Founder and CEO of BRIYM (Building Resilience in Young Minds), Charlie Hartley, and therapist Gem Powell join Becky Dawson and Laiba Sheikh to explore the true meaning of resilience within the education system. This episode delves into how schools can move from a reactive to a proactive stance by implementing a whole-school approach that supports the mental health and wellbeing of students, staff, and parents alike. The conversation challenges common misconceptions about "toughing it out," reframing resilience as a toolkit of techniques rooted in brain development and community support.

Listeners will gain insights into the vital role of professional supervision for educators, ensuring that those on the frontline of pastoral care are regulated and supported to prevent burnout. From managing anxiety through scientific understanding to the "small wins" of supporting students with emotionally based school non-attendance (EBSNA), this episode explores to steps to fostering a safe, inclusive school culture. It emphasizes that wellbeing is not an "add-on" but a necessary foundation for both living and learning.

Takeaways

• Resilience as a Skillset: Moving away from resilience as a "survival instinct," educators can empower students by teaching a toolbox of techniques to manage emotions and recover from adversity.
• The Power of the Proactive: Early intervention and teaching brain development (from primary through secondary) helps young people normalize their emotional experiences and anticipate changes.
• Triangulation of Support: Effective wellbeing strategies require shared understanding between students, school staff, and parents/carers to create a consistent support network.
• Essential Staff Supervision: Providing teachers and Designated Safeguarding Leads (DSLs) with professional supervision is crucial for maintaining a regulated, healthy workforce.
• Reframing "Non-Resilience": Recognizing that rest, reflection, and even "non-resilient days" are vital components of long-term mental health and growth.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

Chapters

• 00:00 - Introduction - Meeting the BRIM team: Charlie Hartley and Gem Powell.
• 01:31 - Defining Resilience - Moving beyond "bad press" to a toolkit-based approach.
• 05:26 - Survival vs. Resilience - Laiba shares personal experience on the cost of "forced" resilience.
• 07:00 - Community Connection - Why resilience isn't an island but a community-based effort.
• 12:12 - Misconceptions in Schools - Is resilience just being "convenient" for the system?.
• 16:39 - The Learning Pathway - Treating emotional skills with the same patience as the science curriculum.
• 18:54 - Proactive Brain Education - Teaching students about the "supercomputer" in their heads.
• 23:02 - Staff Supervision - Why educators need a safe space to offload and regulate.
• 28:40 - Impact Stories - Finding motivation through student breakthroughs and parental feedback.
• 35:48 - Supporting EBSNA - The "massive" achievement of a student returning to school.
• 41:58 - The Magic Wand - What one change would the guests make to the education system?.
• 45:07 - Sharing is Caring - Book recommendations for further exploration

TakeAways

• Scale of the Issue: There are an estimated 279,000 young people in the UK missing significant portions of their education due to long-term illness, a figure that has risen sharply since 2018.

• Holistic Support: Effective support must move beyond just academics to include befriending and mentoring, addressing the isolation and social disconnection caused by illness.

• School Challenges: While schools are often overwhelmed, simple wins like maintaining a sense of community and timely local authority referrals can significantly improve a student's wellbeing.

• The "Invisible Group": Many students facing physical or mental health challenges are missed by current SEND provisions and the EHCP process, requiring more visible and specific advocacy.

• Child-Centred Reintegration: Success is built on a personalized approach that bridges the gap between hospital, home, and the classroom to ensure no child is left behind. 

If you would like to know more about the report we discussed attend the event at 10am 26th March. Register here https://www.eventbrite.co.uk/e/the-impact-of-long-term-illness-on-education-in-the-uk-tickets-1983909136633

Chapters

00:00 - Introduction - Meeting Joshua Pelled and the mission of Bright Futures UK.

01:17 - Personal Journey - Joshua's experience with cancer and the disruption of his education.

03:35 - The Impact Report - Analyzing the data of 279,000 young people missing school.

06:06 - The Power of Belonging - Why staying connected to the school community is vital for mental health.

08:02 - Policy & EHCPs - Discussing the White Paper and the difficulty of accessing statutory support.

11:57 - Education & Advocacy - The hope for the report to educate decision-makers and stakeholders.

14:25 - A Child-Centred Approach - Exploring tutoring, mentoring, and befriending services.

17:41 - Advice for Schools - Practical "easy wins" for educators to support families and students.

21:15 - Looking Forward - The future of reintegration and the impact of dedicated volunteers. 

The episode explores the physiological responses triggered when a student’s environment feels threatening, moving beyond simple preferences to understand the fight or flight mechanics of dysregulation. Beth highlights how hormonal changes during puberty or menopause can narrow a person's window of tolerance, making universal strategies like predictability, choice, and flight paths essential for a calm and inclusive classroom. By prioritizing co-regulation and recognizing sensory uniqueness, educators can move toward a strength-based approach that fosters a true sense of belonging and wellness for both students and staff.

For more professional development resources and in-depth training on supporting sensory needs in education, visit the Sensory Integration Education website.

Takeaways

• Sensory Safety as a Foundation: Sensory processing underpins our sense of safety; if a student does not feel safe in their body or environment, they cannot neurologically access the pathways required for learning or engagement.

• The Physiology of Dysregulation: Sensory overload triggers real physiological responses, such as increased heart rate and muscle tension, which are often misinterpreted as "bad behavior" rather than a nervous system on high alert.

• Fluctuating Thresholds: An individual's window of tolerance is not static; it is significantly impacted by fatigue, illness, and hormonal shifts like puberty or perimenopause.

• Implementing Flight Paths: Creating a designated, practiced "flight path" to a sensory-safe space allows students to remove themselves before a fight response occurs, fostering self-regulation.

• The Power of Small Adjustments: Reasonable adjustments, such as modifying a school tie or allowing a student to stand while working, can be the difference between a student being in the classroom or being excluded from school.

• Staff Wellbeing and Co-regulation: Educators must prioritize their own sensory joys and regulation to effectively serve as a co-regulator for the children and young people in their care. 

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk. 

Chapters

00:00 - Introduction to Beth Smithson and Sensory Integration.

01:15 - Defining sensory processing and its link to the central nervous system.

03:17 - The eight senses and the "fight or flight" safety response.

07:07 - Validating sensory uniqueness and the importance of communication.

10:33 - How anxiety and hormones (puberty/menopause) impact sensory thresholds. 

15:56 - Using sensory joy and proprioception to activate the parasympathetic nervous system.

18:08 - Universal classroom strategies: Predictability, choice, and control.

20:38 - Establishing "flight paths" and sensory safety spaces in schools.

27:30 - The impact of sensory processing on relationships and school attendance.

32:18 - Building a school culture of belonging through strength-based approaches.

37:58 - Small reasonable adjustments: Uniforms, movement, and the law.

41:11 - Staff wellbeing: Sensory checks and co-regulation for educators.

Join us for a captivating conversation with Alison Waterhouse, an educational psychotherapist and founder of the Circles for Learning project. This episode explores a unique and powerful approach to wellbeing that involves bringing a parent and their young child into the classroom to foster emotional literacy and connection.

In this episode, we delve into how observing a baby’s interactions allows children to witness the living reality of relationships, emotions, and self-regulation. Alison shares how this therapeutic model helps pupils and staff alike understand attachment figures and the secure base necessary for a positive learning environment. By shifting the focus toward proactive and preventative mental health strategies, schools can cultivate a rich ethos centered on communication, empathy, and a deep sense of belonging.

Takeaways

• Five Essential Foundations: Discover the core elements that underpin mental health and wellbeing: emotional literacy, positive relationships, understanding the brain and behavior, sense of self, and skills for learning.
• The Power of Observation: Learn how bringing a baby into the classroom captivates children, encouraging them to reflect on their own feelings and appreciate how others may experience emotions differently.
• Inclusive Solution-Seeking: See how students can use these observations to develop transition policies or learning profiles, moving from distress to proactive problem-solving.
• A Whole School Approach: Understand the importance of normalising emotional literacy and providing staff with coaching and resources to create a mental health friendly environment.

Sharing is Caring

Alison recommends exploring the Solihull approach through Hazel Douglas’s book, Containment and Reciprocity, alongside Scott Barry Kaufman’s sailboat metaphor for a fresh perspective on the hierarchy of needs. https://www.youtube.com/watch?v=8r4CFFJdOE0

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

Chapters

• 00:00 – The power of peer empathy and support.
• 01:24 – Introduction to Circles for Learning and its five pillars.
• 04:33 – Why babies are the ultimate tool for engagement.
• 06:53 – Teacher training and the role of reflective coaching.
• 10:31 – Creating the right ethos through leadership and communication.
• 14:44 – Impact story: Developing a student-led transition policy.
• 20:58 – Impact story: Understanding attachment and the secure base.
• 25:03 – Student perspectives on emotional literacy and regulation.
• 26:53 – Reducing behavior incidents in mainstream and behavior units.
• 28:39 – A proactive vision for the future of the education system.
• 32:51 – Sharing is Caring: Recommendations for educators.

We explore practical insights into mobilising parental expertise to create a 360-degree view of a learner's needs, especially regarding sensory processing and emotional regulation. The episode highlights the importance of moving beyond formal diagnostic gatekeeping to ensure every child feels understood and included. By fostering a collaborative partnership and using non-stigmatising language, educators and families can work together to build resilience and emotional stability for every young person.

TakeAways

• Self-Esteem as a Foundation: Self-acceptance and self-knowledge are core life skills that must be nurtured early to help learners weather life’s challenges.

• Needs-Led over Diagnosis-Led: While a diagnosis can provide clarity, it should never be used to gatekeep support; identifying and meeting a child's interconnected needs should be the priority.

• The Power of "Two-Way" Conversations: Education settings can foster deeper parental partnerships by adding simple, five-minute wellbeing check-ins to parents' evenings to discuss interests and friendships rather than just academic attainment.

• Understanding Masking: Children often mask their struggles to fit in; parental insights are crucial for gaining a 360-degree view of the child’s true emotional state.

• Reframing "Difficult" Environments: Challenges like sensory overload are often systemic issues rather than a "problem" within the child; adapting the environment can help young people thrive.

• Language Matters: Moving away from clinical or regulatory language toward child-centered descriptions of strengths and needs helps break down barriers between educators and families.

Sharing is Caring

Kitty recommends the book Your Child is Not Broken by Heidi Mavir

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

Chapters

00:00 - Introduction: Meeting Ayse and Kitty and the personal origins of Assembly.

04:24 - Proactive Pastoral Care: Shifting from "repair work" to building proactive wellbeing skills.

07:01 - Beyond the Label: Balancing the value of diagnosis with a needs-led approach.

09:03 - The 5-Minute Wellbeing Check: Practical steps for broadening the conversation at parents' evening.

12:50 - Nurturing Self-Acceptance: How Assembly helps children understand their core values and qualities.

18:30 - Sensory Profiles & Systemic Challenges: Recognising when the environment, not the child, needs to change.

23:19 - Mobilizing Parental Insights: Moving from passive involvement to an active wellbeing partnership.

29:36 - Breaking the "Us vs Them" Dynamic: Using non-stigmatising language to build trust with families.

36:04 - Sharing the Responsibility: How co-regulation and communication alleviate stress for teachers and parents.

41:47 - Sharing is Caring: Recommended reading for understanding the neurodivergent experience.

In this episode, Curtis shares his journey from sixteen years in youth work to founding an organization dedicated to helping teachers unpack racial and gender biases. We explore the systemic shift from compliance-based discipline to relational practice, highlighting how traditional school structures can inadvertently cause harm or increase a young person's vulnerability to outside influences like gangs or misinformation. By centering critical thinking, community, and democracy, Curtis demonstrates how we can create safer, more human educational environments where every child feels a true sense of belonging and wellbeing.

Takeaways

• Article 13 and Freedom of Expression: Class 13 is named after the UN Convention on the Rights of the Child, advocating for a child's right to express themselves freely within safe boundaries.
• Moving Beyond Deficit Ideology: Shift the focus from "fixing" or blaming the student to examining how the environment and adult practices contribute to challenging situations.
• Mitigating Harm Over Intent: While teacher intentions are almost always positive, we must prioritize the impact of our actions to ensure school isn't a site of emotional or systemic harm.
• The Power of Relationships: Genuine connection is the most effective form of "behavior management," making professional life easier for staff and safer for students.
• Critical Thinking as Safeguarding: Encouraging students to ask questions and engage in critical dialogue builds the "muscle" they need to navigate the complexities of the outside world.

Sharing is Caring

Curtis recommends these essential resources for educators looking to deepen their understanding:

• Teaching to Transgress by bell hooks
• Pedagogy of the Oppressed by Paulo Freire
• The work of Paul Gorski and Richard Valencia on dismantling deficit ideology.



To learn more about the work Curtis does with schools, visit the Class 13 website or follow their mission to promote equality in the UK education system.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

Chapters

00:00 - Introduction: Meeting Curtis Worrell and the mission of Class 13.

01:10 - Why Class 13?: Linking Article 13 of the UNCRC to freedom of expression.

02:53 - Shifting Responsibility: Moving from "fixing the child" to improving the environment.

04:41 - Redefining Abuse in Schools: Challenging the normalization of harmful discipline.

06:01 - The Cost of Compliance: How over-reliance on control increases student vulnerability.

09:03 - Collective Punishment: Why "ruining it for others" creates toxic narratives.

12:31 - The Importance of Reflection: Creating space for teachers to process complex interactions.

16:25 - Understanding Deficit Ideology: How we inadvertently blame the victims of inequality.

22:54 - Impact Over Intention: Why "meaning well" isn't enough in safeguarding.

31:00 - The Four Core Principles: Equity, Community, Critical Thinking, and Democracy.

38:08 - Belonging and Identity: Why children seek community outside of school when it’s missing inside.

41:02 - How to Start: Simple steps for leaders to humanize the classroom.

49:08 - Sharing is Caring: Curtis’s top book recommendations.

In this episode, we sit down with Laura Turner, founder of Rabbit RSE, to discuss the vital importance of wellbeing within pastoral care. Laura shares her journey from science teacher to RSE specialist, highlighting why we must move away from "doom and gloom" delivery. We delve into the upcoming 2026 RSE guidance, viewing it not as a hurdle, but as a unique opportunity to strengthen partnerships with parents and carers. By prioritising empathy, open communication, and professional development, schools can ensure every young person feels safe, included, and empowered to navigate the modern world.

Caring is Sharing

• Laura invites listeners to learn more about the "Make It Mandatory" movement for post-16 RSE at amnesty.org.uk.
• Discover Rabbit RSE: Visit rabbitrse.com for specialist training and student workshops.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

Key Takeaways

• Vulnerability as Expertise: Educators don't need to have every answer; admitting "I don't know, let's find out" builds trust and models lifelong learning.

• Laughter for Learning: Creating a "safe vibe" where students can giggle at awkward topics reduces anxiety and increases engagement.

• Relational Over Informational: RSE is most effective when it focuses on building healthy relationships rather than just delivering biological facts.

• Specialist Support: Recognizing when to use external speakers for sensitive topics like mental health or suicide ideation ensures a trauma-informed approach.

• Staff Wellbeing: Open communication between leadership and staff about comfort levels is essential for delivering authentic and impactful lessons.

Chapters

00:00 - Vulnerability in Teaching - Why being "human" in the classroom matters.

01:32 - The Birth of Rabbit RSE - Moving from science to specialist pastoral support.

03:49 - Leading with Laughter - Why RSE shouldn't be "doom and gloom."

08:45 - Addressing Self-Doubt - Advice for non-specialist teachers delivering PSHE.

14:53 - The 2026 RSE Guidance - Opportunities for parent-school partnerships.

23:34 - Trauma-Informed Delivery - When to bring in external specialists.

28:58 - Leadership Strategies - Making RSE a priority rather than an "add-on."

33:14 - Supporting Staff - Managing sensitive topics and teacher comfort.

36:33 - Sharing is Caring - Laura’s top resource recommendations.

Takeaways

• The "Digital City Park" Metaphor: View the internet as a public space where adults must assess the environment and risks rather than just focusing on the "time" spent there.
• Cyber Trauma is Real Trauma: Online harms produce visceral, physiological responses in children—such as anxiety and nightmares—that are just as significant as physical-world events.
• Move Beyond "Screen Time": Focus on the medium and the interaction (the people and content) rather than the physical property of the device or the clock.
• Therapeutic Power of Gaming: Meeting children in their digital world—like playing Fortnite or using digital sand trays—can break down power hierarchies and help them express complex emotions.
• Conversations over Bans: Strict bans often drive children to "secret" or darker spaces; an open, non-shaming dialogue is the best tool for safeguarding.

Sharing is Caring

Cath Knibbs recommends the following resources for parents and professionals:

• The Cyber Trauma Book Series by Cath Knibbs: Academic and practical guides on understanding online harms and sexual exploitation.
• Managing Your Gaming and Social Media Habits: A practical book with chapters specifically designed for parents and adolescents to resolve digital habits.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

Chapters

• 00:01 - Introduction – Meeting Cath Knibbs and defining the "middle lane" approach to tech.
• 
  
• 02:13 - Redefining Mental Health – Why "health" and "regulation" are better lenses than nebulous labels.
• 06:12 - What is Cyber Trauma? – Understanding the impact of graphic content and physiological dysregulation.
• 
  
• 09:33 - The Myth of Communal Tech – Challenging the history of "personal" devices and the taxonomy of research.
• 
  
• 12:25 - Trauma: Virtual vs. Corporeal – Why online trauma is unique due to its repeatability and reality.
• 
  
• 21:17 - Gaming as Therapy – Using Xbox, PS, and Fortnite to build rapport and observe attachment patterns.
• 
  
• 30:12 - The Problem with "Screen Time" – Using the "Digital City Park" and "Shopping Centre" metaphors to assess risk.
• 
  
• 38:23 - The Danger of Bans – Why age-based restrictions can play into the hands of online perpetrators.
• 
  
• 42:32 - Technological Hope – Celebrating the "technological geniuses" of the next generation and finding parental compassion.
• 
  
• 49:09 - Sharing is Caring – Recommendations for age-appropriate digital conversations.

Takeaways

• The "Why" Before the "What": Always investigate the reasons behind a behavior or action before deciding how to respond to it.
• Professional Generosity and Maturity: Building a culture where staff look out for one another and act with integrity ensures a stable, kind environment for pupils.
• Relationships Over Sanctions: Meaningful change in behavior is driven by the connections built between adults and children, not by the punishments imposed.
• Belonging is Inclusion: True inclusion means every individual feels they have a rightful place in the school community.
• Consistency in Leadership: Headteachers must model the emotional availability and kindness they expect to see throughout the entire school.
• Contextualized Justice: Similar to a court of law, school "judgments" should consider personal circumstances and remorse rather than following a zero-tolerance, one-size-fits-all approach.

Sharing is Caring

Roger Mitchell recommends three essential books for educators looking to transform their school culture:

• The Kindness Principle by Dave Whitaker: A highly accessible guide to using unconditional positive regard in education.
• When the Adults Change, Everything Changes by Paul Dix: A foundational text on how adult behavior dictates the culture of the classroom.
• Becoming a Trauma-Informed Restorative Educator by Joe Brummer and Margaret Thorsborn: A practical resource for implementing restorative justice and relational practice.
• 
  

More information on emotionally available schools can be found on Roger’s website 

https://emotionallyavailableschool.com/

Don't forget to follow us on your podcast platform and if you feel able to, give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk..

Chapters

00:01 - Introduction - Meeting Roger Mitchell and the focus on emotionally available schools.

00:47 - The 20-Year Journey - Transforming a fractured school into a community. 

01:50 - Professional Generosity & Maturity - Core values that frame the school's mission. 

04:50 - Recruiting for Kindness - Smothering the school with love and hiring the right people. 

07:52 - Removing Detentions - Moving away from "policing" and exiting children from class. 

11:04 - Relationship Building - Treating children with the same decency as adults. 

13:42 - Belonging and Identity - Why belonging is the most powerful word in inclusion. 

16:11 - Academic Success - Proving that a relational approach leads to high academic outcomes. 

18:40 - Teaching Behavior - Why behavior should be taught just like maths or spelling. 

21:50 - The "Professionally Lazy" Option - Critiquing zero-tolerance and context-free sanctions. 

25:58 - Supporting Staff - Applying Maslow's hierarchy to a teacher's readiness to teach. 

33:53 - Scaffolding Emotional Intelligence - Moving from student anger to sadness and worry. 

39:19 - Engaging Families - Removing the "yellow line" and welcoming parents as clients. 

47:19 - Sharing is Caring - Roger’s top three book recommendations for educators.

Takeaways

• Safety as a Foundation: For students who have experienced adverse childhood experiences (ACEs), emotional safety is a prerequisite for any academic learning to occur.
• 
  
• Consistency and Predictability: Reliable, positive interactions—such as consistent greetings at the school door—help build the trust necessary for student regulation.
• 
  
• Reflective Practice: Moving away from punitive systems requires staff to be "reflective practitioners" who can apologize to students and hold each other accountable when triggered.
• 
  
• The "Triangle of Trust": Every student should have at least three emotionally available adults of their own choosing to advocate for them.
• 
  
• Individualized Success: Measuring progress through personalized "fresh starts" every lesson and daily "briefs and debriefs" to adjust the curriculum to the student’s immediate needs.
• 
  

Sharing is Caring

Nicola Lace and Mia Casey recommend several resources for those looking to deepen their inclusive practice:

• Masculinity in Schools by Lewis Wedlock: A look at the experiences of young men in education and helping them navigate the complexities of adolescence.
• Research by Dr. Craig Johnson: Insights into marginalized communities in alternative provision and how to improve their representation.
• Level 5 Diploma in Trauma-Informed Schools UK: A transformative training course that provides the psychological grounding for relational practice.



Don't forget to follow us on your podcast platform and if you feel able to, give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

Chapters

00:00 - Introduction - Nicola Lace and Mia Casey's background in neuro-inclusion. 

01:45 - The "Outstanding" Ofsted - Discussing the impact of a glowing report on a non-traditional setting.

 03:56 - Building Emotional Safety - Why vulnerability and apologizing to students is a leadership tool. 

05:57 - Fresh Starts and Reliability - Modeling regulation and discussing behavior, not the student. 

07:42 - Challenging Punitive Systems - Why students "test" boundaries and how to stay emotionally safe as staff. 

09:00 - Staff Wellbeing and Supervision - The role of external supervision and massage in tackling secondary trauma. 

12:18 - The PACE Approach - Using Playfulness, Acceptance, Curiosity, and Empathy. 14:41 - Rewiring the Blueprint - How one trusted adult can change a child’s internal working model of relationships. 

21:57 - Zero Exclusion in Practice - Using diverse spaces like farms and adventure playgrounds to co-regulate. 

24:30 - Restorative Breakfasts - Why "rewarding" a student after an incident is actually vital reflective work. 

28:49 - Daily Briefs and Debriefs - The importance of team communication for daily flexibility. 

32:38 - Mainstream Applications - How large schools can implement "emotionally available adults". 

37:31 - The Triangle of Trust - Student-led choice in finding advocates within the school. 44:01 - Sharing is Caring - Professional recommendations for trauma-informed practice.

Dr. Roffey highlights that education is not just about cognitive development, but also the social, emotional, and self-development of every individual, emphasizing that there is no dichotomy between well-being and learning. Drawing on decades of positive psychology and well-being research , she introduces the ASPIRE principles as crucial for creating schools that are "child ready" rather than demanding children be "school ready". The conversation delves into practical examples from schools that are successfully embedding these six principles, achieving great outcomes by changing how they do things, which includes boosting staff wellbeing. Dr. Roffey also discusses the importance of parent-carer voice and the power of focusing on positive relationships and intrinsic motivation to combat the "loss of love of learning"

Takeaways

• Implement the ASPIRE Principles: Understand and embed the six principles—Agency, Safety, Positivity, Inclusion, Respect, and Equity—as the foundation for improved learning outcomes and mental health.
• Prioritize Staff Wellbeing: Recognize that looking after teacher wellbeing is critical; it prevents stress-driven reactions and creates a supportive environment, as evidenced by schools offering flexible planning time and professional development.
• Shift from Extrinsic to Intrinsic Motivation: Cultivate a love of learning by making the curriculum relevant, meaningful, and fun, fostering curiosity, mastery, and a sense of meaning and purpose over mere external rewards.
• Reframe Behaviour Management: Utilize clear expectations and routines delivered with kindness and respect (reminders, not reprimands) to foster positive relationships and a culture of accountability.
• Empower Student Agency: View children as contributors with their own experiences and strengths, inviting their involvement in discussions, reviews, and goal-setting for learning and well-being.
• Engage Parent-Carers as Partners: Approach parents/carers by seeking their advice, understanding their context, and starting conversations with a positive observation about the child, fostering a non-adversarial working relationship

Sharing is Caring

Dr. Sue Roffey recommends her book, Creating the World We Want to Live In , which encourages a shift in focus from "me" to "we" and a commitment to longer-term thinking over short-term convenience, applying these concepts across education and society.

Chapters

00:00 - Introduction: The essential link between well-being, engagement, and achievement.

01:37 - Aspire: The Six Principles: Introducing the ASPIRE framework (Agency, Safety, Positivity, Inclusion, Respect, Equity).

02:49 - Education's True Purpose: Defining education as developing the whole individual and shaping the world we want to live in.

03:49 - ASPIRE's Research Foundation: Principles rooted in Positive Psychology, well-being, healthy child development, and relationships.

05:45 - Schools Being Child Ready: The importance of schools creating an environment where children and young people can thrive.

06:58 - Loss of Love of Learning: The impact of this loss on curiosity and teacher retention.

08:49 - Agency in Practice: Examples of student agency and involvement in their own learning and reviews.

11:55 - Outcomes and High Expectations: The evidence that a well-being focus achieves, or even surpasses, national outcomes.

14:12 - Safety and Mistakes: Creating a classroom culture where mistakes are seen as a pathway to learning.

14:43 - Quality of Relationships: The critical importance of positive relationships modeled by staff for life-long well-being.

19:13 - The Power of Practice: The value of researching schools successfully implementing this integrated approach.

21:06 - Staff Wellbeing and Stress: The necessity of supporting staff to prevent stress-driven reactions and maintain high standards.

23:29 - Secondary School Implementation: Using frameworks like Circle Solutions for social-emotional learning and tackling issues like social media and misogyny.

26:55 - Growing Good Men: The need for respect to be modelled constantly throughout a young person's educational journey.

28:59 - First Steps for School Leaders: Practical advice on starting with teacher wellbeing and using the ASPIRE Culture Cards.

34:25 - Cultural Change and Retention: The long-term gains of prioritizing staff support and retaining talent.

35:25 - Behaviour Management without Punishments: Using a 'thinking room' for reflection, not punishment.

37:18 - Learning to Be and Live Together: UNESCO's four pillars of learning and the need to prioritize relationships education.

This episode explores the move from static, "past tense" data to a multi-dimensional approach that surfaces the hidden voices of students and staff. Dr. Nic shares her journey from being a student who found school to be her "safe place" to becoming a researcher and EdTech founder dedicated to making that experience a reality for everyone. We dive into the "Global Equality Collective" (GEC) framework, which uses anonymous, intersectional data to help school leaders move beyond tick-box exercises and toward meaningful, sustainable culture change.

The discussion covers the vital role of "linking social capital," where leadership strategically gives power and resources to all groups to foster true belonging. From testing internal biases to leveraging "tech for good" like assistive technologies, this conversation provides a roadmap for brave leaders ready to get "sticky in the middle" of uncomfortable but necessary conversations.

Takeaways

• Shift to Kaleidoscopic Data: Move beyond static "past tense" metrics like attendance and grades to understand the fluid, lived experiences of your school community.
• Prioritize Psychological Safety: Use technology to create anonymous, safe spaces where staff and students can share truths they might otherwise hide from line managers or teachers.
• Understand Social Capital: Recognize the three types of social capital—bonding, bridging, and linking—and ensure leadership is actively "linking" groups to prevent siloed inclusion efforts.
• Design with Participants: Improve data reliability by involving students and staff in the design of surveys and audits, ensuring the methodology centers on their specific needs.
• Adopt "Tech for Good": Leverage assistive technologies and AI to unlock curriculum accessibility for neurodivergent and multilingual learners.
• Be a Brave Leader: Accept that school improvement takes time (2–3 years) and requires leaders to be comfortable with uncomfortable feedback to surface hidden voices.

Sharing is Caring

Dr. Ponsford recommends exploring "GEC Know-How" on the Global Equality Collective website, which features the UK's largest collection of inclusion and wellbeing resources, including diverse booklists for all ages, playlists, and e-learning playbooks.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

Chapters

• 00:00 - Introduction: Meet Dr. Nicole Ponsford, CEO of the GEC.
• 01:19 - Core Inspiration: School as a safe place and the mission for inclusion.
• 03:42 - Defining Belonging: Moving from EDI "buzzwords" to Maslow’s hierarchy.
• 06:20 - The Inclusion Index: Why only 18% of students strongly feel they belong.
• 08:30 - Mapping the Field: Moving from academic research to lived experience.
• 10:57 - The Problem with Static Data: Why "past tense" metrics leave kids invisible.
• 15:05 - What is Kaleidoscopic Data?: A 360-degree view of the school ecosystem.
• 20:37 - Participatory Research: Designing surveys with students and staff.
• 24:54 - Impact vs. Intention: Handling uncomfortable feedback from students.
• 31:56 - Social Capital in Schools: Bonding, bridging, and linking for leaders.
• 40:53 - Hope for the Future: Tech for good and inclusive curriculum changes.
• 43:17 - Sharing is Caring: GEC Know-How and diverse library resources.

The discussion delves into the power of appreciative inquiry, a strength-based approach that focuses on what is working well within a school rather than defaulting to a deficit model. Zahara emphasizes the importance of authenticity and "being real" with students to build deep rapport. From navigating the complexities of social media to the simple power of a smile, this conversation offers a roadmap for leaders and teachers to cultivate a genuine culture of belonging.

Takeaways

• Distinguish Between Fitting In and Belonging: Understand that true belonging allows students to remain themselves while being part of a community, rather than forcing them to change to fit a mold.
• Utilize Appreciative Inquiry: Improve EDI by centralizing and scaling what is already working in your classroom or school, rather than only focusing on barriers and deficits.
• The Power of "Being Real": Students value truth and authenticity; building rapport often starts with being honest about expectations and school realities.
• Foster Equitable Belonging: Recognize that every student has a different lived experience and may need different "belonging bites" or communication styles to feel included.
• Middle Leadership as the Pillar: Senior leaders should focus on supporting the relationship between middle managers and teachers to sustain a healthy school culture.
• Incorporate Simple Acts of Kindness: Small interactions like smiling and saying hello are powerful, low-barrier tools for nurturing a sense of belonging among both staff and students.

Sharing is Caring

Zahara recommends the book "Bringing Up Race: How to Raise a Kind Child in a Prejudiced World" by Uju Asika for its deep dive into lived experiences and practical advice on navigating multicultural and multilingual identities. You can also find more of Zahara's work in her book, "Creating Belonging in the Classroom".

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

Chapters

• 00:00 - Introduction: Meet Zahara Chowdhury, EDI consultant and author.
• 02:33 - Defining Belonging: Why it is essential for student success and school culture.
• 05:34 - Fitting In vs. Belonging: Insights from Brene Brown on the pressure to conform.
• 09:24 - Equitable Belonging: Using the school uniform analogy to understand individuality.
• 10:57 - Innovation in the Classroom: How a sense of belonging leads to student engagement and success.
• 14:10 - "Tell Us the Truth": What students taught Zahara about authenticity and rapport.
• 18:44 - Navigating Social Media: The challenge of multiple "versions of truth" for teenagers.
• 20:34 - Appreciative Inquiry in EDI: Focusing on success stories to drive school-wide change.
• 25:11 - Multilingualism vs. EAL: Reframing language skills from a deficit to a strength.
• 28:10 - Collective Learning: Building a team environment in the classroom.
• 31:10 - Kindness as a Strategy: Simple interactions that foster community.
• 32:40 - Advice for Leaders: Walking the corridors and supporting middle leadership.
• 37:30 - Sharing is Caring: A recommendation for "Bringing Up Race" by Uju Asika.

Description

• The "Maslow before Bloom" Philosophy: Why establishing a safe, caring relationship is the prerequisite for any academic learning
• Trust Mountain: A breakdown of the four types of student behavior—Disruptor, Compliant, Reflective, and Engaged—and how to move students up the mountain
• The Leadership Zone: Finding the balance between "Authority" and "Warmth" while avoiding the pitfalls of being a "Dictator," "Doormat," or "Yo-yo" teacher
• Teacher Wellbeing as Co-regulation: Understanding how a teacher’s emotional state acts as the "bellwether" for the entire class
• Whole-School Consistency: The importance of crystal-clear, simple rules that every staff member upholds to prevent students from "bending" the system

Takeaways

• Prioritize Connection: No one cares how much you know until they know how much you care; relationships are the "North Star" of behavior management
• Read the Room: Use "two-minute check-ins" at the door to gauge student temperatures and catch potential issues before they escalate
• The Student Triangle: Effective teachers understand the three pillars of a student's life: their personality, their home environment, and their school experience
• Establish a Social Contract: Build a classroom culture from day one by making respect explicit and involving students in the "unwritten rules" of the room
• Seek the "Trusted Adult": If you're struggling with a student, find the one person in school they trust (a coach, TA, or cleaner) and use that bridge to build your own rapport

Sharing is Caring

• Karl Pupé recommends visiting Young Minds for mental health resources and exploring the Boxall Profile to understand childhood attachment and practical psychology
• To learn more about Karl’s "Action Hero" framework, visit actionheroteacher.com or follow his daily "bite-sized brilliance" on LinkedIn

Chapters

• 00:00 - Introduction - Meet Karl Pupé, author of The Action Hero Teacher
• 01:17 - The Action Hero Origin - How a "school terrorist" became an educational consultant
• 07:06 - Maslow Before Bloom - Debunking the myth that curriculum comes before relationships
• 10:12 - Teacher Wellbeing & Co-regulation - Why you are the "emotional bellwether" of your class
• 14:49 - The Burnout Crisis - Addressing why 40,000 teachers are leaving the profession
• 17:37 - Trust Mountain - Identifying the four levels of classroom behavior
• 22:56 - The Leadership Zone - Balancing authority and warmth in your teaching style.
• 24:27 - Styles to Avoid - The Dictator, the Doormat, and the Yo-yo teacher
• 27:18 - Whole-School Approach - Why "crystal clear" rules beat complex policies
• 30:57 - Practical Psychology - Why behavior leadership is a learnable skill
• 33:56 - The Two-Minute Check-in - A simple habit to build trust.
• 37:05 - The Student Triangle - Seeing the whole child beyond the desk.
• 43:04 - The Social Contract - Advice for new teachers on establishing culture

47:33 - Sharing is Caring - Recommended resources for trauma-informed practice

The episode delves into the immense pressures facing educators today, arguing that mindfulness is a crucial tool for professional development, allowing staff to be a "bigger container" who respond rather than react to behaviour that challenges and create a calmer classroom atmosphere. The discussion emphasises that leadership must champion staff wellbeing and that cultivating a "way of being" is more impactful than simply "doing" another thing.

Takeaways

• Implement "Pausing for Presence": Learn and use a simple, single technique of stopping for a moment to step out of autopilot, helping to reduce stress and provide a mini-reset during the school day.
• Prioritise Staff Wellbeing for Impact: Understand that an educator’s regulated presence creates calmer, more focused atmospheres in the classroom, even if they never teach the skills to pupils.
• Shift from Reacting to Responding (Behaviour Management): Mindfulness helps teachers become a "bigger container," enabling them to respond with choice rather than a knee-jerk reaction to pupil behaviour, preventing low-level incidents from escalating.
• Mindful Transitions: Use transitions (like walking to the staff room or break times) as purposeful opportunities to reset and come back to centre, rather than just rushing to the next task.
• Whole-School Wellbeing Approach: Advocate for senior leadership backing and a slow, organic growth of mindfulness, as top-down rollouts do not work—leaders must first lead themselves by practicing what they advocate.

Sharing is Caring

Kamalagita recommends that the most valuable thing an educator can do is "Pause for Presence," which is demonstrated at the end of the episode. 

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

Chapters 

00:00 - Introduction: Kamalagita Hughes on Mindfulness in Education.

03:24 - The Practical Technique: The most practical mindfulness technique for a busy school day: Pausing for Presence.

04:10 - Stepping Out of Autopilot: Why the pause is necessary to step out of the mechanical "doing" mode and into a mindful state.

05:54 - The Power of Presence: Why genuine presence is what pupils and staff want most and how it solves problems.

08:37 - Teaching Experience Influences Advice: How classroom experience informs the advice on behaviour management and creating a bigger container.

09:40 - Respond vs. React: Becoming a "bigger container" to respond rather than knee-jerk react to student challenges.

10:53 - Creating the Weather: The teacher's influence on the atmosphere and low-level behaviour escalation.

12:27 - Professional Development & Regulation: The importance of teachers' self-regulation for creating calmer classroom relationships.

14:32 - Whole-School Approach & Leadership: The need for senior leadership to champion staff wellbeing and lead themselves.

17:06 - Organic Change: Growing mindfulness slowly and organically, avoiding top-down rollouts.

18:49 - Being vs. Doing: Resetting the mindset to see mindfulness as cultivating a way of being rather than another thing to do.

21:06 - Mindful Transitions: Using change in the school day as an opportunity to reset and move out of driven doing mode.

23:25 - Noticing the World: Mindfulness as being fully aware and alive in the world, not just emptying the head.

24:17 - Trauma-Informed Delivery: Why mindfulness is not for everyone and the need for a compassionate presence.

25:02 - Pause for Presence Practice: A live guided practice to implement immediately.

Takeaways

• Parental involvement and shared responsibility are vital for RSE/PSHE, requiring informed consultation.
• Teaching consent must begin much earlier (nursery age) for effective prevention.
• Balancing age-appropriateness is challenging; sensitive topics (like FGM) need careful pitching, while others (like pornography's dangers) demand early intervention due to accessibility.
• Specialist PSHE/RSE teachers with passion and knowledge are crucial for better student outcomes.
• A whole-school approach is necessary; PSHE must be prioritized and embedded interdisciplinary, not an "add-on."
• Teachers uncomfortable with a topic should communicate this or, if they must teach it, be honest and adopt a learner seat approach with students.

 Sharing is Caring

Nicole recommends embracing child-led social media campaigns and collaborative group projects as a teaching method. This gives young people agency and voice while reducing the pressure on teachers to lecture, especially on sensitive topics.

Don't forget to follow us on your podcast platform and if you feel able to, give us a rating and review.

Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkle.co.uk.

Chapters

00:00 - Introduction - Nicole Campbell, PSHE Subject Lead

00:49 - Age Restrictions - Discussing age restrictions on teaching RSE/PSHE topics and the role of parents.

01:04 - Parent Communication - The need to work with parents and listen to their concerns.

02:30 - Student Agency - Understanding where young people are at and giving them more agency over their learning.

03:02 - Foundation of Knowledge - Why we need to understand students' existing knowledge in PSHE.

04:10 - Trauma-Informed Delivery - The importance of teaching PSHE in a trauma-informed way.

04:47 - Teaching Consent - Arguing that consent should be taught from a much earlier age.

06:51 - Prevention vs. Cure - Is there more harm in teaching things later than earlier?.

09:28 - Relevance Challenge - Adapting the curriculum and tackling relevance when teaching life lessons.

11:23 - The Specialist Teacher - The importance and impact of having specialist PSHE/RSE teachers.

13:18 - Interdisciplinary Approach - Embedding PSHE throughout the whole school curriculum.

15:02 - Team Teaching - School and parents working together as a team to teach PSHE.

17:13 - Personal Motivation - What motivates Nicole to teach PSHE and RSE.

18:33 - Student-Led Curriculum - Making education more pupil-led and relevant to life.

23:22 - Teacher Confidence - Advice for non-specialist teachers who feel uncomfortable or lack confidence in delivering PSHE.

23:51 - The Learner Seat - Putting yourself in the learner seat and valuing honesty with students.

26:47 - Primary vs. Secondary Impact - Comparing the time constraints and impact of teaching PSHE in primary versus secondary school.

29:25 - Sharing is Caring - Recommending student-led social media campaigns.

In this powerful episode of In This Together, Jaz Ampaw-Farr and Laiba share their lived experiences of childhood trauma and the vital role that educators played in their healing and success. Jaz introduces her "Be Human First" philosophy and the need for adults to prioritise their own wellbeing to show up as their "full fat self". The discussion centers on the small, consistent acts of kindness and belief—the everyday hero moments—that provide value over rescue and are the true foundation for effective education.

Takeaways:

• The profound impact of "everyday heroes" in school—any adult who is consistent, present, and displays botheredness.
• The critical need for educators to lead themselves first and prioritise their own wellbeing to avoid displaying as "Category Two" (busy, transactional) adults.
• Understanding the difference between value and rescue; valuing a child is essential for them to eventually value themselves.
• Jaz's "Three Es" of connecting with students: Empathise, Engage, and then Enrol—rejecting the expectation of immediate trust and compliance.
• The life-changing power of simply believing a child when they disclose abuse or trauma.
• How language influences our actions: moving away from terms like "challenging behaviour" to "distressed behaviour" or "safety-seeking behaviour".
• The role of leadership in modeling wellbeing (e.g., leaving work on time, setting boundaries) and embracing fallibility
• The importance of self-regulating your sharing of lived experience (Mark Finnis's "Three Ps": Private, Personal, Public) to ensure you are not sharing the burden of pain.

Don't forget to follow us on your podcast platform and if you feel able to, give us a rating and review.

Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkle.co.uk.

Chapters

00:00 - Introduction to Jaz Ampaw-Farr 

01:11 - The Mindset Shift: Harnessing "Because of You" Impact

02:30 - Be Human First: Prioritising Your Wellbeing

03:51 - Value over Rescue: Everyday Hero Moments

05:51 - The Three Es: Empathise, Engage, Enrol

07:02 - Laiba's Lived Experience and the Power of Unconditional Positive Regard

09:23 - Sharing Your Story: Private, Personal, and Public Life

12:19 - Choosing to Show Up as Yourself: Finding Agency

14:15 - Protecting Your Wellbeing: Setting Boundaries on Sharing

18:14 - Professionalism vs. Connection: Finding the Balance

23:46 - The Role of Leadership in Modelling Wellbeing and Fallibility

27:59 - Being 10% Brave and Living a Life Not Driven by Fear

29:25 - The Single Most Important Thing: Believe Them

34:15 - Trauma-Informed Training and Sharing Lived Experience Safely

39:45 - The Language We Use: Distressed Behaviour vs. Challenging Behaviour

46:55 - Sharing is Caring: Skank Off and Take a Minute to Breathe

In this episode of In This Together, Peter Radford shares the deeply personal experience that led him to write Love Teaching, Keep Teaching and dedicate his work to transforming school culture and staff wellbeing. Peter and Becky discuss the three key aspects of teacher retention: individual self-care, leaders championing wellbeing, and systemic change within education. Peter provides actionable insights for leaders to foster a culture of support by addressing the six core psychological needs and adopting an equitable, people-first approach to leadership

Takeaways:

• Peter Radford's experiences in senior leadership that led to overwhelm and his decision to leave full-time teaching to advocate for teacher wellbeing.
• The three key areas for improving teacher retention: individual teacher wellbeing, leadership, and the wider education system
• The striking statistic that 75% of people leave their job because of their direct line manager, underscoring the vital role of leadership in retention
• The six core psychological needs (Love, Belonging, Being Understood, Achievement, Autonomy, and Purpose) and how their deficit impairs cognitive function 
• How the environment (the "cage") plays a direct role in staff wellbeing and behaviour, and the leader's responsibility in meeting five out of the six psychological needs
• How embedding a Rights Respecting Schools approach (based on the UN Convention on the Rights of the Child) can transform school culture and lead to markedly higher staff wellbeing
• A framework for cultural change through self-reflection, modeling balance and using emotionally intelligent leadership
• The importance of undermining power dynamics by adopting an equitable, restorative approach that starts with the person harmed and enables shared leadership

Sharing is Caring 

Book Recommendation: Peter recommends Lost Connections by Johann Hari

Don't forget to follow us on your podcast platform and if you feel able to, give us a rating and review

Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkle.co.uk

Chapters

00:00 - Introduction 

00:53 - Peter's Personal Experiences and Road to Overwhelm 

04:22 - Hitting the Wall: A Panic Attack and the Reality of Mental Health 

06:07 - The Three Pillars of Love Teaching, Keep Teaching 

07:22 - Leadership as the Number One Factor in Teacher Exodus 

11:23 - Equitable Leadership: Investing in People-First 

13:33 - The Six Psychological Needs and Their Impact on Wellbeing 

16:00 - The "Cage": How Environment Drives Behaviour 

22:19 - Rights Respecting Schools: A Vehicle for Culture Change and Wellbeing 

24:43 - Balancing Rights: Behaviour Management through a Rights-Based Lens 

27:14 - The Path to Cultural Change: Self-Reflection and Modelling Balance 

30:54 - Emotionally Intelligent Leadership: Asking "How are you feeling?" 

32:59 - Undermining Power Dynamics: Starting with the Person Harmed 

37:52 - The Dangers of Firefighting and the Need for Shared Leadership 

40:18 - Book Recommendation: Lost Connections by Johann Hari

Find out more about Shahana’s Sharing is Caring Recommendation here:

• Book: The Anxious Generation by Jonathan Haidt



Find out more about Shahana’s work here:

Sign up to find out more about the brand-new therapeutic classroom furniture store: ⁠HERE⁠

Read Shahana’s therapeutic school approach book: ⁠Here⁠

Visit the therapeutic classrooms store: ⁠HERE⁠ 

Become part of the therapeutic classroom community and follow here:

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Takeaways

• Wellbeing and mental health are crucial to understanding and addressing classroom behaviour.
• A trauma-informed perspective is key to seeing a child's actions as a response to stress, not defiance.
• Therapeutic Classrooms use science and environment (soft seating, low lighting, decluttering) to help children regulate and feel safe.
• The classroom environment should feel nurturing and comfortable, like a home, to foster a sense of belonging and safety.
• Understanding the "why" behind this radical change—the neuroscience—is more important than simply achieving a nice aesthetic.
• Successful therapeutic approaches lead to reduced dysregulation, improved behaviour, and greater academic achievement.
• Leadership needs to be brave enough to challenge outdated practices and the myth that traditional displays or rigid seating are required for learning.
• Flexible seating and regulation tools (like blankets and weighted teddies) support movement, which the brain needs for learning.

Chapters

• 00:00 Introduction to Shahana Knight
• 00:59 The Journey to Creating Therapeutic Classrooms
• 03:59 The Trauma-Informed and Holistic Perspective
• 09:39 The Challenge of Outdated Classroom Design
• 10:21 The Big Ask and Rethinking the Classroom
• 14:50 Challenges: Standards and Sourcing Furniture
• 17:53 Why Cheap Alternatives are Not Safe or Sustainable
• 19:54 The Importance of Understanding the "Why" (Neuroscience)
• 22:30 The Issue of Adult Control and Confidence
• 25:39 Fear of Change and External Challenges (e.g., Ofsted)
• 26:59 Measuring the Impact: Academic and Emotional Wellbeing
• 37:30 Crucial Role of Trauma-Informed Practice
• 38:34 Quick, Doable Tips for a Safe Space (Lighting, Decluttering)

44:37 Sharing is Caring Recommendation: The Anxious Generation

In this episode of the In This Together Podcast, Becky Dawson is joined by Andrew Cowley, a wellbeing consultant, speaker, author, and coach for Designated Mental Health Leads. Drawing on his 30 years as a primary teacher and school leader, Andrew shares his insights on what it truly means to look after school staff and build a culture of genuine support. 

Together, they discuss:

• Andrew's journey from teaching into his current work, which was influenced by his early realization that staff wellbeing needed better management in schools. 
• The critical importance of building strong relationships and connection with colleagues and students, which involves knowing them beyond their professional or student roles. 
• The need for school responses to crises to be proactive, responsive, and principled, rather than simply reactive.
• How students can sense when teachers are struggling or burnt out, emphasizing that staff wellbeing directly impacts the quality of teaching and student experience. 
• The "THINK" acronym—a framework for embedding mental health and wellbeing. 
• The challenges around lack of protected reflective practice for educators, contrasting it with professions like the NHS. 
• Why everyone—from teaching assistants to school leaders—is a wellbeing leader, and how the approach should be sideways-in, not top-down or bottom-up. 
• The importance of embracing a diverse team, including cynical people and support staff, to create an effective whole-school approach. 

✨ Key takeaways from this episode:

• Proactivity and principles are essential for a responsible approach to wellbeing, not just reacting to issues. 
• The THINK acronym stands for: Time, Holistic, Inclusive, Non-judgmental, and Knowledgeable.
• Wellbeing is for everyone in the school, and leaders should communicate the moral purpose (the why) behind the work. 

🔗 Sharing is Caring Recommendation

Andrew recommends:

Book: 'Legacy' by James Kerr, which focuses on the culture of the All Blacks rugby team.

⏱️ Timestamps

00:00 Introduction and Welcome

00:31 Andrew's experience within teaching and his move into wellbeing work

04:57 The importance of knowing your colleagues and students

09:46 Laiba's perspective as a student on teacher wellbeing

11:57 The THINK acronym explained

21:35 Challenges for staff wellbeing and the lack of protected reflective practice

24:43 Lateral leadership and Kulvarn Atwal's slice groups

26:03 Key steps for a whole school approach to mental health and wellbeing

28:39 Final Recommendations & Resources

31:13 Closing Remarks

How can schools move from good intentions to meaningful impact when it comes to safeguarding Black girls?

In this episode of the In This Together Podcast, Becky Dawson is joined by Joel Dunn, CEO and founder of the Paradigm Project, and Jade Ecobichon-Gray, social wellness and equity consultant and PhD researcher at the University of Cambridge. Together, they explore their groundbreaking report From Intention to Impact: A Cultural Humility Approach to Safeguarding Black Girls in Education.

We discuss:

• The origins of their partnership and how cultural humility training developed.
• What cultural humility really means – and how it differs from cultural competence.
• Why reflective practice is critical for educators.
• The visibility gap: when teachers believe they are inclusive but Black girls feel unseen.
• The impact of stereotypes, adultification, and the “strong Black girl” trope.
• How intersectionality shapes the lived experiences of Black girls.
• Why creating spaces of joy – not just safety – is vital.
• Recommendations for schools: protected time for reflection, embedding humility in teacher training, and shifting how we measure success.

🔗 Read the full report: From Intention to Impact

https://paradigmproject.co.uk/research/from-intention-to-impact/

Sharing is Caring Recommendation

🔗 See the foundational Milk Honey Bees report See Us, Hear Us https://milkhoneybees.co.uk/see-us-hear-us-on-girlhood-and-growing-up-black-in-lambeth/

This powerful conversation challenges educators and leaders to reflect deeply, act intentionally, and ensure that Black girls are truly seen, heard, and supported in education.

✨ Key takeaways from this episode:

• Intention is not the same as impact – action and accountability must follow.
• Cultural humility requires ongoing self-reflection, not one-off training.
• Black girls face both invisibility and hyper-visibility in school settings.
• Adultification robs Black girls of childhood and increases safeguarding risks.
• Schools must create spaces of belonging and joy, not just avoidance of harm.
• Embedding reflective practice supports both student and educator wellbeing.

⏱️ Timestamps

00:00 Introduction and Welcome

01:06 Joel & Jade’s Collaboration and Early Work

04:22 What Is Cultural Humility?

07:18 The Importance of Reflection in Education

13:04 Turning the Lens Inwards – Racial Identity & Whiteness

16:46 Intention vs. Impact in Schools

21:46 Visibility Gaps and Wellbeing Impacts

23:36 Stereotypes, Adultification, and the Strong Black Girl Trope

29:49 Personal Reflections and Intersectionality

33:53 Disclosure, Trust, and Identity as Non-Monolith

37:55 The Case for Protected Reflective Practice

43:19 Systemic Change and Upstream Thinking

48:29 Rethinking What Schools Measure

50:27 Final Recommendations & Resources

54:14 Closing Remarks

We discuss:

Jennifer’s journey: from lived experience to professional advocacy.

Why emotional literacy is the foundation of lifelong wellbeing.

The challenges adults face in supporting children (discomfort, time, sensory overwhelm).

Practical strategies for schools and parents, including “emotional swimming lessons.”

The importance of reflective practice and whole-school wellbeing policies.

How simple language shifts can transform support for children.

🔗 Find out more about Jennifer’s work at Bridge the Gap CIC: https://www.jwbridgethegap.com/

 📖 Sharing is Caring Recommendation: The Kindness Principle by Dave Whitaker

✨ Key takeaways from this episode:

Emotional literacy is as essential as academic learning.

Adults must lead the way in modelling emotional skills.

Whole-school approaches create safer, more supportive environments.

Small language shifts can make a big difference for children.

⏱️ Timestamps

 00:00 Introduction and Welcome

 02:15 Jennifer’s Background and Inspiration

 08:30 The Importance of Emotional Literacy

 15:45 Challenges in Emotional Support Systems

 22:00 Practical Advice for Schools and Parents

 30:10 Youth Volunteering and Impact

 38:00 Final Thoughts and Recommendations

"Does behaviour management need a radical change?"

In this episode, Tracey Campbell, a behaviour management consultant, discusses the complexities of behaviour management in education. The conversation explores the need for a radical change in how behaviour is managed, emphasising a trauma-informed approach that prioritises understanding and compassion over control. Tracey shares insights from her extensive experience in education, highlighting the importance of adult behaviour in shaping student experiences and the necessity of building supportive relationships within schools. The discussion also addresses the challenges of exclusions and the need for courageous leadership to create environments where all students feel safe and valued.

Find out more about Tracey’s Sharing is Caring Recommendation here:

https://www.class13.org/

Takeaways

Behaviour management needs a radical change to be effective.

Trauma-informed approaches are essential in education.

Adults' responses to behaviour significantly impact students.

Exclusions often fail to address underlying issues.

Building relationships is crucial for student success.

Schools must have a clear vision and values.

Courageous leadership is necessary for meaningful change.

Compassion should be at the heart of behaviour management.

Understanding the root causes of behaviour is vital.

There are more good teachers than bad, and they make a difference.

Chapters

00:00 Introduction to Behaviour Management

02:12 The Controversy of Behaviour Management

05:17 Understanding Behaviour Responses

08:39 The Need for Radical Change

11:11 The Role of Relationships in Education

13:01 Adapting to 21st Century Classrooms

15:55 The Importance of Relational Practice

19:16 Creating a Positive School Ethos

20:16 Vision and Values in Education

22:54 Linking Vision, Values, and Behaviour

25:00 The Disconnect Between Ethos and Experience

29:01 The Role of Courage in Leadership

30:08 Zero Tolerance vs. Trauma-Informed Approaches

37:15 Understanding Behaviour Beyond Rule Breaking

41:40 New Chapter

Join your hosts, Becky Dawson and Laiba Sheikh, as they introduce themselves and share how they met. In this short episode, you'll learn why they were inspired to create a podcast focused on wellbeing and get a sneak peek at the incredible guests who will be joining them on future episodes.

Don’t forget to drop us an email if you have any thoughts, comments, questions or want to share some brilliant work that you are doing for wellbeing in your setting ⁠teamwellbeing@twinkl.co.uk⁠

If you want to follow Becky you can find all her socials here

https://linktr.ee/beckydawsonwellbeing