Savannah Gill is a class teacher at a small primary school in Cambridgeshire and a student at the University of Cambridge. Her dissertation explores how play-based writing pedagogy influences development and motivation in mixed-key-stage learners, and how it can align with the demands of a national curriculum. Her research interests focus on creative pedagogies, teacher autonomy, and the practical and emotional challenges teachers face in navigating policy-driven classrooms. She is particularly interested in how autonomy and imaginative practice can improve both pupil engagement and teacher wellbeing.