Lizzie Henderson is the Youth and Schools Programme Coordinator for The Faraday Institute for Science and Religion. She and Steph Bryant (Youth and Schools Programme Officer) are available to provide lessons, workshops and talks on the interactions of science and faith for children, young people and students of all ages in a variety of classroom, school society and other contexts. Lizzie is also Co-Investigator and Grant Manager of a grant from the John Templeton Foundation entitled "Generating New Creative Media on Science and Faith for Children", developing materials to communicate positive science-faith interactions to children aged 2-12 in school, church and home contexts.
Lizzie holds a degree in Natural Sciences from the University of Cambridge (2013), specialising in Evolutionary and Behavioural Biology, Geology and the History and Philosophy of Science. She has a strong interest in the communication and public understanding of the interactions of science and faith and has participated in formal and informal discussion of the science-faith dialogue for many years.
Lizzie has worked with children and young people in a variety of contexts for many years and has informal experience in a wide range of educational contexts. In well over 550 lessons, workshops and other sessions over the last 5 years Lizzie has seen more than 18,000 students of from age 3-18+ respond enthusiastically to the combination of hands-on science with honest, dynamic and thought-provoking discussion about science, faith and their interactions. These sessions have reached a wide range of schools including state and independently-funded, and those with a variety of religious characters or none.
Lizzie has been involved in developing a variety of teaching resources and offering formal and informal training to teachers in presenting interdisciplinary topics on themes of science-faith interactions. She is also involved in a consultation capacity with several collaborative projects working to develop new, inter-disciplinary approaches to education on the basis of research findings and experience in teaching about science-faith interactions in schools.