of facilitating learning or the acquisition of
knowledge, skills, values, beliefs and habits. Quality education specifically entails issues such
as appropriate skills development, gender parity, provision of relevant school infrastructure,
equipment, educational materials and resources, scholarships or teaching force. This goal is
of critical importance because of its transformative effects on the other SDGs, for example
looking at the above two SDGs that we are going to be touching upon in this report education
enables upward socioeconomic mobility and on a global scale 103 million youth worldwide are
still illiterate, and more than 60% of them are women. Looking more closely at the UK, there
are positives as the UK in terms of both access and quality of education is a world leader. That
being said, there is still room for improvement with education statistics in the UK showing
some improvement in the rankings, as the UK scored higher than Germany for the first time in
2018. But with only 4.6% of GDP allocated to education, the average spending on state
schools could definitely use a boost, as the gap between public and private schools is as
constant and detrimental as it ever was.
1.3: Research questions and project aims
For our UK group, our main research question is: In what ways does TMWA contribute to
education-correlated SDG’s and how could TMWA contributions be improved upon?
1.4: The value of the project
Completing a project on TMWA is valuable as the project can be used as an educational tool
by other agencies, students or environmental psychologists who are interested in learning
about how Environmental Psychology can be applicable to learning environments
2.0: METHOD
2.1: Overview
As mentioned above, the central aim of this research project is to explore the ways TMWA
implements/contributes to education-correlated SDG’s. In relation to the methodology of this
research project, we have chosen to use a survey as our preferred method. The survey will
enquire about: perspectives on learning environments, thoughts on whether income affects
education and whether gender affects educational experiences. In attaining the survey data,
it will inform TMWA of what UK students’ realities look like in relation to their educational
experiences.
2.2: Participants
In this project, we surveyed 25 participants: predominantly Cardiff University students.
2.3: Sampling methods
As a group, we opted to collect survey research through the Google Forms platform. We
undertook our research using this platform as it is highly accessible for participants.

3. 3
2.4: Procedures
As alluded to, the survey was created using Google Forms and then a link for the survey was
sent to potential participants. Once surveys were completed, they were collated and generated
into graphs so that data analysis could occur. This analysis informed our overall results and
the discussion that follows.
2.5: Ethics
This report has been put together with the intention of providing clear, unbiased and truthful
knowledge regarding TMWA. To ensure accuracy in our investigation, as a group we had
frequent back and forth engagement with TMWA founder Adina.
2.6: Validity and reliability
In the survey that we created as a group, it focused on three education-correlated SDG’s which
were mentioned in the Introduction section of this report. With the aspiration of attaining depth
of knowledge in this project, the survey was designed so that participants could expand on
their answers. Both open-ended and closed questions were used to create some
diversification of response. Questions were written in a way that response data would inform
us about participants’ perspectives on both education (as a stand-alone institution) and
learning environments.
2.7: Limitations
As the research project began, unfortunately the Collaborate to Innovate cohort lost 2 of its
members quite quickly (all leaving due to personal circumstance). In 2 out of 5 members being
lost, it increased the workload of the remaining members substantially. In 3 members having
the workload of 5 members, it meant that we struggled to flourish and excel in the narrow 3-
week window that was allocated for the project. As a small team, we did well; but we were
under-resourced. The limited time allocation for this project can also be understood as a
limitation of this project: it meant that we were often rushing to get things done.
3.0: RESULTS & DISCUSSION
3.1: Analysis of Gender Inequality SDG
Questions 1, 2, 3 and 4 relate to gender inequality: the results which correlate to this SDG can
be seen below.
Figure 1: Whilst in school, did you ever experience sexist comments from other pupils?

4. 4
Of the 24 responses to this question, 15 participants expressed that they did not experience
sexist comments from other pupils whilst in school. Contrasting this, 12 noted that they did.
So, what implications does this data have for TMWA? It shows us that sexist comments (and
sexism as a broader concept) still exist within the UKs education system. In finding this out, it
highlights the importance of TMWA to focus on SDGs (especially SDG 5 concerned with
promoting gender equality) as in a UK context this has clearly not been achieved.
Q2 follows Q1 by asking whether participants had experienced any unwanted sexual attention
or sexual assault whilst in an educational environment.
Figure 2: Have you ever experienced any form of unwanted attention/sexual assault? If
so, please explain your answer
Yes No

5. 5
Explanation: -Unwanted touching,
discussion and things
being said about me
-Boys would objectify
my body and I could
overhear them saying
things about my body
when I wore sportswear
and it made me feel
uncomfortable
-I got attacked in the
toilet when I was 12
-Boys would
sometimes lift up my
skirt and try to undo the
buttons of my school
shirt ‘as a joke’
-Someone tried to
touch my nipples
without my consent
-It didn’t happen in
education but in a
business environment
Of the sample of 25 participants, 10 participants explained that they had experienced a form
of unwanted sexual attention/sexual assault whilst 5 said that they did not. In terms of
implications for this question then, the data shows us a similar reality to the question above. It
shows us that gender equality in education (in a UK context) is yet to be achieved so TMWA
and its contributions to SDG 5 are of value.
So, what implications does this data have for TMWA? It is clear to see that the amount of
participants who experienced unwanted sexual attention/sexual assault in school heavily
outweighs the participants who didn’t. These findings show that this aspect of gender
inequality is an area which still requires attention: TMWA can be a company which does this.
Q3 then asked participants about teacher-based help and whether (as pupils) they felt
supported by them.
Figure 3: Were you always supported by teachers to choose the subjects you were most
interested in? Did you ever feel deterred from certain subjects?

6. 6
Yes No
Explanation: -I was supported to
choose the subjects I
was interested in
-I never felt deterred, I
always felt encouraged
-I was always
supported to choose
the subjects that I liked
best
-I felt deterred from
doing Maths A-level by
my teachers
-Not always as there
was short staff so the
teacher couldn’t be
there many of the times
-Was not always
supported and felt
pressured into doing
more ‘academic’
subjects rather than the
creative ones that I
enjoyed
As can be seen in the above table, participants had differing experiences in terms of whether
they had felt supported by teachers at school or not. Out of the 25 participants who took part
in the survey, 20 participants said they did feel supported in relation to subject choice. The
remaining 4 participants explained that they did not feel supported, with some saying they
even felt deterred from choosing certain subjects.
So, what implications does this data have for TMWA? In analysing the data, it shows us that
in a UK context most pupils felt supported and encouraged by teachers in relation to subject
choice. In most participants responding in this way, it means that gender equality is becoming
more of a reality year on year and TMWA is in the right place to keep this upwards pattern
going.
Figure 4: Do you feel you have missed out on any opportunities at school as a result of
your gender?

7. 7
When asked Q4, 54% of participants expressed that they felt they did not miss out on any
opportunities at school as a result of their gender. 46% noted that they did though. Although
there is a narrow margin, data shows that more people felt that gender didn’t restrict their
opportunities compared to those that did. Looking into the data further, those that said ‘Yes’
explained that they felt sport options and subject choice were restricted to an extent because
of their gender. 2 such participants felt that it was ‘gender stereotyping’ that led to them not
being given the same opportunities as the opposite gender.
So, what implications does this data have for TMWA? The data shows (in a similar way to data
presented in Q3) that positive steps are being forged towards gender equality in educational
environments. Despite this though, the percentage of participants that felt gender did restrict
their opportunities in school is still high (42%). To increase the number of people satisfied with
opportunities afforded to them whilst in education, TMWA could give pupils (of both genders)
the chance to participate in TMWA-led workshops and programmes.
3.2: Analysis of Income Inequality SDG
Questions 5, 6, 7 and 8 relate to income inequality and the results are as follows.

8. 8
Figure 5: Whether financial situation affected education
Out of the 24 responses, 11 said they did not think that their education was affected by their
financial situation. In contrast, 13 said they thought it did: with 6 saying it had a positive effect
and 7 saying it affected negatively. The implications of this for TMWA is that income inequality
does affect education in the U.K context and thus it would be important to provide programmes
or opportunities for people whose education have been negatively affected by their financial
situation in order to further address SDG 10 and improve outreach in the U.K.
Question 6 followed up on 5 by asking whether the person had examples of where they had
limited opportunities due to their financial situation.
Figure 6 : Whether their financial situation limited their opportunities

9. 9
There were 11 people who could not think of an example, with one participant instead
providing an example of how their education benefited from their financial situation saying that
it allowed for them to have tutors. 7 people responded with examples of where their
educational opportunities had been limited; with the responses mainly relating to a lack of
additional tutors outside of school or lack of a private education. 6 people responded with
examples of where extracurricular opportunities were limited. The implication of this question
is similar to the previous one, as it shows that educational opportunities can be limited
depending on one’s financial situation. TMWA continuing to build equal opportunities
regardless of financial background will help with this problem. One possible way that this could
be achieved is by giving these people the opportunity to participate in the workshops and
programmes that TMWA provide or increasing the free educational content that TMWA
provide on their social media platforms.
The 7th and 8th question focused on attitudes towards income inequality and their beliefs on
why people are rich or poor.
Figure 7: What has more to do with why a person is rich ?
From the chart, it can be seen that 20 participants believed that having more advantages has
more to do with being rich than working harder and 4 people believed the opposite.

10. 10
Figure 8: What has more to do with why a person is poor ?
Figure n shows 22 people believed that circumstances beyond their control had more to do
with why a person is poor and 2 people believed the opposite. The implications that can be
drawn from these results are that people are sympathetic towards people who suffer from
income inequality, and misconceptions that people who are poor are such because they lack
effort are uncommon, which implies that many people are educated on the matter of income
inequality and such the focus to further impact SDG 10 in a U.K context should be on providing
opportunities rather than educating on the matter.
3.3: Analysis of Quality and Access to Education SDG
Questions 9, 10 and 11 relate to quality and access to education, the results of which will be
analysed below.
Question 9 asked the respondents ‘Do you often go to a coffee shop to study, or do you prefer
more traditional study spaces?’
Figure 9: ‘Do you often go to a coffee shop to study, or do you prefer more traditional
study spaces?’

11. 11
This question was proposed as an attempt to see how the respondents valued their working
and learning environments. This is of great importance to Tianmei’s World Academy as it is
the world's first decentralized “network of classrooms” school concept, using environmental
psychology knowledge with the aim to redefine where and how learning happens. It does so
by turning any available space (e.g. coffee shops, offices etc.) into an alternative learning
environment.
This question was also left purposely open as it allows us to view the opinions of our
respondents alongside their values in greater detail, whilst not limiting their perspective as
would have happened if pre-given options were available to them at the start of the question.
7 respondents stated that traditional learning spaces such as university, school or general
libraries. With 8 respondents stating that coffee shops were their preferred space to study. A
further 3 respondents stated that they had no preference, with them suggesting that both
traditional spaces such as libraries and non-traditional spaces such as coffee shops appeal to
them. Overall, these responses are positive for Tiamei’s World Academy as it has shown that
there is no great preference for any type of study space, showcasing that their “network of
classrooms' would likely be a success in the UK.
Of the responses that were obtained in the survey, 6 of the answers we received stated that
they prefer to study at home. Obviously, Tianmei’s World Academy works in groups at regular
stages, and going to your house to learn would not suit them. However, of those 6 responses,
a developed answer that was particularly useful to see reads as follows:
‘under normal circumstances i would go to the uni library but covid closed the library so i study in
my room instead’
This showcases that the COVID-19 pandemic has potentially altered people’s opinions on
what constitutes their best working environment, with increased isolation commonplace for
many people within the UK even now as some unlockings have come about. However, this is
something to consider, that now habits may be changing on where people see their ideal study
space.
Question 10 asked the respondents ‘Do you feel you learn effectively and gain knowledge
through resources such as books, movies, talks etc.?’

12. 12
This SDG is not just about access to education, but also about quality of education and so this
question focused primarily on that aspect.
Based on the responses that we obtained, the vast majority said that this method is effective
for them to gain knowledge. With only one respondent stating that it was not helpful for them.
The responses obtained is another benefit to Tianmei’s World Academy as this question was
asked as it relates to the 4-stage educational framework that it follows, see below for more
information.

13. 13
Again, this showcases that Tianmei’s World Academy’s techniques in terms of how they teach
and how people want to learn and learn best can be applied here in the UK, based on the
incredibly positive response we have obtained from the survey.
Question 11 asked the respondents ‘How would you describe a supportive working
environment?’
Again this is an open question, and it gives respondents the opportunity to express their
thoughts without guiding them down specific answers, ultimately allowing us to see a more
genuine response.
This question also allows us to see if Tianmei’s World Academy and our respondents’ opinions
match.
Based on the responses, then there is clearly a match between Tianmei’s World Academy
and how people would view a supportive working environment. Examples of some answers
that showcase this are as follows:
- An environment that fosters openness and positivity
- working alongside like minded people towards a similar goal, where people can cooperate
- Any place where I have the opportunity to learn
The work that Tianmei’s World Academy does on aspects such as 20 x 20 talks and creative
mornings as just two examples showcase that there are major similarities between the

14. 14
respondents' wishes and the action plan put in place by the company to achieve a positive
working environment. It is certainly the better option that the traditional ‘one size fits all’
approach that many organisations currently employ and that Tianmei’s World Academy tries
to steer clear from.
3.4: Limitations
In relation to the first set of questions on SG 5 (regarding gender equality), a few limitations
can be noted. Firstly, the wording of the Q2 created some confusion for participants. As
referenced above, Q2 is as follows: ‘Have you ever experienced any form of unwanted
attention/sexual assault? If so, please explain your answer’. As you may notice, I did not
include the phrasing ‘In school, did you experience…’ or ‘In an educational setting, have you
ever experienced’. In Q2 not specifically having reference to an educational setting in it,
several participants responded that they had experienced unwanted sexual attention/sexual
assault in night clubs and at work etc. By the question being worded more generally instead
of education-related, it meant we couldn't use several responses in the analysis as they just
did not apply.
In addition to the wording issues of Q2, a limitation also surfaced in relation to wording use in
Q3. In Q3, I over-complicated the question by asking two different things within one question:
again potentially confusing participants. The question asked: Were you always supported by
teachers to choose the subjects you were most interested in? Did you ever feel deterred from
certain subjects?’. On reflection, it would have been preferable to just ask participants whether
they felt supported by teaching staff: as this would have led to less confusion.
As a final point, an issue arose in relation to participants not answering all questions that were
put forward to them. For whichever reason (of which we are unaware), sometimes participants
would simply not fill out a response box to a specific question. Reflecting on this, perhaps
certain questions made participants feel uncomfortable so they declined to answer them. This
is a significant limitation though as it led to inconsistencies cropping up throughout the survey.
3.5: Recommendations
As we have only completed analysis of 3 SDGs, a more thorough analysis of all 17 SDGs
would be beneficial. By looking at all the various SDGs as a whole in a more large-scale project,
it would allow us to attain a greater understanding of the true impact TMWA has had on SDGs
and how the company can further impact and widen their audience. Adding onto this point, the
project could be further improved if a larger, more diverse sample could be reached. In doing
this, it would remove the issue of the survey being responded to primarily by university
students. Finally, the potential implementation of the concepts presented in 3.1,3.2,3.3 could
help with TMWA’s goals of contributing to the fulfilment of the SDG’s and increase its outreach
in the U.K.
4.0 REFERENCES
Office for National Statistics. (2021, January 21). Household income inequality, UK: financial
year ending 2020. ONS. Retrieved July 05, 2021, from

15. 15
https://www.ons.gov.uk/peoplepopulationandcommunity/personalandhouseholdfinances/inco
meandwealth/bulletins/householdincomeinequalityfinancial/financialyearending2020
Tianmei's World Academy. (2021). Tianmei's World Ecosystem Introduction.
United Nations, 2021. Achieve gender equality and empower all women and girls. Available
at: https://sdgs.un.org/goals/goal5 [Accessed: 3rd July 2021]
Sustainable Development Goals, 2021. Goal 5: Achieve gender equality and empower all
women and girls. Available at: https://www.un.org/sustainabledevelopment/gender-equality/
[Accessed: 3rd July 2021]
United Nations Population Fund, 2020. Covid-19: A Gender Lens. Protecting sexual and
reproductive health and rights, and promoting gender equality. New York: Office for Official
Publications of the European Communities
5.0 Appendices
5.1 Survey
1.How old are you? 24 responses
Value Count
18 1
19 5
20 6
20 1
21 7
24 2
25 1
60 1
What is your gender? 25 responses
Female 13
Male 12
Prefer not to say 0

16. 16
Whilst in school, did you ever experience sexist comments from other pupils? 25
responses
No
Yes
Yes
no
yes
Yes - that girls are stupid
no
No
Have you ever experienced any form of unwanted sexual attention/sexual assault? If
so, please explain your answer.25 responses
No
No
no
Yes, boys would sometimes lift up my skirt or try to undo the buttons of my school skirt ‘as a joke’
Yes. Boys would objectify my body and I could overhear them say things about my body when I
wore sports wear and it made me feel uncomfortable.
Got attacked in a toilet once when i was 12
yes someone would touch my nipples without my consent
Not at school. In a business environment many years ago.
Yes, grabbing in a nightclub
Yes, unwanted touching, discussions and things being said about me
Yes, regularly: walking down the street, even from friends.
yes, would rather not go into details!
Yes

17. 17
Were you always supported by teachers to choose the subjects you were most
interested in? Did you ever feel deterred from certain subjects?25 responses
Yes
I didn't always feel supported
I was always supported to choose the subjects I liked best
Not always, because of short staff the teacher couldn’t be there many of the times.
Yes and No
I feel as if I was supported by teachers to choose the subjects I was interested in
I felt supported
Yes. Didn’t feel deterred
Yes I always felt supported at my school.
Felt deterred
Yes - was deterred from doing maths a level from teachers
I was always supported by my teachers.
Yes
not always. was pressured into doing more "academic" subjects rather than the creative ones i
enjoyed.
No
(this question contradicts itself) I was supported to choose the subjects I was interested in
always supported
yes
Yes I was supported. I don't believe I was deterred from certain subjects
Yes - no
Yes, I always was
yes, and no never felt deterred. Always encouraged
Always supported
Yes and no

18. 18
Do you feel you have missed out on any opportunities at school as a result of your
gender?25 responses
No
no
Yes
No
I don’t feel as if I missed out on any opportunities as a result of my gender- but I think that if I was
a boy I would have been more encouraged to do ‘hard subjects’ like physics, maths etc
Yes mainly sports opportunities.
No although gender stereotypes may have had an influence
No, although general stereotypes deterred me from some subjects i.e. woodwork.
Some sports were gender specific, girls played hockey and netball while boys played football and
rugby.
Possibly
No!
nope
Perhaps discouraged from taking physics which was seen as a boy's course
Do you think your education has been affected by your financial situation? If so,
positively or negatively? 24 responses
Yes - Positively 6
Yes - Negatively 7
No 11
Can you think of a situation where your financial situation has limited your
opportunities? 24 responses
No

19. 19
Not having the money to take part in activities which require a fee
Getting a tutor was expensive and I could not afford one
Not really
Trips and events that requires payment
For me, I don’t think there has been a suitation where my financial situation has limited any
opportunity- I am lucky and my family has always been able to provide for me. I have had tutoring
and the like which has positively impacted upon my educational potential
No.
School trips
No
My parents are unable to be a guarantor for me.
Not personally
n/a
My interview at Cambridge. It felt very much like they were judging my financial background from
the first question.
more limited un-educational recreational opportunities rather than any educational opportunities.
can't pay for resits, so i have to pass first time
It’s not what you know it’s who you know
unable to pay for a masters straight after my undergrad. I'd say more so limited by my social class
- family isn't well connected
My financial situation ment I was unable to attend a private school where there would have been
more options for extra curricular activities and a larger selection of courses
Yes, not being able to have a private education
Which has more to do with why a person is rich? 25 responses
Because they have worked hard. 4
Because they have had more advantages. 21

20. 20
Which has more to do with why a person is poor? 25 responses
Lack of effort on their part. 2
Circumstances beyond their control. 23
Do you often go to a coffee shop to study, or do you prefer more traditional study
spaces?25 responses
Traditional
I prefer to study in traditional spaces
I do often go to coffee shops to study
More traditional spaces like library or even better my room.
Just home¿
I go to coffee shops a lot to study, I feel like I work quite well there and I like the quiet hum around
me
Transitional
Yes prefer coffee shops and libraries
Coffee shop.
Coffee shop
Sometimes I go to a coffee shop depending on what work I am doing
I would study at school/at home.
Traditional study spaces
neither.
Often more traditional spaces
I study at my desk
prefer to study at home
under normal circumstances i would go to the uni library but covid closed the library so i study in
my room instead

21. 21
I like coffee shops.
Study at home
Coffee shops
I prefer more traditional spaces
depends on how busy each are! Generally, prefer coffee shops for studying
Both coffee shops or libraries
Traditional study spaces like library
Do you feel you learn effectively and gain knowledge through resources such as
books, movies, talks etc.?25 responses
Yes
Yes
No
yes
Yes I do
Yes definitely, books would be at the top of my list, then videos and podcasts.
Yes.
Yes - documentaries are very helpful
I have found that I learn best when reading a textbook with diagrams or examples to help explain
the information. Being able to go at my own pace was very helpful.
Books have been an excellent tool, I also tend to use scientific articles and reports to get
information for my course.
yes, very much so
Definitely.
Yes"
yes, mix of various resources is best way to stay engaged
Yes, I do prefer solo study though
How would you describe a supportive working environment?25 responses

22. 22
Quiet when I'm on my own, don't mind if I'm working with others
An environment where everyone respects eachother
Any place where I have the opportunity to learn
Where we can go confidently to someone in case of a problem and have supportive peers.
Where you can focus without getting distracted and everyone else is very helpful
I would describe a supportive working environment to be:
* A place where the teachers listen to you and care about you and how well you do in the class
* Limited noise: not much shouting/swearing from other students
*Patience from the teachers so that I feel supported and comfortable
Non judgmental and not pressured.
Having a teacher listening to you, forming a good relationship with teachers etc
A teacher who listens and supports my learning, whilst also challenging me and providing ef