PROFESSOR DEBORAH EYRE


FOUNDER & CHAIR OF HIGH PERFORMANCE LEARNING


TRANSFORMING EDUCATION: A VISIONARY APPROACH TO STUDENT SUCCESS


Professor Deborah Eyre has been interested in education all her life, and her experience in helping international and UK schools has a truly global reach. She works with educational establishments from Panama to Kazakhstan, and from Vietnam to the Middle East.


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he is on a mission to change the way teachers, schools and parents view academic


and personal


potential in young people. As a renowned education thought-leader, influencer, researcher, and writer, with a professorship from Oxford Brookes University in Education, she has advised governments and educational foundations in the UK, Hong Kong, South Africa, Kingdom of Saudi Arabia, USA and Singapore. She has held prestigious roles as


director of the National Academy for


(NAGTY) at University of


Gifted and Talented Youth the


Warwick; director of research and graduate studies at Oxford Brookes University, CEO of


DEL International Education Consultancy, which offers expertise and strategic advice on educational innovation at school and university levels, and education director at Nord Anglia Education, based out of Oxford and Hong Kong. Having spent much of her


professional career researching what made some students more successful than others, she set up High Performance Learning to pass on her knowledge to schools to help all students reach high levels of cognitive performance. The


organisation, which has


hubs in the UK and the Middle East, is opening the discussion on how to help all pupils attain highly rather than just a relatively small percentage.


A CAREER STEEPED IN EDUCATIONAL RESEARCH “When I was at school, educational options for girls were quite limited,” she explains. “The career advice I received at school was a choice between


secretary or nurse.” She


becoming a teacher, studied education at


Westminster College, Oxford, and during her early experience as a primary school teacher was intrigued by why some people found learning easier than others. “Right from the beginning I was


fascinated by how people came to learn. I’m curious and I've always been a natural


researcher,” she


says. “At the time, received wisdom was that there was a subset of the


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