Our Team
We are a Team Rooted in Practice, Psychology, and Systemic Change
RefocusED is led by a multidisciplinary team of educators, psychologists, developers, and school-based practitioners with extensive frontline experience supporting children with SEMH, SEND, ADHD, ASC, and trauma. Together, we are building an intervention system that is structured, trackable, trauma-informed—and most importantly—useful in real classrooms.
Balazs Franko
Founder and Programme Lead.
Director of Interventions and Strategic Development
Balazs is a trained SENDCo, SLT member, and intervention specialist with over 13 years of experience across mainstream and alternative education. He has taught in 16 schools across three countries as a science teacher, PE instructor, and supply teacher. He later became Head of Science and DSL in an alternative provision setting, working with students with complex trauma and SEMH profiles.
His unique strength lies in translating psychological theory and trauma research into practical tools for school staff. He is the author of Shadows in the Classroom: Interventions Rooted in Psychology and Neuroscience and the creator of the RefocusED intervention suite, including the Pause and Progress and Step by Step programmes.
Andras Franko
Senior Therapeutic Advisor
Andras Franko is a couples and family therapist with over 40 years of experience working with families affected by trauma, dysfunction, and addiction. Throughout his career, he has played a central role in shaping Hungary’s therapeutic and early intervention services, particularly in supporting children and families living in emotionally unstable or substance-affected environments.
He is the founder of When Parents Drink, a programme designed to support children growing up in dysfunctional family systems, including—but not limited to—those affected by alcohol misuse. His approach blends systemic family therapy, trauma-sensitive practice, and long-term relationship-based support.
Andras has led both residential and outpatient services, trained professionals across mental health, education, and social care, and lectured at universities for over two decades. His practice combines academic depth with hands-on care, guided by both professional knowledge and his personal experience as a father of six.
At RefocusED, Andras serves as Senior Therapeutic Advisor, ensuring that every intervention is emotionally safe, ethically sound, and grounded in a deep understanding of family systems and relational dynamics.
Mark Harrison
IT and eCommerce Developer
Mark is a digital developer with experience designing and launching multiple successful websites across a range of sectors. He specialises in front-end development, user experience, and eCommerce functionality—bringing ideas to life through clean, accessible, and scalable design.
At RefocusED, Mark is responsible for building the project’s pilot platform and laying the digital foundations for long-term growth. He is helping to create a secure and professional online space where schools can access interventions, upload evidence, and engage with our resources in a way that feels smooth, supportive, and trustworthy.
Mark is passionate about meaningful tech—he values user-focused design and believes digital tools should enhance, not complicate, the work of professionals. His technical input is helping shape RefocusED into a platform that will grow with the needs of schools, staff, and students.
Lucy Mihalyi
SEN Intervention Consultant (HLTA)
Lucy brings over ten years of experience working with children and six years of dedicated teaching and learning support across both mainstream and specialist settings. She has worked in education systems in two countries, supporting students with a wide range of additional needs, including ADHD, autism, and emotional regulation difficulties.
Her experience spans both primary and secondary phases, and she has worked closely with learners in one-to-one and small group interventions. She understands the real-life pressures faced by support staff and classroom teachers, and ensures that every resource RefocusED develops is both realistic and impactful.
As our SEN Intervention Consultant, Lucy contributes directly to the design, testing, and refinement of interventions—bringing the essential voice of support staff to every stage of the process. Her insight helps guarantee that what we create not only works in theory, but truly fits the rhythm of a busy school day.
Noemi Vigh
Educational psychology advisor
Noemi Vigh
Noemi is a psychologist with experience in clinical, educational, and family systems work. Since 2016, she has supported schools by coordinating a professional group of psychologists and helping embed safeguarding and mental health practice into education.
She has trained in family therapy, organisational psychology, and ecotherapy, and has delivered national anti-bullying training through the ENABLE programme. She currently teaches a specialised course for university students from interdisciplinary backgrounds, focused on the psychological and trauma-informed foundations of child protection services.
At RefocusED, Noémi advises on the development of psychologically safe, trauma-informed tools that support emotional wellbeing and can be confidently used by school staff.
Tom Moon
Strategic Programme Lead
Director of Programme Delivery and Partnerships
Tom is a seasoned school leader with deep expertise in SEND, behaviour, and curriculum strategy. As Deputy Headteacher in an alternative provision setting, he oversees curriculum development, timetabling, and whole-school planning. With a background as a SENDCo, Key Stage Lead, and DSL, his leadership is grounded in real frontline experience and a clear understanding of the challenges facing both students and staff.
At RefocusED, he works alongside the founder to lead programme delivery and national rollout. He co-develops intervention content, delivers CPD sessions, and leads communication with schools, trusts, and professional partners. As the programme grows, he is the outward-facing lead for engagement, media, and strategic implementation—bridging the gap between classroom practice and system-wide change.