Explore our amazing Leaders resources here: https://www.twinkl.co.uk/r/nndac

In this episode of In This Together, host Becky Dawson sits down with Jonathan Harper FRSA, an award-winning social entrepreneur and founder of CanTeam. Together, they explore how school spaces can be transformed after hours to foster community dining, boost student agency, and nurture whole-school wellbeing. Jonathan shares how opening school canteens strengthens relationships between families, schools, and local communities.

The discussion dives deep into social action, practical leadership skills for young people, and overcoming the challenges of secondary school engagement. By placing students at the heart of hosting and organizing, schools can unlock untapped potential and improve outcomes for everyone.

Takeaways

• Community dining as a wellbeing hub: Opening school canteens after hours builds trust, companionship, and strong community links.
• Empowering young leaders: Involving students directly in hosting and running events develops vital real-world leadership and employability skills.
• Secondary school connection: Bridging the gap between parents and secondary schools creates meaningful touchpoints for family engagement.
• Accessible whole school nutrition: Providing appealing, stigma-free nutritious meals fosters healthier habits for young people and families.
• Intergenerational relationships: Bringing local residents and students together breaks down social barriers and enhances community cohesion.
• Unlocking existing school assets: Reimagining underutilised spaces transforms schools from academic facilities into vibrant community centers.

Chapters

00:00 - Introduction - Becky Dawson introduces the episode, host context, and guest Jonathan Harper.

01:30 - The Genesis of CanTeam - Jonathan shares his background in social action and the Grenfell Tower response that inspired community dining.

05:56 - Overcoming Secondary School Challenges - Exploring how to break down barriers, engage secondary students, and reconnect parents.

11:27 - Operational Models and Staff Involvement - Testing different delivery methods and looking forward to sustainable community hub models.

12:43 - Nutrition, Wellbeing, and Student Agency - Why accessible, appealing food combined with student leadership creates real impact.

20:42 - Inspirational Examples from Across the UK - Student-led dining projects in Bognor Regis, Brighton, and Durham.

24:37 - Intergenerational Connection and Cathedral Thinking - The power of bringing older residents into school canteens and bold leadership vision.

27:18 - Key Takeaways and Closing - Practical action points for school leaders and podcast sign-off.

Connect and Engage

Don't forget to follow the podcast and leave us a rating and review! If you have feedback, questions, or ideas to share, contact our team at teamwellbeing@twinkl.co.uk.

Connect with Becky's Socials and Content: https://linktr.ee/beckydawsonwellbeing

📌 Subscribe to @twinklresourcesofficial for more resources, discussions, teaching ideas, and wellbeing support. Sign up here https://www.twinkl.co.uk/r/1eq866 🎉

Find out more about our Leader Resources https://www.twinkl.co.uk/r/m8jyb 

Mental Health Behaviour and Attendance Resource https://www.twinkl.co.uk/r/129pkb 

How to Manage Staff Attendance https://www.twinkl.co.uk/r/19bew1 

Find out more about Stephen’s work here:

Website https://hsa.harbourlearningtrust.com/

Linkedin https://www.linkedin.com/in/stephentlogan/

6 Quick things about attendance: https://www.independentthinking.co.uk/resources/six-quick-things-on-attendance/

Description

In this episode of In This Together, host Becky Dawson sits down with Stephen Logan, the proud principal of Healing Academy in North East Lincolnshire, to explore a refreshing, human approach to school attendance. Moving away from the rigid data chase that often leaves leaders feeling pressured, Stephen explains how his philosophy of care, inclusion, and standards helps rebuild engagement from the ground up. They discuss shifting from compliance to curiosity, the profound impact of quality first teaching, and the systemic challenges surrounding educational funding and outreach.

This deep dive offers valuable insights for school leaders looking to implement sustainable behaviour management and foster genuine community well-being. By prioritizing human relationships over percentages, educators can understand the root complexities of severe absence—such as mental health and family context—and create a school environment where young people truly feel they belong.

Takeaways

• Human connection as an attendance driver: Prioritize meaningful, daily interactions with students and staff over immediate compliance checks to build momentum and psychological safety.
• Quality first teaching builds belonging: Getting students through the door is only half the battle; an engaging curriculum and excellent classroom delivery create the intrinsic motivation for them to return.
• Ditch the silver bullets and fads: Avoid wasting public funds on quick-fix motivators or exclusive rewards like prom bans, focusing instead on inclusive strategies and robust careers education.
• The systemic need for targeted funding: True outreach and bridging work with disadvantaged families require sustainable financial resource to employ dedicated pastoral staff.
• Lead with brave, value-driven actions: Educational leaders must remain courageous, staying obsessed with empathetic processes rather than just the final data outcomes.

Chapters

00:00 - Introduction - Becky Dawson introduces the podcast and guest Stephen Logan, principal of Healing Academy.

01:05 - Stephen's Journey to Leadership - Discovering a passion for serving others and entering principalship through a relational lens.

01:50 - The Pressure of Attendance Data - Addressing the systemic scrutiny leaders face and shifting focus to human relationships.

02:40 - Driving Momentum Through Connection - How simple morning greetings and trusted adults uncover the root causes of absence.

06:34 - Defining True Belonging in Education - Combining a house system, joy, and quality first teaching to inspire curiosity.

11:04 - Empathy Over Compliance - Why chasing figures fails and how understanding unique family context changes the dynamic.

14:33 - The Flaw of Reward Fads & Prom Bans - Evaluating inclusive attendance policies versus exclusionary quick fixes.

16:48 - Systemic Accountability and Funding - The crucial need for financial resource to support pastoral staff and outreach.

21:02 - Igniting Curiosity Through Careers - Embedding career strategies early to help students see purpose in school.

21:59 - Takeaways for Tomorrow & Outro - Final leadership advice on being brave, and how to connect with the podcast.

We want to hear from you! If you enjoyed this conversation, please follow the podcast and leave us a rating and review on your preferred platform. It helps other educators find these vital discussions on wellbeing. 

Have thoughts, questions, or brilliant practice to share from your own setting? Drop us an email at teamwellbeing@twinkl.co.uk. 

In this episode of In This Together, host Becky Dawson is joined by Jessica Parker and Gemma Fieldsend—co-founders of Cogspark and authors specialising in trauma-informed practice and mental health education. The conversation explores what trauma-informed approaches look like in education, moving beyond theory into practical, whole-school implementation. Together, they unpack common misconceptions around behaviour management, discuss the necessity of adult wellbeing and boundary setting, and share actionable insights for school leaders seeking to create safe, relational environments.

Takeaways

• Felt safety and relationships form the foundation of learning, emotional regulation, and student agency rather than being secondary considerations.
• Maintaining clear boundaries alongside a compassionate mindset ensures psychological safety without removing structure or expectations.
• Adult wellbeing and nervous system regulation must be prioritised to enable staff to remain calm, reflective, and effective in their practice.
• Curiosity over certainty allows educators to consider underlying causes of behaviour rather than jumping to rapid judgements.
• Amplifying pupil voice provides critical feedback on whether whole-school trauma-informed strategies are genuinely felt by students.

Calls-to-Action

• Please follow the podcast and leave a rating or review to help other educators find these vital conversations.
• We would love to hear your thoughts, feedback, or setting updates! Contact the team at: teamwellbeing@twinkl.co.uk.

Chapters

00:00 - Introduction - Becky Dawson introduces guests Jessica Parker and Gemma Fieldsend.

02:22 - What is Trauma-Informed Practice? - A quick summary of the core principles of trauma-informed approaches in education.

03:36 - Writing the Book - The motivation behind bridging the gap between theory and school-wide systems.

11:36 - Multi-Disciplinary Perspectives - Bringing mental health, NHS, and classroom experience together.

16:14 - Common Misconceptions - Challenging myths around trauma histories, behaviour management, and boundaries.

20:35 - Supporting Staff and Adult Wellbeing - Why whole-school approaches must start with the adults' nervous systems.

26:04 - Curiosity, Bias, and Reflection - Overcoming personal biases and avoiding the danger of certainty.

33:15 - Key Messages for Leaders - Essential takeaways regarding relational practice, culture, and felt safety.

39:30 - Actionable Steps for Tomorrow - Practical ideas on evaluating systems and listening to pupil voice.

43:00 - Conclusion and Resources - Final thoughts, calls-to-action, and closing comments.

Connect with Becky's Socials and Content: https://linktr.ee/beckydawsonwellbeing

📌 Subscribe to @twinklresourcesofficial for more resources, discussions, teaching ideas, and wellbeing support. 🎉

Explore our amazing Leaders resources here → https://www.twinkl.co.uk/r/dslxw

Buy their book here: https://tinyurl.com/TraumaInformedSchoolsBook

In this episode of In This Together, host Becky Dawson sits down with Rob Webster, Visiting Research Fellow at the Institute of Life Course Development at the University of Greenwich. With over two decades of research in special educational needs and the school workforce, Rob addresses the crucial role teaching assistants play in holding together school communities and student wellbeing. The conversation tackles the systemic challenges facing TAs—such as workload, deployment, professional recognition, and inadequate school funding—while exploring how school leaders can actively value and support this essential workforce.

Takeaways

• Teaching assistants as essential school infrastructure: TAs function as the "mortar in the brickwork" of schools, directly driving pupil wellbeing, classroom management, and overall operational stability.
• The impact of improper deployment: Utilising TAs for routine class cover to manage teacher shortages disrupts targeted SEN interventions, heightens TA workload stress, and undermines professional relationships.
• Cultivating professional standing and recognition: School leaders can drive cultural change through simple, low-cost actions like public celebrations, inclusion in team meetings, and explicit daily gratitude.
• Targeted training and professional development: Addressing TA CPD gaps with tailored, in-house opportunities boosts confidence, improves retention, and creates clear pathways for those seeking career progression into teaching.
• Understanding the TA workforce: Leaders must proactively engage with TAs to map out their skills, identify training needs, and understand their specific workplace challenges to build a supportive environment.

To help us reach more educational leaders, please follow the podcast and leave us a rating and review! We’d love to hear your thoughts, feedback, or success stories—reach out to our team at teamwellbeing@twinkl.co.uk.

Connect with Becky's Socials and Content: httpslinktr.eebeckydawsonwellbeing

📌 Subscribe to @twinklresourcesofficial for more resources, discussions, teaching ideas, and wellbeing support. 🎉

Explore our amazing Leaders resources here → httpswww.twinkl.co.ukrdslxw

Share this with your TAs! CPD content https://www.twinkl.co.uk/r/1ghp74 

TA Weekly Toolkit https://www.twinkl.co.uk/r/ecxpn 

Chapters

00:00 - Introduction and National Teaching Assistants Day - Becky Dawson introduces the episode, celebrates UK National Teaching Assistants Day, and outlines the focus on support staff.

02:01 - Rob Webster's Career and Research Background - Rob shares his journey from primary, secondary, and specialist TA to spending two decades researching inclusion and the TA workforce.

03:17 - The Critical Role of TAs in Pupil Wellbeing - Discussion on how TAs support student mental health and key findings from Twinkl's survey of over 3,000 educators.

05:00 - TAs as the "Mortar in the Brickwork" - Exploring how schools rely on support staff to function and the retention risks linked to low pay and workload pressure.

11:45 - The Challenges of TA Deployment and Class Cover - An analysis of how deploying TAs to cover teacher absences impacts SEN provision, intervention groups, and TA wellbeing.

21:13 - Elevating Professional Standing and Culture - Practical, low-cost strategies for school leaders to recognize, appreciate, and signal the value of teaching assistants.

28:23 - Addressing CPD Gaps and Professional Growth - The importance of accessible training, conducting regular check-ins, and leveraging TA expertise to foster long-term retention.

37:51 - Final Takeaways and Wrap-Up - Key actionable advice for school leaders to get to know their TA workforce, followed by closing podcast details and resources.

In this episode of In This Together, host Becky Dawson joins Phil Jones—secondary school leader and Chair of the National Association for Pastoral Care in Education (NAPCE)—to explore shifting education from rigid exam results to holistic personal growth. Phil shares insights on adapting pastoral systems to a changing world, the importance of compassionate leadership, and how schools can build inclusive environments. Whether you're refining your pastoral strategy or strengthening staff-student relationships, this conversation offers actionable advice for all education leaders.

Takeaways

• Making learning relevant and meaningful for young people is the single biggest challenge and responsibility facing modern pastoral care systems.
• Pastoral care acts as an essential safety net, empowering pupils to take risks, build resilience, and develop as complete human beings rather than just exam candidates.
• Every staff member plays a pastoral role, as everyday interactions and morning greetings set the emotional climate for student behavior management and engagement throughout the day.
• Proactive guidance over simple prohibition, such as teaching safe technological habits rather than outright banning devices, equips children for life beyond the classroom.
• Prioritising educator wellbeing is fundamental, as high-quality pastoral care and strong school relationships are impossible without supporting the mental health and sense of belonging of the staff.

📌 Enjoying the show? Please follow the podcast and leave us a rating or review to help other educators find these crucial conversations!

Explore our amazing Leaders resources here → https://www.twinkl.co.uk/r/dslxw

 Questions Inspectors May Ask Pastoral Support Staff Leaders Resource → https://www.twinkl.co.uk/r/10m026 

Attend the National Associaltion of Pastoral Care in Education - Book tickets here https://tinyurl.com/NAPCE2026

Connect with Becky's Socials and Content: https://linktr.ee/beckydawsonwellbeing

Got feedback, questions, or a story to share? Reach out to the team at teamwellbeing@twinkl.co.uk.

Chapters

00:00 - Introduction - The primary challenge for pastoral care systems in modern education.

00:26 - Welcome & Guest Introduction - Becky Dawson introduces Phil Jones and his extensive background with NAPCE.

01:41 - Phil’s Journey in Education - Early experiences in coaching, discovering a passion for teaching, and joining NAPCE.

06:26 - The Core Purpose of NAPCE - History of NAPCE, research-informed practice, and moving beyond an exam-only focus.

10:47 - Pastoral Care as the Foundation - Why effective pastoral systems underpin overall academic achievement and school culture.

13:11 - Every Educator Has a Pastoral Role - How small daily interactions from all staff impact student behaviour management and wellbeing.

16:03 - National Awards & Annual Conference - Celebrating pastoral unsung heroes and driving radical change through shared best practice.

21:35 - Current Challenges in Pastoral Leadership - Bridging accountability, parental engagement, and creating coherent school structures.

24:00 - Conformity vs. Student Agency - Preparing young people for a changing world by fostering critical thinking over mere compliance.

29:07 - Defining Authentic Care in Schools - Moving beyond quick fixes to build meaningful relationships and life-long skills.

33:14 - Collaborative Cultures & Staff Wellbeing - The necessity of team-wide approaches and protecting teacher wellbeing to sustain quality care.

37:15 - Connecting with NAPCE & Final Takeaway - How to join the network, access resources, and reflect on the true purpose of education.

In this episode, host Becky Dawson is joined by Lisa Lea-Weston, drama therapist, clinical supervisor, and founder of Talking Head Supervision. Together, they explore who takes care of the people whose job it is to take care of everyone else, unpacking how professional supervision acts as a vital backbone for sustaining staff wellbeing and school leadership. Lisa shares her expert insights on creating confidential, reflective spaces where educators can reconnect with their purpose, process emotional labor, and step out of survival mode. The discussion highlights how adult wellbeing directly trickles down to create a safer, more compassionate environment for children.

Takeaways

• Understanding Professional Supervision: A confidential, professional conversation about who you are and how you are at work, helping educators reflect deeply on relationships with pupils and school culture.
• The Power of Adult Nervous Systems: When leaders and teachers access reflective space to re-regulate, it prevents burnout and allows them to respond to children with empathy and patience rather than exhaustion.
• Preventing Isolation in Leadership: Senior leaders carry immense confidential weight alone; robust supervision offers a safe container to process emotional labor and vulnerability.
• Dispelling Common Myths: Supervision is not a performance check, a quick chat, or crisis care; it requires qualified, clinician-led guidance delivered regularly.
• Embedding Reflective Practice Safely: Implementing supervision requires organizational trust and experienced supervisors to avoid unsettling the school system.

Chapters

00:00 - Introduction - Becky Dawson introduces host goals and welcomes guest Lisa Lea-Weston.

01:34 - Defining Supervision - Lisa explains what supervision is and how it differs from counselling or coaching.

03:27 - The Origin of Talking Heads - Lisa shares her background as a therapist and launching supervision in education.

07:02 - Playfulness, Curiosity, and Purpose - How supervision re-engages leaders with creativity and play.

08:37 - Trickle-Down Impact on Children - Why adult nervous system regulation transforms pupil outcomes.

13:19 - Overcoming Isolation in Leadership - The emotional weight on headteachers and the need for offloading spaces.

15:17 - What Robust Supervision Looks Like - Busting myths around qualifications, frequency, and accountability.

21:37 - Navigating Systemic Dynamics - Managing multi-staff supervision while preserving trust and safety.

24:36 - Barriers and Mandating Supervision - Why high-quality supervision infrastructure must precede policy changes.

28:23 - How Supervision Transforms Culture - How leaders model reflective practice and active listening.

31:48 - Supervision vs. Crisis Support - Distinctions between acute crisis care and long-term supervision.

33:40 - Takeaway for Tomorrow - Lisa’s core advice on human connection during challenging times.

34:39 - Closing and Announcements - Info on Twinkl's supervision roundtable and subscription details.

Join the Conversation

Follow the podcast and leave a rating or review on your preferred platform! If you have thoughts, questions, or want to share your work, email teamwellbeing@twinkl.co.uk.

Find out more about Lisa’s work here:

• https://www.talkingheadsupervision.co.uk/
• https://www.linkedin.com/in/lisa-lea-weston-9a101b1a/

Want to learn more about supervision? Join our Roundtable with Lisa Lea Weston (Talking Head Supervision Ltd), Kemi Omijeh (We Are Akoma), Faye McGuinness (Education Support), and Jo Taylor (Constellation Psychology). 3rd December 4 pm - Book your place here: https://tinyurl.com/SupervisionRoundTable

In this episode, host Becky Dawson is joined by Laura McPhee, Director of Education for the University Schools Trust and author of Empowering Teachers, Improving Schools: Belonging, Psychological Safety and School Improvement. Together, they explore how fostering psychological safety and a genuine sense of belonging forms the foundation for effective school leadership, staff retention, and overall school improvement. Laura shares insights on how leaders bring their personal lived experiences and attachment styles into the workplace, and how adult wellbeing directly impacts pupil engagement and success. The discussion highlights practical, evidence-based approaches to building cognitively diverse teams, navigating workplace power dynamics, and shifting school culture from rigid compliance to psychological safety. 

Takeaways

• Understanding attachment in leadership: Personal lived experiences and early attachment styles shape how school leaders handle feedback, navigate conflict, and connect with their teams.
• Psychological safety as a foundation for belonging: True belonging cannot occur without psychological safety, which allows staff to take interpersonal risks, share ideas, and learn from mistakes without fear of reprisal.
• The adult-to-pupil wellbeing link: Staff engagement and adult psychological safety directly influence pupil experiences, making staff support a key driver for student success.
• Embracing cognitive diversity: High-performing educational teams thrive by actively inviting diverse perspectives, professional backgrounds, and thinking styles to solve complex operational and strategic challenges.
• Navigating power dynamics: Leaders must remain conscious of positional, expert, and demographic power gradients to ensure every team member feels safe to question and challenge the status quo.

Chapters

1. 00:00 - Introduction - Becky Dawson introduces host goals and welcomes guest Laura McPhee, Director of Education for University Schools Trust.
2. 01:03 - Career Journey and Inspiration - Laura outlines her non-linear path into teaching, early experiences of psychological safety, and what inspired her book.
3. 02:37 - Attachment Theory in the Workplace - Exploring how early caregiver bonds shape adult workplace behaviors, feedback handling, and leadership archetypes.
4. 07:05 - Defining Belonging in Education - A deep dive into the definition of belonging, avoiding tokenistic approaches, and establishing a shared vernacular.
5. 09:34 - What is Psychological Safety? - Unpacking Amy Edmondson’s research, balancing accountability with safety, and breaking down obstacles leaders face.
6. 12:12 - The Six C's of Inclusive Leadership - Laura outlines the Deloitte research framework for inclusive leadership traits, from commitment and curiosity to courage.
7. 15:58 - Psychological Safety as a Driver for Improvement - How psychological safety improves staff retention, productivity, and outcomes across ten core school practices.
8. 17:09 - Harnessing Cognitive Diversity - The importance of building monoculture-resistant teams that offer supportive challenge when solving complex problems.
9. 19:40 - Power Dynamics and Empowering Staff to Question - Examining power gradients in schools, overcoming the "Paradox of Power," and empowering early career teachers.
10. 22:52 - Takeaway for Tomorrow - Laura’s core advice for school leaders on holding views lightly and expanding their zone of influence.
11. 24:02 - Closing and Announcements - Final thoughts, resource links, and podcast subscription details.

Join the Conversation

We would love for you to follow the podcast and leave a rating or review on your preferred platform! These conversations are vital for the education community. If you have thoughts, questions, or want to share the brilliant work you are doing for wellbeing, please email us at teamwellbeing@twinkl.co.uk.

Find more Leader’s Resources here

Resource on Leadership Styles here

Resource on Managing Loneliness in Senior Leadership here

Here are the resources that Laura referred to in the episode:

1. Kuttner, 2023 Kuttner, P. J. (2023) ‘The right to belong in school: A critical, transdisciplinary conceptualization of school belonging’, AERA Open, 9. 
2. Jerrim, 2025 Jerrim, J. (2025) A national study of pupil engagement in England’s schools publication.(pp. 1–102).London: ImpactEd Group and the Research Commission on Engagement and Lead Indicators.
3. Dillon and Bourke, 2016 Dillon, B. and Bourke, J. (2016) The six signature traits of inclusive leadership. Available at:https://www.deloitte.com/content/dam/assets-zone1/au/en/docs/services/consulting/2023/deloitte-au-hc-six-signature-traits-inclusive-leadership-020516.pdf
4. The Relationship of School Belonging and Friends' Values to Academic Motivation among Urban Adolescent Students
5. Carol Goodenow and Kathleen E. Grady https://www.jstor.org/stable/20152398

Find out more about Laura's work and resources here:

Laura McPhee's Book: Empowering Teachers, Improving Schools: Belonging, Psychological Safety and School Improvement

You can buy Laura’s book here

Website https://substack.com/@lauramcphee/posts

Linkedin www.linkedin.com/in/laura-mcphee-b8b4ba181

In this episode of In This Together, host Becky Dawson welcomes Seth Butcher, the founder of Future Decided, to explore a powerful approach to student aspiration and re-engagement. Seth shares his passion for helping young people establish a compelling vision for their future —a mindset shift that transcends standard testing and traditional university pathways. Together, they discuss the critical link between student motivation and school attendance, highlighting how identifying a personal "why" empowers individuals to push through significant barriers. 

This episode delves into effective behaviour management and student wellbeing by challenging educators to look beyond standard intervention methods. Seth unpacks his "climbing wall" analogy of attendance, demonstrating why reducing negative triggers is only half the solution if schools fail to strengthen the "top magnet" of ambition. Through practical examples and a passion for alternative pathways, this conversation provides actionable insights for cultivating resilience and redefining what it means for every child to be wired for greatness. 

Takeaways

• A compelling vision drives attendance: Cultivating an individualized, motivating goal allows students to develop the resilience needed to push through anxiety, social difficulties, and school avoidance.
• Strengthening the top magnet of ambition: Traditional interventions often focus solely on reducing anxiety or modifying timetables; educators must equally amplify a student's long-term aspirations and intrinsic drive.
• Redefining greatness beyond test scores: While academic qualifications remain valuable pathways, true fulfillment comes from supporting young people to find their unique lane and thrive.
• Connecting education to real-life skills: For students who value learning but struggle with the institutional structure of school, framing the environment as a practice ground for essential interpersonal and workplace skills can unlock engagement.
• A contagious mindset shift for staff wellbeing: Shifting focus toward lasting student impact reminds educators of their core purpose, boosting staff morale and transforming the wider school culture.

Chapters

00:00 - Introduction - Host Becky Dawson introduces Seth Butcher and outlines the episode's focus on intentional well-being.

01:11 - The Genesis of Future Decided - Seth explains the vision behind his platform and moving away from a rigid university-for-all agenda.

03:30 - Embracing Individual Pathways - Discussing the value of technical trades and encouraging high expectations across all career lanes.

06:29 - Sparking Motivation: The Power of a Goal - A practical look at how finding a distinct personal drive makes challenging curriculum content purposeful.

08:41 - Understanding Systemic Attendance Barriers - Examining post-COVID school avoidance and why traditional intervention models fall short.

11:32 - The Climbing Wall Analogy & The Top Magnet - A breakdown of the tension between easing school challenges and building a powerful future vision.

13:50 - Engaging the School-Averse Learner - Addressing the growing cohort of students who value education but reject the traditional school layout.

15:21 - Redefining Greatness in Modern Education - Shifting away from a deficit model to focus intentionally on student potential and strengths.

17:21 - From Alternative Provision to a Brighter Future - A case study of a disengaged student discovering a legal, structured path toward a construction career.

Find out more about Seth’s work here:

Website https://www.futuredecided.com/

Linkedin https://www.linkedin.com/in/sethbutcher-futuredecided/

In this episode, host Becky Dawson is joined by Penny Phillips, a coach supervisor and founder of the Parent Village . Penny shares the story of how her work in local authorities evolved into a peer-led, evidence-based model that upskills parents to support one another's mental health and wellbeing . The conversation explores the vital role parents play as experts through experience and how schools can better bridge the gap between home and the classroom .

The episode delves into the challenges of navigating the education system, particularly for families dealing with social and emotional needs or a cancer diagnosis. Penny offers profound insights into why perfection in parenting is a myth and how educators can use vulnerability and "relational approaches" to build genuine trust with the families they serve . From relieving the pressure of "adulting" to supporting parents through recovery, Penny provides a roadmap for compassionate collaboration.

Takeaways

• Value expertise through experience: Peer-led support models recognize that parents are the fundamental relationship in a child's life and possess unique skills that should be valued and scaffolded.
• The "Armour" of interaction: Both educators and parents often approach difficult conversations with defensive "armour"; taking a bit of yours off first can invite the parent to do the same, fostering vulnerability.
• Relieving the perfectionism trap: Perfection in parenting does not exist; "good enough" parenting—being the best you can be in your current circumstances—is the goal that leaders should champion.
• Broaching support with sensitivity: Recommending parenting groups should be done through a lens of empathy and shared struggle rather than as a "tick box" or a critique of a parent's current skills.
• Humans do well when they can: Adopting the mantra that people—both children and adults—want to do well but may currently lack the capacity or support to do so changes the tone of school interaction.
• Support beyond treatment: For families "parenting with cancer," the need for school support does not end when treatment does; ongoing scaffolding is required as they navigate long-term emotional and physical impacts.

Chapters

00:01 - Introduction - Becky Dawson introduces Penny Phillips and the concept of the Parent Village.

01:42 - The Birth of the Parent Village - How a peer-led parenting team grew into a digital community across borough boundaries.

04:02 - Valuing Peer Expertise - The importance of upskilling and paying parents to share their lived experiences.

06:24 - Challenges Facing Families - Discussing global factors, the cost of living, and the daily juggle of "adulting".

10:45 - The Secondary School Context - Why secondary leaders must set a tone that prioritises partnership and trusted adults over rigid rules.

14:19 - Dropping the Armour - How vulnerability and admitting you don't have all the answers can improve one-to-one parent conversations.

19:08 - Recommending Parenting Support - Tips on how to suggest courses without making parents feel like they are failing.

22:53 - The Myth of Perfection - Moving away from social media's perfect images and embracing "good enough".

26:48 - Humans Do Well When They Can - Applying Dr. Ross Green's principles to both children and "blustery" parents.

31:37 - Parenting with Cancer Project - A specialized focus on supporting families through a diagnosis and its lifelong impacts.

38:29 - Scaffolding Beyond Treatment - Why schools must continue to hold families in mind even after medical treatment ends.

40:37 - Takeaways for Tomorrow - Final reflections on relational approaches and taking off the armour.

Join the Conversation We would love for you to follow the podcast and leave a rating or review on your preferred platform . If you have thoughts, questions, or want to share the brilliant work you're doing for wellbeing, please email us at teamwellbeing@twinkl.co.uk.

Find out more about Penny’s work here:

The Parent Village: https://www.theparentvillage.org.uk/

Fruitfly Collective (parenting with cancer): https://www.fruitflycollective.com/

Linkedin: https://www.linkedin.com/in/penny-phillips/

In this episode, host Becky Dawson is joined by Kevin George, a former professional footballer turned clinically trained psychotherapist, author, and human behaviour specialist . Kevin shares his unique journey from growing up in a high-risk environment heavily influenced by gang culture to finding a sense of resilience and purpose through professional sport . He discusses how traditional education and mental health systems often fail young men, particularly those he calls the "invisibles"—children whose struggles go unnoticed because they don't meet specific crisis thresholds .

Kevin explains his mission to bring mental health support directly to where young men are, primarily through his "Soccology" initiative and the "Keep the Dream Alive" project . By using football as a metaphor for life, he helps young people build emotional literacy, self-regulation, and the motivation to overcome high levels of adversity . This conversation highlights the need for schools to move beyond predictable learning objectives and embrace high-challenge, high-reward environments that foster genuine development .

Takeaways

• Reaching the "Invisibles": Many young boys do not meet the crisis thresholds for traditional mental health support, leading to a large population of underserved "invisible" students who struggle in silence .
• Football as a socialization tool: Sport provides extended boundaries and a hierarchy where attributes like aggression can be safely channeled into self-regulation and teamwork .
• The failure of predictable learning: Traditional classrooms often kill curiosity by being too predictable; introducing risk, challenge, and kinesthetic elements can re-engage disruptive or bored students .
• Identity vs. Persona: Elite young performers often sacrifice their true selves for their "sporting persona," making it devastating when their career ends; support must focus on protecting the individual, not just the athlete .
• Development over education: Professional training for educators should prioritise child development and psychology over rigid curriculum delivery to better support neurodivergence and adversity .
• The power of "RE Day" and innovation: Success in schools often comes from leaders who are willing to scrap ineffective routines in favour of experiential learning and transparent communication with parents .

Chapters

• 00:01 - Introduction - Becky Dawson introduces Kevin George, psychotherapist and former West Ham and Charlton player .
• 01:17 - From the Pitch to the Therapy Room - Kevin reflects on his childhood in a rough environment and how it shaped his understanding of systemic problems .
• 03:38 - The Myth of Overprotection - Why shielding young people from suffering can prevent them from building the resilience needed for high performance .
• 06:48 - Persona Death and Aftercare - Discussing the psychological impact on young athletes when their identity is entirely tied to their sport .
• 10:51 - How Schools Fail Young Men - Exploring how the lack of risk and curiosity in classrooms leads to disruption and disengagement .
• 15:25 - The Coach as a Father Figure - The vital role of authoritative, respectful mentors in providing boundaries for "hard to reach" boys .
• 19:33 - Soccology and Emotional Regulation - Using football to teach boys how to handle frustration and become active citizens .
• 23:52 - Hip Hop and Mental Health - How rap music serves as a vehicle for emotional literacy and complex linguistic skills for boys who fail English .
• 28:37 - Keep the Dream Alive - Kevin’s mission to provide free, high-performance training and life opportunities to underserved youth .
• 34:52 - The Funding Challenge - The difficulty of getting support for proactive prevention and the "invisible" students.
• 39:17 - The Tracksuit Head Teacher - A story of radical school leadership that prioritised student experience over Ofsted checklists .
• 43:21 - Final Reflections - Closing thoughts on the need for healthy school cultures and inviting further conversation .
• 
  

Join the Conversation We would love for you to follow the podcast and leave a rating or review on your preferred platform . If you have thoughts, questions, or want to share the brilliant work you're doing for wellbeing, please email us at teamwellbeing@twinkl.co.uk .

Find out more about Kevin’s work here

Website: www.kevingeorge.online

X: @mrkevingeorge 

Instagram: @iamkevingeorge

Host Becky Dawson is joined by psychologist Purvi (Vi) Gandhi, author of The Little Guide for Teachers on Student Mental Health. They explore shifting from reactive clinical models to proactive "psychological fitness," empowering students to study their own mental health using a curriculum developed over 11 years. Vi explains how schools can act as society’s "central nervous system" and introduces practical frameworks like the SEA model to build student resilience.

Takeaways

• Proactive Fitness: Focus on building psychological literacy to recover from life's challenges, rather than just diagnosing ill health.
• Students as Researchers: Teach students to investigate psychological mechanics (memory, mindfulness) to find tools for their own "toolkit."
• SEA Framework: Use feedback to Spot strengths, Explain them in context, and Appreciate their impact.
• Wellbeing in Practice: Focus on four measurable areas: acknowledging strengths, managing stressors, working productively, and community contribution.
• Character Integration: Embed character development (e.g., perseverance) into daily lesson objectives.
• Social Action: Support students in launching their own health campaigns to foster community contribution.

Chapters

00:00 - Introduction

00:57 - The Psychologist in the Classroom

03:06 - Psychological Literacy vs. Ill Health

05:25 - A 11-Year Curriculum Journey

09:57 - The Responsibility of Response

11:29 - Putting the SEA Framework into Practice

12:59 - Wall Sits and Grit

14:13 - Schools as the Central Nervous System

16:58 - Teachers as Enablers, Not Clinicians

18:59 - The Zone of Flow

21:19 - Learning from Failure

24:04 - A Game-Changer for Tomorrow

26:33 - Recommendations and New Projects

Join the Conversation

Follow the podcast and leave a review. For thoughts or wellbeing initiatives, email us at teamwellbeing@twinkl.co.uk.

Resources & Links

• LinkedIn

• A Little Guide for Teachers: Student Mental Health

• Watch Austin’s Butterfly

Today, we are joined by the brilliant Sophie Smith-Tong, author of Teacher Autonomy: Where Has It Gone and Why We Need It Back and founder of Mindfulness for Learning. In this episode, host Becky Dawson and Sophie explore why the education system’s heavy focus on data and high-stakes accountability has led to the "infantilising" of the profession and a decline in educator wellbeing. They discuss the vital link between professional trust and classroom impact, highlighting how restoring autonomy allows teachers to respond to children with genuine "humanness". Sophie shares practical insights on moving beyond "nonsense" tasks to create a more compassionate, human-centered school culture.

Takeaways

• The link between autonomy and wellbeing: Wellbeing in schools is often misunderstood as "perks" like yoga or cake, but the true driver of educator health is being treated like a professional and having a voice in decision-making.
• The impact of "The Nonsense Tree": Many educators are burdened by repetitive data entry and "cut and paste" tasks that offer little pedagogical value, leading to physical frustration and a loss of passion.
• Trust as a foundation for learning: A lack of teacher autonomy directly restricts child autonomy; when teachers feel controlled by rigid scripts or success criteria, they lose the flexibility to respond to students' emotional and social needs.
• Challenging the fear of accountability: High-stakes measures like Ofsted often create a "vicious cycle" where leadership feels forced to implement blanket rules, which stifles creative and nuanced teaching.
• Starting small with radical change: To embed autonomy, leaders should notice and remove "patronising" interactions—such as requiring stamps for verbal feedback—and instead foster a culture of vulnerability and professional trust.

Chapters

00:01 - Introduction - Becky Dawson introduces Sophie Smith-Tong, author and wellbeing consultant .

01:02 - Sophie’s Journey - Reflections on a challenging school experience and finding a sense of belonging through teacher training .

02:26 - Discovering Early Years and Wellbeing - How falling into Early Years and reading Adrian Bethune changed Sophie's career path .

06:47 - The "Eye Roll" of Wellbeing - Discussing the barriers to self-care when the system is not conducive to it .

09:11 - Defining Teacher Autonomy - Why feeling controlled and patronised is the ultimate barrier to educator mental health .

11:39 - Accountability and the Refresh of Fear - How the Ofsted framework influences leadership and restricts room for movement .

13:45 - Impact on Children - Why a lack of teacher freedom results in a loss of compassion and patience for students .

16:51 - Pruning the "Nonsense Tree" - Identifying the soul-destroying tasks that take a physical toll on staff health .

20:07 - The Power of Context - Why blanket rules fail and why the teacher is the only person who knows their classroom’s unique needs .

25:56 - Support Staff and Teamwork - The importance of giving teaching assistants a voice and building informal relationships .

27:59 - Advice for Leaders - Practical steps for senior leaders to start noticing patronising systems and building trust .

34:10 - Bringing Back the Joy - Final thoughts on democratic schools and trusting curiosity in education .

Join the Conversation

We would love for you to follow the podcast and leave a rating or review on your preferred platform! These conversations are vital for the education community. If you have thoughts, questions, or want to share the brilliant work you're doing for wellbeing, please email us at teamwellbeing@twinkl.co.uk.

Find out more about Sophie’s work here:

https://teacherautonomy.com/ 

https://www.mindfulnessforlearning.com/ 

https://www.linkedin.com/in/sophie-smith-tong-7b3891207/

In this episode, host Becky Dawson welcomes James Aidoo, CEO and chief storyteller at Innerscope, an organisation dedicated to applied emotional intelligence in education. James draws on his extensive background as an award-winning youth practitioner and his work in alternative education to discuss tackling complex student engagement issues. The conversation explores how coaching, emotional intelligence, and a "both-and" approach to support and challenge can transform school culture for both students and staff. James emphasizes that for interventions to have long-term impact, educators must look beyond personal heart-to-hearts and address the social and structural contexts of a young person’s life.

Viewers can expect to learn how to move from unintentional interactions to purposeful leadership by asking, "What is it like being on the other side of you?". James shares powerful personal anecdotes about the lasting influence of educators and provides a roadmap for schools to embed a culture of coaching that fosters student agency and personal accountability. This episode is a deep dive into how understanding identity and narrative can help young people rewrite their stories and thrive within the education system.

Takeaways

• The three pillars of impact: Long-term change requires a blend of personal (heart-to-heart), social (peer culture), and structural (school rhythms) interventions.
• High support and high challenge: Effective behaviour management and empowerment happen when educators maintain high standards and accountability while providing deep emotional support.
• Emotional intelligence is a hard skill: Applied EI involves the difficult work of self-reflection, regulation, and intentionally managing the "imprint" we leave on others.
• Addressing the identity crisis: Many behavioural challenges are actually "identity crises" where students perpetuate negative stories they have internalised about themselves.
• The power of the youth work approach: Education can learn much from youth practitioners who excel at building empowering relationships in high-pressure, informal settings.
• Embedding a coaching culture: Leaders should experience coaching themselves first, then train staff in key skills like active listening and solution-focused questioning.

Chapters

00:01 - Introduction - Becky Dawson introduces James Aidoo and his history with Innerscope.

01:29 - The Innerscope Story - James discusses his journey from an Islington estate to becoming a youth practitioner.

03:30 - Beyond Personal Interventions - Why the social and structural context is vital for long-term student success.

08:05 - Emotional Intelligence in Leadership - Asking the fundamental question: "What is it like being on the other side of you?".

11:36 - Leaders as Learners - Overcoming blind spots and courageously evaluating leadership habits.

13:54 - Support and Challenge Matrix - Balancing relational warmth with high expectations and accountability.

16:36 - The Weasel Story - A personal anecdote on how high challenge from a teacher can change a student’s life.

19:31 - Learning from Youth Work - The "secret sauce" of building relationships with marginalized young people.

23:19 - Identity vs. Behaviour - Helping students separate their exam results from their inherent value to rewrite their narrative.

28:34 - First Steps to Coaching - Practical advice for school leaders on implementing coaching strategies.

32:01 - Closing Remarks - Call to action and contact information.

Connect with us: If you enjoyed this episode, please follow the podcast and leave us a rating or review to help other educators find these important conversations. For feedback, questions, or to share the brilliant work you are doing in your setting, email us at: teamwellbeing@twinkl.co.uk.

Connect with James here https://www.linkedin.com/in/james-aidooleadershipspeaker/

In this episode, host Becky Dawson talks with Chloe Fox, an educator and alternative provision lead, about the critical importance of seeing students as human beings rather than just data points. Chloe shares her personal journey from growing up in a single-parent household on a council estate to becoming a passionate advocate for inclusion after experiencing significant professional burnout. The conversation focuses on the necessity of systemic change, the value of lived experience in education, and how alternative provision models can offer lessons in flexibility and relationship-building for mainstream settings.

Chloe and Becky delve into the challenges of the current educational landscape, discussing how high-pressure environments and a "complaints culture" contribute to depleted staff wellbeing. Viewers can expect to gain insights into creating psychologically safe environments for both staff and students, the importance of setting boundaries with digital communication, and why humanity must be at the heart of school leadership. This episode provides a roadmap for moving from a fear-based system to one rooted in empathy and community.

Takeaways

• Data as a signal, not the story: Recognise that while data is necessary for informing processes, it must coexist with the unique human narrative of every child.
• The "Gatekeeper" effect: Small, consistent interactions, such as a morning greeting at the school gate, build the emotional capital needed to support students through harder times.
• Prioritising staff wellbeing as a foundation: Leaders must ensure staff are healthy and regulated, as you cannot pour from an empty bucket or effectively support children if your own wellbeing is depleted.
• Healthy digital boundaries: To prevent burnout, educators should avoid checking emails at all hours; scheduling communications for work hours helps protect personal mental energy.
• Moving beyond the "Mainstream" mould: Alternative provision offers a unique space for children who fall through the cracks of a rigid system, demonstrating that engagement often requires flexible, tailored approaches.
• Vulnerability in leadership: Being honest about personal struggles and lived experiences, such as neurodivergence or mental health, can break down barriers and foster trust with young people.

Chapters

00:00 - Introduction - Becky Dawson introduces Chloe Fox and her passion for inclusion.

01:14 - Chloe’s Educational Background - Growing up with a pastoral leader parent and the unique path into the profession.

03:55 - Hindsight and the Southampton Demographic - Realising the need for creative and flexible education in mixed demographics.

05:07 - Navigating Burnout and LinkedIn - How a period of exhaustion led Chloe to find a community and voice online.

06:37 - Alternative Provision (AP) vs. Mainstream - The benefits of flexibility in AP and why mainstream systems are currently overstretched.

09:30 - Lived Experience and Connection - The power of being the adult you needed as a child and removing formal barriers like titles.

13:17 - Data vs. Humanity - Discussing how to balance statutory data requirements with the stories behind the numbers.

18:48 - Systemic Pressures on Staff - Why the "tutor role" and "gate duty" have become burdens in a depleted system.

21:17 - The Magic Wand: Systemic Change - Chloe’s vision for putting hearts and humanity back at the centre of school leadership.

25:27 - Signs of Burnout and the Autism Diagnosis - Identifying the obsessive cycles of work and the impact of a late-life diagnosis.

29:27 - Email Culture and AI Complaints - The stress of the modern "complaints culture" and setting digital boundaries.

Connect with us:

If you enjoyed this episode, please follow the podcast and leave us a rating or review to help other educators find these important conversations.

For feedback, questions, or to share the brilliant work you are doing in your setting, email us at: teamwellbeing@twinkl.co.uk.

In this episode, host Becky Dawson sits down with Kieran Smith, founder of SEMH Education and an experienced Education Officer in youth justice, to explore practical approaches for supporting children with Social, Emotional, and Mental Health (SEMH) needs. Kieran shares his journey from mainstream teaching to specialist settings, offering unique insights into how educators can bridge the gap between these environments to improve student outcomes. The conversation focuses on a whole-school approach to wellbeing, the necessity of trauma-informed practices, and the vital role of multi-agency collaboration in supporting our most vulnerable learners.

Kieran discusses the reality of high-pressure environments, such as classrooms with high EAL and SEMH populations, and provides tangible strategies for behaviour management through regulation and pacing. Educators can expect to learn how to design a school day that prioritises mental health and student agency, moving away from rigid structures toward flexible, relationship-focused education. This episode is a must-listen for teachers looking for "nuggets" of wisdom to help co-regulate with pupils and reduce classroom crisis points.

Takeaways

• Pacing the school day for regulation: Alternating high-demand and low-demand lessons ensures that both students and staff remain regulated and ready to learn.
• The "wasted time" paradox: Investing 10 minutes in regulation breaks—such as box breathing, sensory activities, or calm transitions—saves significant time by preventing crises later.
• Proactive identification of Stage One behaviours: Spotting a child's unique "micro-signals" (like tapping a pen or stretching) allows for early intervention before an escalation occurs.
• Designing "Soft Landings": Creating a 15–30 minute window at the start of the day for check-ins and low-pressure activities supports children coming from difficult home environments.
• Multi-agency puzzle building: Collaborating with social care, police, and health professionals via email chains or meetings is essential to create a full picture of a child’s needs.
• The value of specialist experience: Mainstream teachers should consider "testing the waters" in specialist SEMH settings to rediscover autonomy and learn advanced regulation techniques.

Chapters

00:05 - Introduction - Becky Dawson introduces Kieran Smith and the SEMH Education Substack.

01:33 - Kieran’s Journey - Moving from a class of 36 in Wrexham to specialist SEMH settings.

09:55 - Specialist vs. Mainstream - Discussing the freedom, autonomy, and flexibility found in alternative provision.

11:46 - The Birth of SEMH Education - Why Kieran started writing his newsletter to capture teaching tips.

13:52 - Biggest Challenges for Educators - Mental energy, micro-decisions, and environmental stressors in the classroom.

17:42 - Designing an SEMH-Friendly Day - Pacing, regulation breaks, soft landings, and calm transitions.

26:41 - Multi-Agency Collaboration - The importance of shared information and tapping into local authority resources.

33:14 - Top Tip: The Six Stages of Crisis - How to identify and act on "Stage One" behaviours to prevent escalation.

Connect with us: If you enjoyed this episode, please follow the podcast and leave us a rating or review to help other educators find these important conversations. For feedback, questions, or to share the brilliant work you are doing in your setting, email us at: teamwellbeing@twinkl.co.uk.

In this episode, host Becky Dawson is joined by Kemi Omijeh, a psychotherapist, supervisor, and children's mental health expert with over 15 years of experience. Kemi shares her professional journey from teaching to therapy and discusses the vital necessity of supervision for educators to prevent burnout and improve practice. The conversation explores moving beyond performative actions toward genuine equity, anti-racism, and culturally informed practice to foster a true sense of belonging for all students and staff.

This deep dive addresses the systemic barriers that prevent school leaders from implementing wellbeing support and the "what about me-ism" that often hinders progress in diversity and inclusion. By focusing on behaviour management through a lens of wellbeing and psychological safety, Kemi explains how schools can transition from rigid equality to nuanced equity. Whether you are a senior leader or a classroom teacher, this episode provides the vocabulary and framework to begin a radical change in how your school handles professional growth and identity.

Takeaways

• The Transformational Power of Supervision: Supervision is not about accountability or "checking up" on staff; it is a vital space for slowing down, reflecting on practice, and supporting professional wellbeing.
• Moving Beyond Performative Anti-Racism: Schools must move past posters and policies to active, curious engagement with lived experiences, recognizing that anti-racism is a continuous journey rather than a destination.
• Equity as a Systemic Responsibility: Equity is not a "tick-box" add-on for minorities; it is a relationship-based approach that benefits the entire school community by fostering emotional intelligence and belonging.
• Culturally Informed Practice: Shifting from "cultural competence" to "culturally informed practice" acknowledges that understanding different cultural norms is an ongoing collaborative process rather than a static qualification.
• The "Lifeguard" Analogy for Privilege: Understanding that while we all "swim" in the same systemic waters, our proximity to privilege dictates how we must dive in to support others and challenge structural barriers.

Chapters

00:00 - Introduction - Becky Dawson introduces Kemi Omijeh and her background in mental health and education.

01:34 - From Teaching to Therapy - Kemi discusses her career path and why she shifted from the classroom to therapeutic support.

04:36 - The "Gym" Analogy for Supervision - Why educators feel they are "too busy" for the very thing that helps them sustain their careers.

07:06 - Accountability vs. Process - Defining what professional supervision actually looks like in practice compared to management.

09:24 - Systemic Barriers in Schools - Exploring why leaders and governors struggle to fund or prioritize supervision.

12:13 - Understanding Equity and Belonging - How to view equity as a benefit for every child and staff member, not just a minority.

16:59 - Active Anti-Racism - Moving beyond 2020's performative trends toward radical change and curiosity.

27:17 - The Journey vs. The Destination - Why schools shouldn't stop the work just because they've "ticked a box".

34:40 - Culturally Informed Practice - A deep dive into widening the lens to recognize different norms and cultural identities.

41:13 - Navigating "What About Me-ism" - How to acknowledge specific celebrations like Ramadan while maintaining community cohesion.

In this episode of In This Together, host Becky Dawson sits down with Alan Fazakerley, a highly respected expert in psychoeducational support and comprehensive sex education. With over 30 years of experience, Alan discusses his unique approach to supporting children and young people with vulnerabilities, such as autism and acquired brain injuries, using tailored communication tools. The conversation explores the critical need for early, accessible education on healthy relationships and personal boundaries to safeguard vulnerable learners.

Alan challenges the misconceptions surrounding sex education for students with disabilities, emphasizing that withholding information only increases their vulnerability. He provides practical strategies for teaching complex concepts like consent through visual aids and safe/not-safe scenarios. Educators will gain valuable insights into integrating RSE across the curriculum and fostering a school-wide culture of respect and bodily autonomy.

Takeaways

• Challenging the "Perpetual Child" Myth: Parents and educators must overcome the misconception that vulnerable children will not grow up to have sexual feelings or relationships; withholding knowledge "disables" them further.
• Teaching Consent via Safety: Since consent is a complex, shifting concept, it is often more effective to teach vulnerable learners to distinguish between "safe" and "not safe" situations.
• Adapting Communication Styles: Utilizing visual aids like "green thumbs up" and "red thumbs down" allows non-verbal students or those with cognitive challenges to effectively communicate boundaries.
• Intimate Care as a Learning Opportunity: Routine personal care should be used as a practical time to teach privacy, the right to say "no," and respect for one's own body.
• A Modular Spiral Curriculum: RSE should start early in a non-sexual way—focusing on body parts and privacy at age five—and gradually increase in detail as students reach puberty.
• Whole-School Integration: Rather than being an isolated subject, relationship education should be woven into all areas, from math to sports, to normalize conversations and reduce shame.

Chapters

00:01 - Introduction - Becky Dawson introduces Alan Fazakerley and his background in psychoeducational support.

01:20 - Alan’s Journey - The history of Alan's independent work in sex education since the 1990s.

03:33 - Defining Vulnerability - Discussion on communication as the common denominator across various disabilities.

04:33 - Major Misconceptions - Addressing the negative messages and lack of aspirations often given to parents of children with disabilities.

06:20 - Teaching Consent - Why consent is the hardest concept to teach and how to simplify it for safeguarding.

10:00 - Visual Communication Tools - Using symbols and "thumbs up/down" to support non-verbal communication.

14:04 - Privacy and Intimate Care - The importance of teaching bodily autonomy during personal care routines.

16:32 - Assessing Sexualized Behavior - Differentiating between sensory exploration, internet influence, and potential trauma.

19:59 - The Impact of the Internet - Educating vulnerable young people on online risks and predatory interactions.

26:14 - Educator Blind Spots - Overcoming the "fear of the ton of bricks" from parents and building teacher confidence.

32:03 - The Spiral Curriculum - Advice for schools on delivering age-appropriate, continuous RSE.

35:27 - CPD and Specialist Roles - The need for investment in staff training and a whole-school approach.

Connect with Us

If you enjoyed this episode, please follow the podcast on your favorite platform and leave us a rating or review! We’d love to hear your thoughts or questions—email us at teamwellbeing@twinkl.co.uk.

Host Becky Dawson is joined by Charlotte Rowley, a primary school principal, and Tracey Lees, an assistant head, to discuss their book, Wellbeing Wins for Teachers. The episode explores the urgent need to centre staff wellbeing as a prerequisite for student success, particularly in deprived areas where schools act as a vital haven. They share insights on moving beyond tokenistic gestures toward a culture of authentic support, professional boundaries, and retention-focused leadership.

Teaching has evolved into a role that often overlaps with social services and mental health expertise, creating a high-pressure environment that contributes to significant early-career attrition. This conversation highlights the importance of "wellbeing wins"—small, actionable changes that empower practitioners and protect their mental health. By role-modelling boundaries and advocating for flexible working, especially for women in leadership, schools can create a sustainable and joyful professional climate.

Takeaways

• Centring staff wellbeing to support students: You cannot "pour from an empty cup," and maintaining a well, invigorated staff is essential for delivering high-quality education and pastoral care.
• The power of professional boundaries: Using "wellbeing wins" to set limits, such as out-of-office replies and clear communication about capacity, is a professional responsibility, not a sign of weakness.
• Authentic support vs. tokenism: Moving beyond "cake and yoga" to systemic changes like providing time, realistic deadlines, and a culture that allows for honest mistakes without fear.
• Empowerment over micromanagement: Staff wellbeing flourishes when educators feel valued and are given the agency to grow professionally rather than being "caught out" by monitoring processes.
• Retention through flexible working: Addressing the "leaky pipeline" of women aged 30–39 by implementing practical solutions for working parents, such as flexible start times for the school run.

Chapters

00:00 - Introduction - Becky Dawson introduces guests Charlotte Rowley and Tracey Lees.

01:38 - Drivers for Entering Education - Personal inspirations and the desire to impact young minds.

02:55 - The Crisis in Teacher Retention - Discussing workload, mental health, and current profession statistics.

06:22 - The Changing Face of Teaching - How the role now extends into social work and healthcare.

07:41 - Wellbeing Wins for Teachers - The concept behind the book and using "icons" to structure support.

12:14 - Establishing Healthy Boundaries - Advice on saying "no" and role-modelling balance for colleagues.

18:37 - Moving Beyond Tokenistic Wellbeing - Why time and trust are more valuable than staff room treats.

24:40 - Reframing "Support Plans" - The need for genuine collaboration rather than punitive monitoring.

27:03 - Women in Leadership - Challenges regarding motherhood, flexible working, and the glass ceiling.

35:57 - Closing Thoughts - Final reflections on the importance of empathy in the profession.

Get Involved: We would love for you to follow us on your preferred podcast platform and leave a rating or review to help other educators find these vital conversations. For feedback, questions, or to share the brilliant work happening in your school, email us at: teamwellbeing@twinkl.co.uk

Find out more about Charlotte's work here:

Linkedin: https://www.linkedin.com/in/charlotte-rowley-8461271bb/

Find out more about Tracey's work here:

Linkedin: https://www.linkedin.com/in/tracey-leese-813209151/

Their book is Wellbeing Wins for Teachers https://www.routledge.com/Well-being-Wins-for-Teachers-What-We-Can-Learn-from-Iconic-Individuals/Leese-Rowley/p/book/9781032529110

In this episode, host Becky Dawson sits down with Emilie Warren, an attachment play trainer and Director of Little Fox Education, to explore how play can transform child development and learning. Emilie discusses the fundamentals of attachment theory and introduces "attachment play" as a versatile tool for building safety, trust, and connection in educational settings. The conversation addresses the challenges of a demanding curriculum and highlights how shifting from consequences to playful interactions can effectively support behaviour management and student wellbeing.

The discussion delves deep into practical strategies for educators, emphasizing that play is not just for early years but is a vital communication tool through secondary education. By reframing play as a targeted intervention rather than a "reward" to be earned, teachers and TAs can co-regulate with students to reduce dysregulation and anxiety. Emilie advocates for a cultural shift in education where play is recognized as a powerful, measurable vehicle for both academic outcomes and adult wellbeing.

Takeaways

• The Essentials of Attachment Play: A specific type of play that fosters secure attachments by helping children feel safe and protected through laughter and connection.
• Play as Behaviour Management: Moving away from bribery or consequences toward playful interventions can de-escalate dysregulated behaviour and build long-term trust.
• Universal Accessibility: Attachment play can be done by "anyone, anytime, anywhere," utilizing simple tools like puppets, clapping games, or "silly" interactions to break tension.
• Regression for Progression: In secondary settings, allowing older students to engage in "younger" play can support their secondary period of attachment and emotional growth.
• Adult Wellbeing Benefits: Integrating play into the school day reduces stress for educators, as laughter and joyful connection provide a natural tension release for adults too.
• Overcoming Institutional Barriers: Addressing the "fear of play" and the lack of time in the curriculum through training and "pocket-sized" playful strategies.

Support the Podcast: If you enjoyed this episode, please follow us on your preferred platform and leave a rating or review to help other educators find these vital conversations.

Get in Touch: We want to hear from you! Share your thoughts or the brilliant wellbeing work you're doing at teamwellbeing@twinkl.co.uk.

Chapters

00:00 - Introduction - Becky Dawson introduces Emilie Warren and the topic of play in education.

00:57 - Defining Attachment Play - Explaining attachment theory and the primary need for safety and comfort.

04:34 - Practical Examples - Using clapping games, puppets, and small world play to build connection.

07:32 - Behaviour Management - How playful interactions serve as an alternative to rewards and punishments.

10:44 - Advocacy and Challenges - Discussing the right to play and barriers like time and curriculum pressure.

16:11 - Measuring Impact - The difficulty of measuring wellbeing outcomes vs. academic stats.

18:23 - Top Tips for Educators - "Pocket" strategies and focusing on connection over "solving" problems.

22:34 - Play in Secondary Education - Addressing regressive play and building relationships with teenagers.

26:01 - Future Hopes - Emilie’s vision for play as an integral part of the national curriculum.

In this episode of In This Together, host Becky Dawson sits down with Chris Misselbrook, CEO of Mind First Education, to explore the vital intersection of high performance and staff wellbeing. Chris shares his powerful personal journey from hitting rock bottom with complete burnout to returning to the classroom as a more effective, happier educator. The conversation dives deep into the "Mental Fitness" framework, challenging the traditional, fear-based leadership models often found in schools.

This episode provides a roadmap for educators and leaders who want to reduce stress without sacrificing professional excellence. Chris outlines nine trainable components of mental fitness—spanning body, brain, and being—to help staff remain resilient under the unique pressures of the education sector. Viewers can expect to learn how to move from "management" to "empathetic leadership".

Takeaways

• Mental Fitness as a Trainable Skill: Unlike the static or negative connotations often linked to "mental health," mental fitness is the trainable ability to remain regulated under pressure.
• The Nine Components Framework: True wellbeing is a balance of Body (recovery, movement, nutrition), Brain (thoughts, emotions, identity), and Being (relationships, purpose, direction).
• Leading through Love vs. Fear: Many school leaders operate from a place of fear regarding Ofsted or performance data; shifting to empathetic leadership focused on "taking care of those in your charge" improves both staff retention and student outcomes.
• Combating Perfectionism and People Pleasing: Identifying as a "recovering perfectionist" allows educators to stop "faffing" with low-impact tasks and reclaim their time for genuine recovery.
• The Power of Neuro-Awareness: Utilizing "Name it to Tame it" strategies for emotions helps educators stay in the prefrontal cortex for better decision-making, rather than being stuck in a cortisol-fueled fight-or-flight state.

Enjoyed the episode? Please follow the podcast and leave us a rating or review on your preferred platform. We love hearing from our community—send your thoughts, questions, or wellbeing success stories to teamwellbeing@twinkl.co.uk.

Chapters

00:00 - Introduction - Becky Dawson introduces Chris Misselbrook and the focus on staff wellbeing.

01:00 - The Road to Burnout - Chris shares his lived experience of chronic stress and his 2018 "fetal position" moment.

04:55 - Returning to the Classroom - Why Chris stayed in teaching for six years after his recovery and performed better than ever.

07:41 - Defining Mental Fitness - An exploration of the nine components across Body, Brain, and Being.

10:40 - Tools for Regulation - Using cold water therapy and breathwork to manage the nervous system.

14:30 - Identity and Perfectionism - How self-belief acts as the keystone to mental fitness and why "faffing" hurts performance.

18:30 - The Comparison Trap - Understanding the evolutionary instinct to fit in and why overworking has become a school norm.

21:14 - Leadership and Psychological Safety - Challenging the "presenteeism" culture and leading with empathy over fear.

31:44 - The Need for Leadership Training - Why being a good teacher doesn't automatically make you a good leader.