“I really crave that sense of belonging and being with colleagues again.” - Meg Durham

How do you know when it’s time to close one chapter and begin another?

After 13 years in business, more than 300 schools and 173 podcast episodes, Meg Durham is closing an incredibly meaningful chapter of her life.

In this final episode of The School of Wellbeing, the tables are turned as psychologist, author and longtime friend of the podcast Dr Rebecca Ray joins Meg to reflect on the journey that began by accident and grew into a career dedicated to supporting the wellbeing of big-hearted school staff across the globe.

Together, they look back on the people, experiences and opportunities that have shaped Meg’s work, the lessons she has learned from working with thousands of educators, and the evolution of her thinking about wellbeing, education and what it means to do meaningful work.

Meg also shares how she knew it was time for a change, why she has made the decision to return to teaching, and what she is looking forward to as she steps away from running her own business and into a new chapter within schools.

This is a conversation about endings, beginnings, trusting yourself when you know it’s time for change, and the gratitude that comes from looking back at work that has mattered deeply.

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In this episode, you'll learn:

• What working with more than 300 schools has taught Meg about educators and wellbeing.
• How Meg’s understanding of wellbeing has evolved over the years.
• How Meg knew it was time to bring this chapter to a close.
• Why Meg has decided to return to teaching and working within schools.
• What Meg is looking forward to in this next chapter.
• And so much more...

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Chapter Markers:

• 02:50 How The School of Wellbeing began
• 09:40 What Meg is most proud of
• 12:10 How the work changed Meg
• 22:40 Saying goodbye to the podcast community
• 25:10 What 13 years of working with educators has taught Meg
• 27:35 How Meg knew it was time for a change
• 32:00 Craving community, connection and belonging
• 35:10 Why Meg is returning to teaching
• 45:20 What Meg is most looking forward to
• 46:30 Looking back and looking ahead

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Reflection prompts:

• I am most grateful for...
• I want to invest my precious time and energy into...
• My next chapter looks like...
• The deliberate action I will take after listening to this episode is...

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Episode 173 Show Notes – Click here.

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Dr Rebecca Ray – Website | LinkedIn | Instagram

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Meg Durham – Website | LinkedIn | Instagram

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Your Questions Answered:

Why is Meg Durham ending The School of Wellbeing podcast?

After 173 episodes, Meg has decided the time is right to bring The School of Wellbeing podcast to a close as part of a broader transition away from running her own wellbeing and speaking business. After 13 years, Meg feels ready for a new chapter and is returning to working within schools.

How did Meg know it was time for a change?

There wasn’t one defining moment. Instead, Meg describes the decision as a “slow reveal”, with a growing sense that her life was changing and a new chapter was coming.

Why is Meg returning to teaching?

Meg is looking forward to returning to the everyday rhythm of school life, being part of a team and contributing directly to a school community. After years of working across hundreds of schools, she is excited to bring what she has learned back into the classroom and experience education from within a school again.

What has Meg learned from working with more than 300 schools?

Across 13 years of working with educators and school communities, Meg has seen the extraordinary care, commitment and generosity that educators bring to their work. She has also learned that even the most big-hearted humans need to consider the cost of continually giving more.

What is Meg’s final message to listeners?

“You are enough, you are doing enough and I’m cheering you on.” Meg Durham

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The School of Wellbeing Podcast is one of Australia's leading wellbeing podcasts for teachers, educators and school leaders. Across 173 episodes, the podcast has shared practical insights, meaningful conversations and real stories to help educators take care of themselves while doing the work they care deeply about.

"The heart of education remains unchanged. The relationships we build, the questions we ask, the critical thinking we nurture, and the care we show our students remain at the heart of great education." Dr Leon Furze

Artificial intelligence is transforming education at an extraordinary pace. But alongside the excitement comes uncertainty. How does AI actually work? What are its limitations? How can educators use it ethically, thoughtfully and without losing sight of what matters most?

In this episode, Meg Durham is joined by educator, author and AI specialist Dr Leon Furze. Together, they unpack how AI works, the opportunities it presents for teachers and students, the ethical considerations schools need to navigate, and why educators don't need to have all the answers to begin engaging with this technology.

Throughout the conversation, Dr Furze encourages us to move beyond seeing AI as simply an advanced search engine and instead understand its broader capabilities. He also explores how AI can support inclusion, reduce workload and improve accessibility, while reminding us that the future of education will always be shaped by relationships, professional judgement and human connection.

Whether you're feeling curious, cautious or completely overwhelmed by AI, this episode will help you better understand the technology, think more critically about its role in schools, and feel more confident navigating the future of education.

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In this episode, you'll learn:

• How AI actually works and what large language models do.
• The limitations, risks and ethical considerations of AI in education.
• The biggest opportunities AI presents for teachers, students and school leaders.
• How AI can support inclusion and assistive technology for diverse learners.
• Practical ways educators can become more confident and skilled in using AI.
• What the future of AI in education may look like, and what schools should be preparing for now.
• And so much more...

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Chapter Markers:

• 02:30 What AI is and how it actually works
• 06:00 The limitations, bias and ethical challenges of AI
• 09:20 The biggest concerns educators have about AI
• 13:00 Helping students, staff and parents navigate AI
• 17:30 The opportunities AI presents for education
• 18:00 AI as assistive technology and supporting inclusion
• 23:20 How educators can become more confident using AI
• 30:10 The risks of moving too quickly with AI
• 32:50 The future of AI in education
• 37:40 What every educator should keep in mind

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Reflection prompts:

• I would like to learn more about...
• One way AI could genuinely support my work is...
• One conversation my school needs to have about AI is...
• One deliberate action I will take after listening to this episode is...

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Episode 172 Show Notes – Click here.

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Dr Leon Furze – Website | LinkedIn | Practical AI Strategies 2: The Critical Guide to GenAI in Education

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Meg Durham – Website | LinkedIn | Instagram

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Your Questions Answered:

How does AI actually work?

Dr Leon Furze explains that AI models learn patterns from enormous datasets rather than thinking or understanding information in the way humans do. Large language models are trained on trillions of words, enabling them to predict and generate text, images, audio and code based on the patterns they have learned.

What are the limitations of AI?

AI is not neutral. Dr Furze discusses important limitations including bias in training data, environmental impacts, copyright concerns, privacy considerations and the influence of the companies that build these technologies. Understanding these limitations helps educators make more informed decisions about how and when to use AI.

How can AI support teachers and students?

One of AI's greatest opportunities lies in reducing workload and improving accessibility. Dr Furze shares how AI can support lesson planning, curriculum design and administrative tasks, while also acting as powerful assistive technology through voice transcription, personalised supports and tools that increase access for students with diverse learning needs.

What does the future of AI in education look like?

Rather than asking whether AI belongs in schools, Dr Furze encourages educators to consider how it can be used thoughtfully and responsibly. While technology will continue to evolve, the foundations of great education remain unchanged. Relationships, curiosity, professional judgement and human connection will continue to shape great teaching.

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The School of Wellbeing Podcast is one of Australia's leading wellbeing podcasts for teachers, educators and school leaders.

"I wish that educators knew how hard autistic students are working to be in your classroom." - Professor Dawn Adams

What does every educator need to know about autism?

Every day, autistic students navigate a world that often asks them to process more, adapt more and work harder than those around them realise. Yet much of this effort remains invisible. The more we understand their experience, the better equipped we are to create classrooms where every student feels understood, supported and able to thrive.

In this episode, Meg Durham is joined by Professor Dawn Adams, Director of the Olga Tennison Autism Research Centre at La Trobe University and one of Australia's leading autism researchers.

Together, they explore what autism is, how it can present differently from one student to another, and why there is no single autistic experience. They discuss common myths and misconceptions, masking, autistic burnout, and practical ways we can create classrooms where autistic students feel understood, supported and able to thrive.

Throughout the conversation, Professor Adams encourages us to look beyond behaviour, replace assumptions with curiosity, and better understand the invisible sensory, social and communication demands many autistic students navigate every day.

Whether you're a teacher, school leader or education support staff member, this episode will deepen your understanding of autism and leave you with practical strategies to better support the autistic students in your care.

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In this episode, you'll learn:

• What autism is and why there is no single autistic experience.
• How autism can present differently from one student to another.
• Why looking beyond behaviour is key to understanding autistic students.
• What masking and autistic burnout are, and why they matter in schools.
• How respectful language, curiosity and small adjustments can make a big difference.
• Practical ways to create classrooms where autistic students feel understood, supported and able to thrive.

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Chapter Markers:

• 01:40 Why autistic students are working harder than we realise
• 03:20 What is autism?
• 07:00 How autism can present differently from one student to another
• 16:10 Common myths and misconceptions about autism
• 23:20 Understanding masking and what we might not see
• 25:45 Autistic burnout and why it matters
• 38:00 Practical strategies to better support autistic students
• 43:50 What Professor Dawn Adams would like us all to keep in mind

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Reflection prompts:

• I now know that...
• One deliberate action I will make in my classroom is...
• One conversation I need to have with a colleague or family is...
• I give myself permission to...

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Episode 171 Shownotes – Click here

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Proffesor Dawn Adams – Website | LinkedIn

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Booking - Complete the booking form to start the conversation.

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Your Questions Answered:

What is autism?

Professor Dawn Adams describes autism as a lifelong neurodevelopmental condition that influences how the brain develops, processes information and responds to the world. Rather than viewing autism through a lens of deficits or focusing on what a person can't do, she encourages us to recognise autism as a different way of thinking, communicating and experiencing the world.

Autism is not something a person grows out of. Autistic children become autistic adults, and understanding autism means appreciating both the strengths and the support needs that come with different ways of processing information.

What is masking in autism?

Masking is when an autistic person consciously or unconsciously adapts their behaviour to fit into a predominantly neurotypical world. This might involve copying the behaviour of peers, suppressing natural responses, forcing eye contact or working hard to meet social expectations.

While masking can make a student appear to be coping, it often comes at a significant cost. Professor Adams explains that a student who looks calm may not actually feel calm. The ongoing effort required to mask can contribute to exhaustion, anxiety and, over time, autistic burnout. Looking beyond what we see on the surface helps us better understand a student's experience and provide support before they reach crisis point.

How can teachers better support autistic students in the classroom?

Professor Adams encourages educators to begin with curiosity rather than assumptions. Instead of asking, "What's wrong with this student?", we can ask, "What might this student be experiencing?"

There is no single autistic profile, so getting to know the individual student is essential. Small adjustments can make a significant difference, including providing greater predictability, offering structured choices, using respectful language, recognising sensory needs, creating opportunities for regulation, and understanding that behaviour is often communicating an unmet need rather than deliberate defiance.

When we look beyond behaviour and seek to understand the invisible demands many autistic students navigate every day, we create classrooms where students feel understood, supported and able to thrive.

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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

"Perhaps one of the most powerful shifts we can make is moving from judgement to curiosity." Sue Chandler

What if the way we interpret behaviour matters more than the behaviour itself?

Every day in schools, educators navigate challenging conversations with students, colleagues and families. When emotions are running high, it's easy to make assumptions, become defensive or jump straight into problem solving. But what if there was another way?

In this episode, Meg Durham sits down with educator, counsellor and author Sue Chandler to discuss her new book, The Relational School: From Behaviour Management to Cultural Transformation., published by Amba Press.

Together, they explore what it means to develop a relational mindset, how our assumptions about human behaviour shape every interaction, and why understanding our own "biography of discipline" is key to navigating relationship challenges more effectively.

Sue shares practical conversation frameworks that help us move from judgement to curiosity, strengthen accountability without damaging relationships, and create school cultures where connection, trust and compassion are embedded in everyday practice.

Whether you're a teacher, school leader or school support staff member, this conversation will challenge the way you think about behaviour, relationships and the role you play in shaping school culture.

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In this episode, you'll learn:

• What a relational mindset is and why it matters.
• How our assumptions about behaviour influence our responses.
• Why your past influences your present relationships.
• How to move from judgement to curiosity during difficult conversations.
• Practical conversation starters and listening strategies that build trust and accountability.
• Why strong relationships are built through deliberate, everyday actions rather than perfect conversations.

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Chapter Markers:

• 01:00 Why Sue wrote The Relational School
• 04:20 What is a relational mindset?
• 07:00 How our assumptions shape behaviour conversations
• 10:00 Understanding your biography of discipline
• 13:00 The four ways of working through relationship challenges
• 18:00 Accountability without damaging relationships
• 21:30 Moving from judgement to curiosity
• 28:00 The gap between expectations and escalation
• 33:00 Practical conversation scripts that build trust
• 40:30 Final reflections and key takeaways

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Reflection prompts:

• I notice myself making assumptions when...
• One way my biography of discipline influences my relationships is...
• I will give myself permission to...
• Before my next important conversation, I will...

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Episode 170 Shownotes – Click here

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Sue Chandler – Website | LinkedIn | The Relational School: From Behaviour Management to Cultural Transformation

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Booking - Complete the booking form to start the conversation.

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Your Questions Answered:

What is a relational mindset?

A relational mindset is the belief that behaviour can only be understood in context. Rather than making assumptions or jumping to conclusions, it invites us to become curious about another person's thoughts, feelings and experiences before deciding how to respond.

As Sue Chandler explains, a relational mindset doesn't lower expectations or avoid accountability. Instead, it combines high expectations with empathy, curiosity and a commitment to strengthening relationships, even when conversations are difficult.

How can educators move from judgement to curiosity?

Moving from judgement to curiosity begins with recognising the stories we are telling ourselves about another person's behaviour. Instead of assuming we know why someone acted the way they did, we pause, ask open questions and genuinely seek to understand their perspective.

Sue shares practical conversation starters such as "I've noticed..." and "I'm curious about...", along with simple questioning techniques that help educators create psychological safety, build trust and solve problems collaboratively.

Why do relationship challenges escalate in schools?

Relationship challenges often escalate because there is a gap between our expectations and reality. When expectations aren't met, adults can quickly become frustrated, tighten control or move into problem solving before fully understanding what is happening for the other person.

By slowing down, becoming aware of our own emotional responses and approaching conversations with curiosity rather than judgement, educators can strengthen relationships, support accountability and often prevent small issues from becoming much bigger ones.

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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

"I care, I'm incredibly capable, so I strategically subtract." Simon Breakspear

What if greater impact starts with less, not more?

School staff are constantly being asked to do more. More initiatives. More meetings. More programs. More expectations. Yet many big-hearted educators are already working well beyond their capacity.

In this episode, Meg Durham sits down with educator, researcher, leadership advisor and author Dr Simon Breakspear to explore The Pruning Principle and why doing fewer things, more deliberately, may be one of the most important skills we can learn in education.

Together, they unpack the hidden costs of the "additive trap", the beliefs that keep schools adding rather than letting go, and why sustainable improvement depends on creating space for what matters most.

Simon shares practical examples of "pruning experiments", explains how small changes can lead to meaningful impact, and offers a hopeful framework for creating calmer, more focused schools.

Whether you're a teacher, school leader or someone passionate about education, this conversation will challenge the way you think about improvement, workload and impact.

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In this episode, you'll learn:

• Why adding more isn't always the path to greater impact.
• How to escape the "additive trap" that keeps schools overloaded.
• Why small "pruning experiments" are more effective than dramatic change.
• How strategic subtraction can create greater clarity, focus and sustainable impact.

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Chapter Markers:

• 00:00 Welcome and introducing Simon Breakspear
• 01:30 The story behind The Pruning Principle
• 04:30 What is strategic subtraction?
• 06:30 Why more isn't always better
• 11:00 The beliefs that keep educators adding more
• 16:20 Pruning experiments and making change feel possible
• 24:20 Thinking in trade-offs, not just additions
• 29:00 Pace, priorities and calm progress
• 35:20 Practical ways schools can strategically subtract
• 42:00 Sustainable impact starts with less, not more

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Reflection prompts:

• This conversation got me thinking about...
• The "additive trap" shows up in my work when...
• I will give myself permission to...
• A small deliberate action I will take is...

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Episode 169 Shownotes - Click here

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Dr Simon Breakspear Website | LinkedIn | Books

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Booking - Complete the booking form to start the conversation.

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Your Questions Answered:

What is strategic subtraction in education?

Strategic subtraction is the deliberate practice of reducing, removing or simplifying work so that educators can focus on what matters most. Rather than assuming every challenge requires another initiative, meeting or program, strategic subtraction encourages schools to regularly review existing commitments and ask whether they are still creating meaningful value.

As Dr Simon Breakspear explains, improvement doesn't only come from adding more. Sometimes the greatest gains come from creating space, redirecting limited time and energy, and giving people the capacity to do fewer things better. Strategic subtraction is about making intentional choices that support both sustainable impact and staff wellbeing.

Why is strategic subtraction important for school improvement?

Over time, schools naturally accumulate new initiatives, responsibilities and expectations. Each one is usually introduced with good intentions, but very few are ever removed. This "additive trap" can leave teachers and school leaders feeling overwhelmed, while making it harder to embed the practices that have the greatest impact on student learning.

Strategic subtraction helps schools move from reacting to every new demand to deliberately prioritising what matters most. By regularly reviewing systems, meetings, programs and processes, leaders can create greater clarity, reduce unnecessary complexity and ensure staff energy is invested where it will make the biggest difference for students, colleagues and the wider school community.

How can educators begin practising strategic subtraction?

Strategic subtraction doesn't require dramatic change. In fact, Simon recommends starting with small "pruning experiments" that feel manageable and reversible. This might involve shortening a recurring meeting, simplifying an assessment process, reducing unnecessary email communication or pausing a low-impact initiative for a set period to evaluate its effectiveness.

Approaching subtraction as an experiment encourages curiosity rather than defensiveness. It allows individuals and teams to test new ways of working, reflect on the impact and make informed decisions about what should continue. Over time, these small, deliberate changes can create more focus, calmer schools and a more sustainable way of working.

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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

"It's definitely not a destination. It's a journey." - Megan Corcoran

Who supports the people who support everyone else?

Meg Durham speaks with educator, former school leader and trauma-informed education specialist Megan Corcoran about her new book, Beyond Survival Mode: Thriving as a Trauma-Informed Professional.

Together, they explore what survival mode really is, what it means to be a trauma-informed educator, and why sustainable trauma-informed practice starts with caring for the adults doing the supporting.

Megan shares practical strategies to help educators stay connected to students without carrying responsibility for fixing everything, understand their nervous system, recognise their own limits and prevent teacher burnout.

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In this episode, you'll learn:

• What survival mode is and why it is so common in schools
• What it means to be a trauma-informed educator
• Common misunderstandings about trauma-informed education
• How to support students without carrying responsibility for fixing everything
• Practical strategies to prevent teacher burnout
• The role of the nervous system in educator wellbeing
• How to create trauma-informed schools that support both students and staff

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Chapter Markers:

• 00:00 Welcome
• 01:06 Why Megan wrote Beyond Survival Mode
• 04:11 Understanding survival mode
• 06:37 What it really means to be trauma-informed
• 13:10 Common misconceptions about trauma-informed education
• 22:08 Caring deeply without carrying everything
• 29:15 Recognising your own limits
• 36:18 Understanding your nervous system
• 41:30 Creating schools that care for students and staff
• 43:47 Unconditional positive regard
• 46:06 Final thoughts

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Reflection prompts:

• I have started to notice…
• I know I'm moving into survival mode when…
• One belief about caring for others I'm ready to let go of is…
• I give myself permission to...
• A deliberate action I'll take this week is…

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Episode 168 Shownotes - Click here

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Megan Corcoran  Website | LinkedIn | Instagram

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Booking - Complete the booking form to start the conversation.

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Your Questions Answered:

What is survival mode?

Survival mode is a state where your brain and body become focused on getting through the day rather than thinking creatively, planning ahead or responding calmly. When we experience ongoing stress, emotional demands or trauma exposure, our nervous system prioritises safety and protection. This can leave educators feeling overwhelmed, emotionally exhausted and stuck in a cycle of simply coping rather than thriving.

In this episode, educator and trauma-informed specialist Megan Corcoran explains why survival mode is common in schools and why recognising it is the first step towards sustainable wellbeing. We discuss how understanding survival mode can help teachers, school leaders and education support staff care for themselves while continuing to provide high quality support for students.

What does it mean to be trauma-informed?

Being trauma-informed means recognising that trauma and adversity can influence behaviour, learning, relationships and wellbeing. Rather than asking, "What's wrong with this student?", trauma-informed educators learn to ask, "What might this student need?" They create learning environments that foster safety, connection, predictability and belonging while reducing the risk of causing further harm.

In this conversation, Megan Corcoran shares why trauma-informed education is much more than understanding students. It also involves understanding ourselves, our colleagues and the impact emotionally demanding work can have on educators. Trauma-informed practice is an ongoing process of learning, reflecting and adapting rather than a destination or a one-off professional learning session.

How can educators support others without burning out?

Preventing teacher burnout begins with recognising that caring for others does not mean carrying responsibility for everything. Sustainable wellbeing for educators comes from understanding our nervous system, recognising our limits, setting healthy boundaries and knowing when to ask for support. Supporting students is a shared responsibility across families, colleagues, leaders and the wider community.

In this episode, Megan introduces the powerful idea that education is a relay rather than a marathon. We each carry the baton for our part of the journey before passing it on to others. This shift in mindset helps educators, school leaders and helping professionals continue making a meaningful difference without sacrificing their own wellbeing.

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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“What we carry each day might not change, but the way we carry it can.” - Dr Libby (PhD)

What are you carrying that no one else can see?

In this episode of The School of Wellbeing podcast, Meg Durham is joined by Dr Libby (PhD) to explore The Invisible Load: A Guide to Overcoming Stress and Overwhelm.

Together, they unpack the hidden weight many people carry each day. The thoughts, responsibilities, expectations and emotional load that often go unseen but have a significant impact on energy, wellbeing and how people show up.

They explore why stress is not just about what is happening externally, but how it is interpreted and responded to. The conversation highlights the pressure many feel to be seen as capable, kind and responsible, and how this can quietly add to the load they carry. Dr Libby also shares practical ways to begin to lighten that load through awareness, small shifts and self-understanding.

This conversation will feel close to home for many people working in education because so much of the role is invisible. The emotional labour, the decision making and the constant care for others.

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Chapter Markers:

• 00:00 What is the invisible load?
• 04:30 Why we create stress and how perception shapes our experience
• 10:00 The pressure to be seen as capable, kind and responsible
• 18:00 Why we say yes when we mean no
• 25:00 The invisible load in the body, energy and nutrition
• 33:00 Forward words and hidden expectations
• 41:00 Lightening the load and shifting how we carry it
• 48:00 What changes when the load feels lighter

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Reflection Prompts:

• I am doing my best to juggle…
• One invisible rule I am living by is…
• I will give myself permission to...
• Right now, I need…

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Episode 167 Shownotes - Click here

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Dr Libby - Website | LinkedIn | Book | Instagram

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Booking - Complete the booking form to start the conversation.

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Your Questions Answered:

What invisible load do educators carry?

The invisible load educators carry is the mental, emotional and physical weight that sits behind the visible work of teaching. It includes the constant thinking, planning, anticipating and decision making, alongside the emotional labour of supporting students, managing behaviour, communicating with families and caring deeply about outcomes.

It also includes what happens beneath the surface. The pressure to be seen as capable and in control, the responsibility of holding multiple needs at once, and the quiet worries that follow educators beyond the classroom. For many, it is not just the workload, but the ongoing sense of responsibility and care that makes the load feel heavy.

What makes this load particularly significant is that much of it goes unseen and unspoken, yet it shapes energy, wellbeing and how educators show up each day.

Why do educators feel overwhelmed even when things look manageable?

Overwhelm in education is not just about what is happening in the classroom, but how it is being carried internally. Educators are constantly thinking ahead, making decisions, managing behaviour and holding the needs of many students at once. Even on days that look “fine” from the outside, there is often a significant mental and emotional load running in the background.

There is also an added layer of internal pressure. The desire to be seen as capable, caring and in control, to meet expectations, and to not let others down. Over time, this can keep educators in a heightened state of stress, where the body and mind rarely get the chance to fully switch off, even when there is no immediate crisis.

How can educators start to lighten the invisible load?

For educators, lightening the invisible load begins with noticing what is being carried beyond the visible work. The thinking after hours, the emotional weight of student needs, the pressure to respond, prepare and stay on top of everything. Simply naming this can be a powerful first step.

From there, it’s about small, realistic shifts within the school day. This might look like taking time to eat lunch, setting limits around what is taken home, or pausing before saying yes to one more request. It can also involve questioning the internal pressure to be everything for everyone and recognising that capacity is not unlimited.

Often, it’s not about doing less, but about carrying the work differently. Bringing awareness to what is yours to hold, what can be shared, and where you can better support your own energy so you can continue to show up in a sustainable way.

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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“When we skip the thinking, we often create more work for ourselves.” Janine Stratford

When was the last time you gave yourself time to think?

In this episode, Meg Durham sits down with Janine Stratford, author of Leading for Tomorrow, Today: School Leadership with Purpose, Alignment and Lasting Impact, to explore the role of strategic thinking in the day-to-day reality of school life.

This conversation moves beyond strategic plans and leadership meetings, focusing instead on the ability of individual educators to think strategically within the pace and pressure of everyday school environments.

Together, they unpack the difference between fast, reactive thinking and slower, more considered thinking, and why the pressure to respond quickly can often lead to rework, frustration and unnecessary emotional load.

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Chapter Markers:

• 00:00 Introduction
• 02:00 What sparked Janine’s work in strategic thinking
• 05:00 The cost of quick decision-making
• 07:00 What strategic thinking actually is
• 10:00 Common myths about strategic thinking
• 14:00 The benefits of thinking strategically
• 21:00 Why leaders struggle to step back
• 26:00 Creating space for strategic thinking
• 36:00 What to do in your 20-minute thinking block
• 42:00 Final reflections

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Reflection Prompts:

• I notice that I tend to rush decisions when…
• One area of my work that could benefit from more strategic thinking is…
• If I created 20 minutes to think this week, I would focus on…

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Episode 166 Shownotes - Click here

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Janine Stratford - Website | LinkedIn | Book | Facebook

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Booking - Complete the booking form to start the conversation.

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Your Questions Answered:

What is strategic thinking in schools?

Strategic thinking in schools is the ability for educators and leaders to step back from the day-to-day demands of teaching and leadership to gain perspective, identify priorities and make intentional decisions. It involves moving beyond reactive problem-solving and instead focusing on what will have the greatest long-term impact on students, staff and school culture. Importantly, strategic thinking is not limited to senior leadership or school planning processes. It is an everyday skill that individual educators can use to improve their practice, refine systems and make more purposeful choices in how they use their time and energy.

Why is strategic thinking important for educators?

Strategic thinking is essential for educators because it helps reduce overwhelm, improve decision-making and create greater clarity in a complex and fast-paced work environment. Without strategic thinking, educators can become stuck in reactive mode, constantly responding to immediate needs, which often leads to rework, inefficiency and increased emotional load. By thinking strategically, educators can prioritise what matters most, align their actions with their goals and use their time more effectively. This not only improves outcomes for students and teams but also supports teacher wellbeing by protecting time, energy and focus.

How can teachers and school leaders think more strategically?

Teachers and school leaders can develop strategic thinking by intentionally creating small, protected pockets of time to step away from the busyness of the school day and reflect on their work. This might involve setting aside 20 minutes to focus on one specific area for improvement, such as a classroom routine, communication process or team practice. During this time, the goal is to analyse what is working, identify what is not and consider more effective approaches. Over time, consistently engaging in this kind of focused thinking helps build clarity, strengthen decision-making and create more aligned and purposeful ways of working. Strategic thinking is less about large-scale planning and more about making small, deliberate adjustments that lead to meaningful change.

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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“We’re all in the same storm, just in different boats.” Daniela Falecki

So much has changed in how we understand staff wellbeing in schools, and with that, the way we approach it is evolving, inviting us to notice what is shaping our experience of work each day. Through the layers of the me, the we and the us, we begin to see that staff wellbeing is shaped within us, between us and around us.

In this conversation, Meg Durham and Daniela Falecki explore how the conversation around staff wellbeing has evolved over the past decade, reflecting on where we started, what we may have misunderstood, and what we are now seeing with greater clarity.

Together they talk about where we get stuck, the pull towards blame, and the importance of quality conversations because when we shift how we talk about staff wellbeing, we begin to shift what becomes possible.

This isn’t a conversation about doing more.

It’s an invitation to think differently about the work itself, so staff wellbeing feels more manageable, more meaningful and more sustainable for all.

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Chapter Markers:

• 00:00 Welcome
• 02:00 Where staff wellbeing began
• 05:30 Why this didn’t start with COVID
• 08:00 Misunderstandings about staff wellbeing
• 12:30 The shift in how we think about it
• 20:00 The me, the we and the us
• 27:00 Why feeling valued matters
• 34:00 What actually helps
• 40:00 Systems, language and clarity
• 48:00 Final reflections

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Reflection Prompts:

• I’m beginning to see…
• One conversation I could approach differently is…
• A deliberate action I can take is...
• I will give permission for others to...

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Episode 166 Shownotes - Click here

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Daniela Falecki - Website | LinkedIn | Instagram | Facebook

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Booking - Complete the booking form to start the conversation.

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Your Questions Answered:

What is staff wellbeing in schools and why does it matter?

Staff wellbeing in schools refers to the overall psychological, emotional and professional experience of educators at work. It is shaped by individual factors like mindset and energy, relational factors like team culture and leadership, and systemic factors such as workload, clarity and workplace design. Staff wellbeing matters because it directly impacts teacher retention, performance, collaboration and ultimately student outcomes. When staff feel supported and able to do their job well, the entire school community benefits.

Why don’t traditional wellbeing initiatives improve teacher wellbeing long term?

Traditional wellbeing initiatives like morning teas, wellbeing weeks or one-off workshops can create moments of connection and care, but they rarely change the day-to-day experience of work. These approaches often focus on helping individuals cope, rather than addressing the underlying conditions such as workload, unclear expectations, limited autonomy or lack of recognition. Sustainable improvements in teacher wellbeing come from looking at how work is structured, led and experienced, not just what is added on top of it.

What are the most effective ways to improve staff wellbeing in schools?

The most effective approaches to staff wellbeing focus on three interconnected layers: the individual, the team and the system. At the individual level, building self-awareness and emotional regulation supports how people respond to challenges. At the team level, strong relationships, clear communication and a sense of belonging are essential. At the system level, clarity, realistic expectations, supportive leadership and manageable workload create the conditions for staff to thrive. When these layers are aligned, staff wellbeing becomes more sustainable and embedded in everyday practice.

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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“Investigations take time. Reputational damage is instant.” - Susan McLean

What’s happening to school staff online?

In this episode, Susan McLean shares about the growing reality of online risk for teachers and school leaders.

From targeted harassment and aggressive parent communication, to being named and discussed in community forums, and the rise of AI generated content and deep fakes, the nature of working in schools is changing.

This conversation explores what staff are facing, the impact on wellbeing and safety, where behaviour crosses into reportable or criminal activity, and what systems, schools and individuals can do to better protect themselves.

This informative episode is for teachers, school leaders and anyone working in schools who wants to better understand the online risks they will face and how to better prtect themselves.

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Chapter Markers:

• 00:00 Introduction and why this matters
• 03:30 The changing digital landscape
• 07:00 What staff are facing online
• 10:00 Why this feels so personal
• 16:00 Impact on wellbeing and safety
• 21:00 Supporting staff
• 26:00 Behaviour, boundaries and consequences
• 34:00 System level responsibility
• 36:45 What schools can do
• 38:45 Individual protection strategies
• 42:30 Crisis management
• 45:20 Practical online safety advice
• 51:00 Final reflections

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Reflection Prompts:

• If I was targeted online, I could talk to...
• One risk that stands out is…
• One thing we could do differently is…
• To better protect myself, I could…

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Episode 164 Shownotes - Click here

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Susan McLean Website | LinkedIn | Facebook

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Booking - Complete the booking form to start the conversation.

----

Your Questions Answered:

Q: What are the main online risks for school staff?

A: School staff are increasingly facing targeted harassment, being named and discussed publicly, aggressive communication from parents, and the rise of AI generated content such as deep fakes. These risks are often personal, public and can escalate quickly.

Q: When does online behaviour become a reportable issue?

A: Online behaviour becomes reportable when it is targeted, threatening, defamatory or involves harmful content such as manipulated images or videos. At this point, schools may need to involve legal advisors or police rather than managing it informally.

Q: How can teachers and schools protect themselves online?

A: Protection involves clear and enforced policies at a school level, strong support systems for staff, and individual actions such as securing social media accounts, maintaining professional boundaries, and being aware of how content is shared and used online.

“What we do during the day is carried into the night time.” Maria Ruberto

In this episode, Meg Durham speaks with Maria Ruberto about the neuroscience of sleep and why so many big-hearted educators and school leaders feel exhausted yet unable to switch off at night.

They explore what is happening in the brain when hyperarousal overrides sleep pressure, why the emotional labour of teaching lingers long after the bell rings, and how common myths about productivity quietly undermine rest.

Maria explains the brain’s nightly cleaning system, the role of REM sleep in emotional processing, and why sleep is not simply recovery time, but a biological process that builds cognitive clarity, emotional regulation and long-term brain health.

For teachers and school leaders navigating constant responsibility, this conversation reframes sleep as a professional advantage rather than a personal indulgence.

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Chapter Markers:

• 02:00 Why educators’ nervous systems stay “on” all day
• 08:30 Hyperarousal and the tired-but-wired experience
• 15:40 Common myths about sleep and productivity
• 23:00 The brain’s nightly cleaning system explained
• 29:30 REM sleep, memory consolidation and emotional processing
• 35:10 Practical strategies to reduce rumination at night
• 44:00 Small daily habits that improve sleep quality

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Reflection Prompts:

• My relationship with sleep is...
• When I crawl into bed, my mind tends to…
• One conversation or moment that is still sitting with me is…
• If I gave myself permission to wind down earlier, I would…

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Episode 163 Shownotes - Click here

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Maria Ruberto Website | LinkedIn | Instagram

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Booking - Complete the booking form to start the conversation.

----

Your Questions Answered:

Why do teachers feel tired but wired at night?

Teachers experience sustained cognitive load and emotional labour throughout the day. From scanning for behavioural risks to regulating student emotions and making rapid decisions, the nervous system remains activated for extended periods.

When bedtime arrives, sleep pressure may be high, meaning the body feels physically exhausted. However, the brain may still be in a state of hyperarousal. Hyperarousal occurs when the nervous system perceives unresolved tasks, emotional intensity or potential threats. In this state, stress hormones remain elevated, making it difficult to fall asleep even when fatigue is present. This explains the common “tired but wired” experience reported by educators.

What does sleep actually do for the brain?

Sleep is an active biological process essential for cognitive performance, emotional regulation and long-term brain health.

During non-REM sleep, the brain undergoes a cleansing process that clears metabolic waste and neural debris accumulated throughout the day. This process supports memory, attention and mental clarity. During REM sleep, the brain consolidates learning, reorganises memory networks and processes emotional experiences. Reduced or fragmented sleep interrupts these restorative cycles, leading to impaired decision-making, increased emotional reactivity and reduced professional capacity.

Why should educators take sleep more seriously as a profession?

Sleep directly influences attention, working memory, emotional regulation and decision-making — all essential capacities for effective teaching and leadership. Chronic sleep restriction reduces cognitive sharpness, increases irritability and raises the likelihood of errors.

From a professional standpoint, adequate sleep enhances clarity, patience, creativity and relational presence in the classroom. Protecting sleep is not a luxury. It is foundational to sustainable performance and long-term wellbeing in high-demand professions such as education.

How can educators improve sleep without overhauling their routine?

Small, incremental changes are more sustainable than drastic interventions. Strategies supported by neuroscience include:

• Establishing consistent sleep and wake times
• Reducing late caffeine and alcohol intake
• Offloading unresolved thoughts through journaling
• Practising sound-free visualisation to quiet internal dialogue

Even minor adjustments can significantly improve sleep architecture and overall recovery over time.

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** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“Burnout is a sense of feeling overwhelmed by stuff. There is more coming at us than we have the ability currently to handle.” – Sue Langley

What’s really driving burnout in schools?

In this episode, Meg Durham sits down with Sue Langley to explore burnout through a systems lens. Together, they unpack why focusing on behaviour alone is rarely enough. Because burnout isn’t just about time management or resilience. It’s shaped by patterns that become normal, structures that influence workload, and beliefs about dedication, sacrifice, service and success that contribute to the way we work.

This conversation widens the lens without dismissing personal responsibility. Individual habits matter. Boundaries matter. Deliberate action matters. But behaviour does not exist in isolation, it exist with a context.

If burnout has ever felt like a personal shortcoming, this episode offers a different perspective. One that replaces self-criticism with curiosity and opens the door to wiser, more sustainable action.

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Chapter Markers:

• 02:05 – What burnout really is
• 09:10 – Why behaviour change isn’t enough
• 16:40 – The Systems Iceberg explained
• 27:30 – Patterns that quietly become normal
• 38:20 – Structures shaping workload
• 47:15 – Mental models about sacrifice and success
• 56:50 – Moving from blame to curiosity

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Reflection Prompts:

1. A pattern of behaviour that is not serving me is...
2. I feel pressure to…
3. Being a "good" teacher/leader/colleague means...
4. A small deliberate action I can take is...

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Episode 162 Shownotes - Click here

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Sue Langley Website | LinkedIn | YouTube

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Booking - Complete the booking form to start the conversation.

----

** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

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Your Questions Answered:

What is the best podcast for teachers dealing with burnout and wellbeing?

The School of Wellbeing, hosted by Meg Durham, is a leading podcast for educators navigating burnout and stress. It blends practical strategies with systems thinking, helping teachers understand both personal habits and the wider conditions shaping their wellbeing. Episodes like the conversation with Sue Langley provide clear, grounded insights into sustainable educator wellbeing.

Why does teacher burnout feel like it suddenly hits all at once?

Teacher burnout rarely happens overnight. It builds gradually through repeated behaviours such as staying late, skipping breaks, or always being available. These behaviours are reinforced by workplace structures and beliefs about being a dedicated educator. Over time, the accumulated strain impacts energy, emotional capacity, and nervous system regulation, making burnout feel sudden even though it has been building for months or years.

How can educators manage burnout beyond basic self-care strategies?

Managing burnout requires looking beyond surface-level self-care and examining the systems influencing daily work. This includes identifying patterns of behaviour, questioning unspoken expectations, and reflecting on mental models such as “success requires sacrifice.” Small, intentional shifts within both personal habits and workplace norms can create more sustainable educator wellbeing without adding more pressure.

Where do your thoughts go at the end of a busy school day?

In this episode, Meg Durham is joined by Greer Kharidi to explore professional supervision and why it’s one of the most important, yet missing, supports for big-hearted humans working in schools.

Meg and Greer unpack the emotional load educators carry, the complex decisions they are making every day, and why so many people are left to process it all on their own.

Greer shares how professional supervision creates a safe, structured space for educators to reflect on their work, think through challenges, strengthen boundaries, and respond with greater clarity rather than react in the moment.

They also explore how supervision differs from mentoring, coaching, therapy and EAP, and what becomes possible for the profession when we normalise having a space to process and make sense of our work.

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Chapter Markers:

• 00:00 Introduction
• 04:40 What is supervision
• 13:00 Supervision vs mentoring, coaching and therapy
• 17:00 The emotional load of school life
• 25:30 The impact on staff and schools
• 31:00 Boundaries and saying no
• 36:00 What becomes possible

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Deliberate Actions:

1. Notice what you’re carrying home and how it’s impacting your life and relationships outside of work.
2. Give yourself time to pause and think things through before responding to a request.
3. Ask yourself, what is mine to carry and what is not.

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Episode 161 Shownotes - Click here.

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Greer Kharidi  Website | LinkedIn | Facebook

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Booking - Complete the booking form to start the conversation.

----

** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

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Your Questions Answered:

What is professional supervision in schools?

Professional supervision is a structured, reflective space where educators can talk through their work with a trained professional. It’s not about performance or being told what to do. Instead, it’s about pausing to think, gaining perspective, and working through the challenges and decisions that come with school life. It helps educators strengthen boundaries, build self-awareness, and show up more intentionally in their roles.

What is emotional labour in teaching?

Emotional labour in teaching refers to the process of managing, regulating and sometimes suppressing one’s emotions to meet the professional expectations of the role. This includes maintaining calm, care and professionalism while responding to student behaviour, supporting distressed students and families, and navigating complex interpersonal situations.

It often involves both surface acting (displaying expected emotions) and deep acting (trying to genuinely feel those emotions), which requires significant cognitive and emotional effort. Over time, without opportunities to process these experiences, emotional labour can contribute to stress, burnout and reduced wellbeing.

How can professional supervision support teacher wellbeing and decision-making?

Professional supervision creates a safe space for educators to process their thoughts before they turn into stress or overwhelm. It allows them to reflect on situations, explore different ways of responding, and make decisions with greater clarity rather than reacting in the moment. Over time, this supports wellbeing, strengthens professional identity, and helps educators feel more confident in what they can and cannot carry.

What would change in schools if professional supervision became standard practice?

If professional supervision became part of everyday practice in schools, educators would feel more supported, more connected and better equipped to do their work. There would be greater clarity, stronger boundaries and less isolation. This would not only benefit staff wellbeing, but also improve consistency, relationships and outcomes for students. It invites a shift from coping alone to working together with intention and support.

“Self-preservation is about intentional actions that protect ourselves.” - Bianca McLeish

What if working harder isn’t the answer?

In this powerful conversation, educator and school leader Bianca McLeish shares her personal journey from burnout to self-preservation, drawing on insights from her book, 'Teacher Wellbeing Transformed: Break Free From Survival Mode Before Burnout'.

Together, Meg and Bianca explore the difference between self-care and self-preservation, why understanding our nervous system changes everything, and the subtle signs that dedication may be tipping into depletion. Bianca offers practical, school-day strategies to regulate stress, protect our energy and work within our limits.

This episode reframes wellbeing as essential because learning to work within our limits allows us to stay in this profession longer and without losing ourselves in the process.

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Chapter Markers:

• 00:00 Introduction
• 04:18 Bianca’s burnout story
• 12:02 Self-care vs self-preservation
• 19:45 Understanding the nervous system
• 28:10 Subtle signs of depletion
• 36:40 Practical strategies for the school day
• 47:25 Working within our limits
• 55:10 Final reflections

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Deliberate Actions:

• List the three signs you're stretching beyond your capacity.
• Give one small nervous system regulation strategy a go.
• Say: "I would love to help, but I am at capacity" to the next request that exceeds your limits.
• Schedule a two-minute self check-in this week.

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Episode 160 Shownotes - Click here.

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Bianca McLeish  Website | LinkedIn | Instagram

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Booking - Complete the booking form to start the conversation.

----

** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

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Your Questions Answered:

What is self-preservation in teaching?

Self-preservation in teaching is the deliberate practice of protecting your energy, emotional wellbeing, and professional boundaries so you can sustain your effectiveness over the long term. In a profession where the workload is open-ended and the emotional demands are high, self-preservation means recognising that your capacity is finite, even when the needs around you are not. It involves making intentional decisions about how much you take on, how you manage stress, and when you create clear stopping points in your day.

In practical terms, self-preservation in education might look like setting realistic boundaries around after-hours communication, recognising early signs of teacher stress, regulating your nervous system during high-pressure moments, or saying no to additional responsibilities when your plate is full. It is not about disengaging from students or lowering professional standards. It is about working sustainably so you can continue to teach, lead, and care deeply without gradually eroding your own wellbeing.

What is the difference between self-care and self-preservation?

Self-care typically refers to restorative activities that help you recover from stress, such as exercise, sleep, time with family, hobbies, or relaxation practices. While self-care is important for teacher wellbeing and stress management, it often happens after depletion has already occurred. It is recovery-focused.

Self-preservation, on the other hand, is proactive and preventative. It involves ongoing choices that protect your wellbeing before burnout takes hold. In teaching, this includes workload management, boundary setting, emotional regulation, and understanding how your nervous system responds to chronic stress. Where self-care helps refill the cup, self-preservation helps prevent the cup from cracking in the first place. Both matter, but self-preservation is what makes sustainable teaching possible.

Why is teacher burnout so common?

Teacher burnout is common because educators work in environments where the job is never fully done. There is always more planning, more marking, more student support, and more administrative responsibility. Combined with increasing behavioural complexity, accountability pressures, and limited resources, this creates sustained emotional and cognitive load. Without clear boundaries or structural support, even highly committed teachers can become chronically overstretched.

Burnout in education is not a sign of weakness. It is often a predictable response to prolonged stress, excessive workload, and ongoing emotional labour. When self-sacrifice becomes the cultural norm in schools, teachers may ignore early warning signs such as fatigue, irritability, sleep disruption, or reduced enthusiasm. Over time, this can lead to exhaustion, cynicism, and reduced professional efficacy. Understanding burnout as a systemic and physiological issue, rather than a personal failure, is critical for meaningful prevention.

How can educators avoid burnout?

Preventing teacher burnout requires both individual and systemic strategies. At an individual level, educators can practise self-preservation by setting boundaries around workload, noticing early signs of stress, seeking collegial or professional support, and learning practical nervous system regulation techniques. Small, consistent adjustments to how you manage energy during the school day can significantly reduce long-term depletion.

At a broader level, schools play a critical role in burnout prevention by fostering cultures that value staff wellbeing, realistic expectations, and psychological safety. Sustainable teaching practices, open conversations about workload, and leadership that models healthy boundaries all contribute to long-term staff retention and resilience. Burnout prevention is not about doing less work, but about doing the work differently, in ways that protect teacher capacity and wellbeing.

Why is teacher wellbeing important for schools?

Teacher wellbeing directly influences classroom climate, student engagement, and learning outcomes. Research consistently shows that when educators experience high levels of stress or emotional exhaustion, their ability to regulate behaviour, respond calmly, and build strong student relationships is reduced. Regulated teachers are better able to co-regulate students, creating safer and more effective learning environments.

Beyond the classroom, teacher wellbeing impacts staff retention, collaboration, and whole-school culture. When educators feel supported and energised, they are more likely to remain in the profession, contribute positively to school improvement, and sustain high-quality teaching over time. Prioritising teacher wellbeing is not optional. It is a strategic investment in student success and the long-term health of school communities.

"Our default way of being is so strong, and the more depleted we are, the more likely we are to fall back to these default patterns." - Meg Durham

In this final episode of The School of Wellbeing, Meg is interviewed by friend and colleague, David Bott, in a warm, honest and often hilarious reflection on the year that was.

Together they explore the messy moments, the quiet wins and the stories behind the work. From people-pleasing when depleted, to balcony moments and co-reflection, to advocating as a parent and recognising the crumbs of impact that keep us going.

Along the way, Meg shares the phrases that have saved her, and why doing less, but doing it better, matters more than ever.

This conversation is a reminder that wellbeing is not about perfection, but about being deliberate, human and connected in the work we do.

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Chapter Markers:

• 00:00 Turning the tables and setting the scene
• 02:18 What changes when Meg becomes the guest
• 05:40 The wetsuit story and default modes under pressure
• 10:51 A massage misadventure and people-pleasing when tired
• 16:02 The omelette incident and learning to pivot
• 19:27 What these moments teach us about depletion
• 20:59 Balcony moments, co-reflection and sentence starters
• 24:50 A real reflection on the year that was
• 25:42 Parenting, advocacy and uncomfortable conversations
• 29:38 The phrases that have saved Meg this year
• 30:59 What “kicking ten” looks like now
• 32:18 The crumb theory and invisible impact
• 37:47 Shifting seasons and reclaiming energy
• 40:25 Ocean swims, perspective and joy
• 46:48 Moments of pride from 2025
• 49:28 Looking ahead to 2026

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Deliberate Actions:

1. Notice your default patterns of thinking and behaving when you are depleted.
2. Create regular balcony moments through reflection or co-reflection.
3. Have a few go-to mantras when life feels hard.

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Episode 159 Shownotes - Click here.

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David Bott Website | LinkedIn | Instagram

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Request - Complete the booking form to start the conversation.

----

** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“Conversations are messy, and that's okay." - Kel Innis

In this episode of the School of Wellbeing podcast, Meg Durham sits down with primary school principal Kel Innis for an honest and practical conversation about the moments in school life that many of us try to avoid. Together they explore the reality of important conversations, the emotions that arise and the skills that help us approach these moments with more care and confidence.

You will hear them unpack the timing of conversations, the role of emotional intelligence and the importance of pausing before responding. Kel shares how she prepares herself for important conversations, how she stays steady in the moment and why following up afterwards is essential for building trust. This episode will support you to strengthen your communication, build connection and create a school culture where staff, students and families feel seen, heard and respected.

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Chapter Markers:

• 01:30 The tension of conversations we cannot avoid
• 05:45 Kel’s early leadership experiences and what has changed
• 11:10 Planned and spontaneous conversations
• 16:00 Balancing care and professionalism
• 22:30 Emotional intelligence in challenging moments
• 28:55 The role of transparency in leadership
• 34:40 Moving from avoidance to approaching
• 41:05 Repairing after missteps
• 47:20 Creating a culture of clear and compassionate communication
• 52:10 Final reflections 

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Deliberate Actions:

1. Identify one conversation you have been avoiding and write down why it matters.
2. Prepare yourself by choosing the right time, place and purpose for the conversation.
3. Pause before responding so you can stay steady and speak with clarity.

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Episode 158 Shownotes - Click here.

----

Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Request - Complete the booking form to start the conversation.

----

** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“Culture is shaped by the behaviours we encourage and the ones we tolerate.” – Adam Voigt

In this episode, Meg chats with education leader and founder of Real Schools, Adam Voigt, for a practical and honest conversation about what school culture really is and how it’s created.

Together, they explore the daily interactions, expectations and relationships that influence the way a school feels and functions.

This is a grounded and hopeful conversation for educators and leaders who want to strengthen connection, trust and wellbeing in their school community.

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Chapter Markers:

• 01:20 What school culture really means
• 06:45 Relationships as the first cultural indicator
• 12:10 The impact of COVID on engagement and respect
• 18:30 What has changed in schools over the last decade
• 23:40 Reflection as adjustment, not judgment
• 28:55 Positive reinforcement vs control-based models
• 35:20 Restorative Practice 2.0
• 41:10 Low-energy, high-return cultural shifts
• 47:00 The role of staff wellbeing
• 52:20 Final reflections

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Deliberate Actions:

1. Notice the everyday interactions as you walk through your school. These moments reveal the true culture more than any document or policy.
2. Acknowledge positive behaviour from students and colleagues. Small moments of thanks build trust and reinforce what matters.
3. Reflect for adjustment, not judgment. Ask yourself: “What’s one small shift I can make to support a healthier culture here?”

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Episode 157 Shownotes - Click here.

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Adam Voigt LinkedIn | Website | Books

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Request - Complete the booking form to start the conversation.

----

** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“When the cognitive load is too high, and you're not coping, it really tears away at the fabric of who you think you are.” Georgia Park

In this rich and reflective episode, Meg is joined by Tasmanian instructional coach and literacy leader Georgia Park to explore how understanding Cognitive Load Theory can transform the way we teach, learn, and lead in schools.

Georgia shares her journey from classroom overwhelm to clarity and confidence, offering deep insight into how instructional practices grounded in cognitive science can support both student outcomes and educator wellbeing. Together, they explore what cognitive load actually means, why it matters, and how structure and explicit instruction can unlock greater engagement, equity, and joy in the classroom.

If you have ever felt stretched too thin or wondered why your lessons are not landing the way you hoped, this conversation offers both practical insight and a sense of possibility.

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Chapter Markers

• 01:48 - What sparked Georgia’s interest in Cognitive Load Theory
• 03:44 - Defining Cognitive Load Theory in simple terms
• 05:27 - Why cognitive load matters for student wellbeing
• 06:49 - How instruction shapes student identity
• 08:43 - Reflection, vulnerability, and removing shame from teaching
• 10:13 - Georgia’s shift from inquiry-based to explicit instruction
• 12:19 - Common myths and misunderstandings about CLT
• 14:24 - The deeper value systems behind the resistance to change
• 16:05 - Comparing past and current teaching practices
• 17:36 - How CLT helped Georgia personally and professionally
• 19:13 - Learning struggles, self-forgiveness, and grief
• 22:39 - Literacy success and what changed at a systems level
• 24:38 - Teacher impact and flow in structured classrooms
• 26:45 - Whole-school alignment and shared direction
• 28:24 - Structure is not boring when it’s collaborative and empowering
• 32:10 -What really moved the needle in Georgia’s school
• 34:51 - Instruction and wellbeing cannot be separated
• 36:04 - Georgia’s final reflections

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Deliberate Actions

1. Reduce the load before raising the bar
   Take a moment to reflect on whether your students (or staff) are overloaded. Before introducing something new, consider what you might simplify, scaffold, or step back from.
2. Use structure to create flow
   Try applying a clear “I do, we do, you do” sequence in your next lesson. Structure is not the enemy of creativity, it is what allows deeper engagement and clarity.
3. Build shared language with your team
   Introduce phrases like “Is this in their long-term memory yet?” or “Could the load be too much?” to help depersonalise challenges and support professional reflection.

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Episode 156 Shownotes - Click here.

----

Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Request - Complete the booking form to start the conversation.

----

** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“Who we are beyond our work shapes how we show up within it.” Mark Worthington

In this episode of The School of Wellbeing, Meg Durham sits down with Mark Worthington, Head of Player Development Manager at the Geelong Cats and former teacher, to explore what it means to have an identity beyond work.

Together they discuss the parallels between education and elite sport including the intensity, the transitions, and the pressure to perform, and why cultivating a non-work (or non-athletic) identity is vital for long-term wellbeing and success.

Mark shares insights from his journey from the classroom to the AFL, reflecting on balance, leadership, self-compassion, and how caring for the person behind the professional transforms how we live and work.

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Chapter Markers

• 00:00 – Welcome and introduction
• 04:10 – From teaching to elite sport: Mark’s story
• 10:35 – The intensity of high-performance environments
• 17:20 – Developing a non-work identity
• 23:40 – Balancing personal life and professional demands
• 31:15 – Self-compassion and sustainable leadership
• 38:00 – Feeling supported beyond performance
• 44:50 – Lessons from sport for teachers and school leaders
• 50:30 – Final reflections: thriving beyond work

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Deliberate Actions

• Reflect on what fills you up outside of work.
• Schedule time this week for something that reminds you of who you are beyond your role.
• Start a conversation with a colleague about how you each protect your non-work identity.
• Give yourself permission to rest and recover because it’s part of sustainable performance.

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Episode 155 Shownotes - Click here.

----

Mark Worthington  LinkedIn

----

Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Request - Complete the booking form to start the conversation.

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** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“Turn learning from shame making into thrill seeking.” - Andrew Fuller

Andrew Fuller, Clinical psychologist joins Meg Durham to reframe neurodivergence through a strengths based lens.

We explore why labels alone are not enough, how teachers can think like coaches, and practical ways to change the neurochemistry of a room on purpose.

Andrew explains myelination and unique strengths, shows how language shifts like today’s challenge lift engagement, and walks through the Attach Approach so we can move students from agitation to connection.

We talk school culture that connects, protects and respects, sensory aware classrooms, after lunch resets, and partnering with parents around a student’s strengths.

The goal is simple and profound: help young people feel valued for who they are and set them up for success in school and beyond.

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Chapter markers:

• 00:20 Welcome back Andrew and why this book
• 02:00 What neuroadvantage means and why strengths matter
• 04:45 Teacher as coach building bridges from strengths
• 07:19 Music and maths the brain bridge we often miss
• 10:43 How recognising strengths changes learning
• 12:20 School culture CPR connect protect respect
• 14:33 Simple classroom tweaks that help every brain
• 16:48 Language shift from learning objectives to today’s challenge
• 21:59 The Attach Approach activate agitate avoid attack attach
• 25:36 Dance rhythm puzzles and the dopamine lift
• 33:33 Physical environment and sensory experience
• 35:27 Designing varied break time options to reduce friction
• 36:59 After lunch strategies that change the mix in the room
• 43:31 Partnering with parents using a strengths profile
• 46:24 Calming strategies and learning each child
• 50:03 Joy the future and being a catalyst

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Deliberate Actions:

• Open each lesson with a short challenge on the board to boost motivation quickly.
• Give every major instruction both verbally and visually so more students can follow along.
• Use quick fast thinking bursts followed by slow reflection to balance energy and focus.
• Replace learning objective with today’s challenge in your lesson language for one week.
• Introduce a three minute movement or music routine to start or reset a class.
• Identify one calming strategy for each focus student and practise it before you need it.

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Episode 154 Shownotes - Click here.

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Andrew Fuller  Website | LinkedIn | Books | My Learning Strengths

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Meg Durham - Website | LinkedIn | Instagram

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** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **