Who is who

Daniel is a former Primary teacher and rep in North Tyneside.  He was an NEU rep and officer from 2013 undertaking casework/negotiation. He concluded disputes for members including an end to: submitting planning to SLT, displaying planning, fortnightly book scrutinise and numeric targets and campaigned for fair funding/pay/workload.  He was awarded national Blair Peach Award for outstanding contribution to anti-racist work in 2017.

He served on the NEU National Executive committee and was elected Senior Vice President of National Education Union in 2020. He became the National President of National Education Union in September 2021 and represented the union on various platforms in UK and abroad.

He was elected NEU General Secretary in 2023.

Niamh is the first elected Deputy General Secretary of the NEU. She was elected to the ATL Executive in 2010 and represented the Union on the General Council of the TUC before being elected President of the NEU (ATL Section) from 2017 – 2018.

Niamh initially worked in the book publishing industry and then in the youth and community sector in the Republic of Ireland, before moving to Cambridgeshire to work as a Youth Worker in the Criminal Justice System. She trained to be a teacher in Post 16 Education in 2001 and was a teacher of Criminology and Health & Social Care at Long Road Sixth Form College in Cambridge up until this year. 

Rachel Curley is the appointed Deputy General Secretary of the NEU.

Mark Langhammer has led NEU in Northern Ireland as regional secretary since 2005. As NEU’s negotiator within the NITC and Teachers Negotiating Committee and he was a prominent figure in the 6-year industrial action leading to the 2020 pay settlement. He has written widely on industrial democracy and relations.

Under Mark’s leadership, NEU signed a partnership agreement with the Early Years organisation in the 0-4 sector and has co-led efforts to legislate for flexibility in the school starting age. He sits on the Government’s “Fair Start” reference group to tackle educational disadvantage and supports ‘equal value’ for vocational learning.