David trained as a teacher at Goldsmiths’ College, London University, following which he specialised in biology and science for secondary aged pupils, from 1971-1988. Following the recommendations of the Warnock Report, 1978, David became interested and involved in integrating children with learning difficulties into mainstream tutorial groups and subject classes, while at the same time studying for BEd and MEd degrees at the University of Bristol. A career shift took place in 1988, undertaking training at the Institute of Education (University of London), to become an Educational Psychologist, following which he worked as a Local Education Authority educational psychologist in Warwickshire and Somerset, from 1989-2002. David completed a period of doctoral study and research at the University of Bristol, receiving a Doctorate in Educational Psychologyin 2003. The research focused upon the nature of exclusion from school, and aspects of schools as organisations in terms of how they are likely to be more successful in meeting the needs of individuals at risk of permanent exclusion.David is an Associate Fellow of the British Psychological Society (and was a member of the Editorial Board of Educational and Child Psychology, a leading UK journal published by the British Psychological Society 2002-2004). David was Chairman of the Board of Trustees of Inaura, the UK charity that seeks to promote inclusive practices, and in particular is attempting to shift cultural perceptions relating to the use of permanent exclusion as a means of resolving complex dilemmas experienced by teachers with pupils who exhibit emotional and behavioural difficulties. He now continues as a Trustee.
He also worked as a tutor and lecturer at the University of Bristol (2001-2003), giving input into the courses for the training of educational psychologists, teachers studying for a Masters degree to gain graduate membership of the British Psychological Society, and doctoral programmes.
Currently he is practising as an independent Chartered Educational Psychologist on behalf of parents and schools, and also carries out specialist assessments of pupils and adults with specific learning difficulties (dyslexia and/or dyspraxia).
Published Papers
Bracher, D., and Moss, L. (1996). The Process of Permanent Exclusion for Pupils up to and including Year 9. Truancy and Disaffection Project Report (GEST). Taunton: Somerset Education Services, County Hall.
Bracher, D., Hitchcock, M. and Moss, L. (1998). The Process of Permanent Exclusion and Implementation of ‘Fresh Start’ Programmes. Educational Psychology in Practice, 14 (2) July (pp 83-93).
Bracher, D. (2001) Becoming a learning organisation in the context of LEA Psychology Services. Educational and Child Psychology, 18 (4) pp 47-60.
Bracher, D. and Hingley, P. (2002) Ethical maturity and organisational health: some implications for educational psychology services. In Webster, A. and Lloyd Bennett, P. Ethics in Practice. Educational and Child Psychology Vol. 19, No. 1 pp 81-96.
Unpublished Work
Bracher, D. (2003) Pupil exclusion from school: an organisational perspective. EdD dissertation. University of Bristol.