Power Team
Kay Czepli-George
Founder and President of the Foundation
I’m truly glad that together with our team we’re creating a shared space of support for teachers – in Poland and beyond. For over 15 years, I have worked as an educator, mentor, leader, psychologist, and therapist – in Poland, the United Kingdom, Qatar, and Vietnam. I know the rhythm of school life, its challenges and its beauty, as well as the everyday reality of those who teach – and I understand how many inner resources it takes.
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Collaboration, empathy, and a growth mindset are the values that guide me in everything I do. Working with our foundation’s team – full of courage, heart, and wisdom – is a daily source of inspiration for me.
I hold an MSc in Psychology from the University of Glasgow, a certified therapeutic training from the Institute of Counselling, and a BA in History of Art and an MA in Teaching English and Applied Linguistics from the University of London. My interdisciplinary education and years of practice allow me to combine psychological, educational, and cultural perspectives.
As a neurodivergent person living with ADHD, I deeply understand overload and burnout – and I also know the immense value that neurodivergent individuals bring to schools. That’s why I’m especially glad that our Foundation supports neurodivergent teachers, who, with their sensitivity and unique perspective, are such a vital asset to modern education.
I lead support groups and provide therapy in the humanistic, person-centred approach developed by Carl Rogers, based on empathy, authenticity, and acceptance. I also support teachers through psychoeducation and mentoring, and I encourage the practice of mindfulness. At the same time, I coordinate and develop interdisciplinary, international educational projects across Europe.
I believe that a school where teachers can breathe is a school where students can grow.
Agata Kwiatkowska
Director of Programmes and Pedagogical Innovation, Neurodiversity Expert, and Board Member of the Foundation
Special education teacher with over 20 years of experience working with children and young people. A passionate advocate of educational innovation, project-based learning, mindfulness, and inclusive education.
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At the Foundation, I am responsible for programme development and pedagogical innovation. I combine these areas with the perspective of neurodiversity, showing that true innovation begins when a school becomes a space open also to neurodivergent teachers and students.
I lead trainings and workshops on inclusive and special education, focusing on topics such as ADHD, dyslexia, autism spectrum, and effective strategies for supporting both students and teachers who face the daily challenges of the education system.
In addition, I provide comprehensive support for schools and parents in implementing recommendations from psychological and educational assessments.
I am currently focusing on creating a safe space for teachers with ADHD and those on the autism spectrum – a place where they can find support, better understand themselves, or simply talk to someone who’s “on the same wavelength.”
I am a person with ADHD myself, and a mother of a boy with both ADHD and autism – so I know what everyday life looks like for neurodivergent people: in the classroom, at home, and in relationships. I share my experience to support teachers who are also parents of children with ADHD, helping them navigate and find balance in this dual role.
My mission is to accompany teachers in their everyday work – with commitment, understanding, and faith in the power of relationships. I believe that change in education begins with the teacher.
Violetta Kalka
Director of Strategic Communication and Professional Development, Expert on Preventing Mobbing and Discrimination, and Board Member of the Foundation
I am a teacher by passion, and for 28 years I have been fighting for a better school and for teachers’ wellbeing, which directly impacts the quality of education and relationships with students. Since 2018, I have been supporting teachers in defending their rights by running large support groups: “Teachers Changing Careers” and “Watch Out: Mobbing in Schools.” I am also a coach and a school mediator, helping others overcome difficulties and address injustices within the education system.
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In my daily work, I teach Polish and philosophy, publish educational materials, and continually develop my skills – I have completed eight postgraduate programmes. I believe that a teacher is a person in constant growth, and I strive to inspire this curiosity in my students while supporting fellow teachers on their professional journey.
The creation of the “When the Bell Falls Silent” Foundation is an important step for me in the fight against mobbing in schools. I want not only to raise awareness of this problem but also to offer real support – through training, coaching, and legal assistance. This is crucial in such a demanding profession, one that requires tremendous psychological resilience.
At the Foundation, I serve as a Board Member, responsible for strategic communication and professional development for the teachers who reach out to us. I co-design social and educational campaigns focused on preventing mobbing and discrimination, co-organize trainings on empathetic communication, equality, and inclusion, and help develop spaces of support – from mentoring groups to forums and chat platforms that empower teachers to regain their strength, agency, and self-confidence.
Gaja Niemkiewicz
Director of Wellbeing and Mental Health, Expert in Psychological Support and Burnout Prevention, and Board Member of the Foundation
I am an educator with many years of experience gained in international settings and across diverse educational systems – including the French, British, American, project-based, and forest school models. Art therapy, swim training, and language work are the areas that allow me to combine passion with practice – supporting growth, wellbeing, and creativity.
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In my work, I focus on developing independence, emotional awareness, and positive communication skills. In art therapy, I use music and language – including poetry and literature. As a swimming coach, I help others build a stronger connection with their bodies through movement, controlled breathing, and technical mastery.
At the Foundation, I represent the area of teachers’ emotional and mental wellbeing. I co-lead support groups, training sessions, and webinars on empathetic communication as well as creative approaches to combating professional burnout.
My free time has long been filled with animals – horses and my thirteen-year-old canine companion, Recce, who’s been by my side through every adventure.
The best gift for me? Fruit 🙂
The Special Tasks Crew
Alicja Sablik
Volunteer / The Wings of the Foundation
For the past 16 years, I have been a teacher, soft skills trainer, and coordinator for students with special educational needs. From the very beginning of my professional journey, I have been working in the field of education – not only in Poland but also in Central Asia, South America, and most recently, North Africa. This experience has given me a broad educational perspective and valuable insights from working with teachers from diverse cultural backgrounds, which makes me more sensitive to their needs and challenges.
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I specialise in the inclusive approach – understood both as supporting students and as accompanying teachers in better understanding themselves as educators and discovering their own strengths.
At the Foundation, I offer support through interpersonal skills workshops and methodological guidance for early-career educators. After work, I enjoy reading about architecture and design, experimenting with gluten-free baking, and petting my cat.
Aleksander Habrzyk
Volunteer / The Wings of the Foundation
Psychologist with many years of experience working with young people and families, gained as a school psychologist, IB psychology teacher, and learning support specialist for students with special educational needs (SEN). I have worked in international schools and educational environments, providing both individual psychological consultations and group sessions on mental wellbeing, violence prevention, and talent and career development. I value an empathetic approach, trust in relationships with students and families, and the ability to combine psychological knowledge with practical support.
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At the Foundation, I provide support for teachers through chat-based assistance, individual consultations, and co-facilitation of teacher support groups.
I strive to make my knowledge and experience useful in empowering teachers and supporting their wellbeing and personal growth.
Dagmara Chmielarz
The Wings of the Foundation
Teacher trainer and mentor. I support people working in education in building a fulfilling and balanced professional path. In my work, I focus on finding practical solutions, drawing on the experience and wisdom of the group, and strengthening the sense of community.
The workshops I lead create a space where teachers learn from one another, discover and develop their own strengths, and work together to develop strategies for preventing professional burnout.
At the When the Bell Falls Silent Foundation, I help teachers regain their energy, sense of purpose, and joy in their work – showing that true strength lies in shared experience and collective action.
