In this end-of-year Teaching Matters, Paul is joined by Dr Shauna McGill, Shaniqua Edwards-Hayde, Lucy Neuberger and John Gibbs in conversation about anxiety in schools, creative approaches to learning and the deeper moral purpose of education.

Drawing on The Times, the panel reflects Editor Nicola Woolcock’s article highlighting research showing that 49.45% of secondary pupils avoided school due to anxiety in the past year, with 68.25% wanting to. Shaniqua describes anxiety as “systemic, not exceptional”, shaped by performative pressures, limited time, and the intensity of modern life for young people. The panel questions whether schools sometimes normalise stress in the name of resilience and argues that safety, belonging and wellbeing must sit at the heart of school culture.

The conversation turns to creativity and learning, inspired by research on Lego by Martha Shaw and Alexis Stones, as a tool for exploring identity, belonging and complex ideas. The panel discusses play, metaphor and hands-on learning as powerful ways for pupils to express thoughts and emotions that are hard to put into words, challenging narrow ideas of evidence and formality in education.

The final story draws on Caroline Barlow’s article A powerful end-of-term reminder that education gives us hope. The panel reflects on education as a moral and hopeful act, drawing on writing about teaching in times of conflict. The panel considers how teachers shape lives through care, belief and enthusiasm, while recognising that moral purpose should never mean burnout, exhaustion or self-sacrifice.

The episode closes with the panel’s “bananas”, moments of joy, gratitude and reflection, marking the final show of the year.

Not Waving but Drowning by Stevie Smith

https://www.poetryfoundation.org/poems/46479/not-waving-but-drowning

I Know Why The Caged Bird Sings by Maya Angelou

https://www.poetryfoundation.org/poems/48989/caged-bird

Articles discussed

Half of secondary pupils avoid school due to anxiety, The Times

https://www.thetimes.com/uk/education/article/half-secondary-pupils-avoid-school-anxiety-fb95b9flk

How building with Lego can help teens talk about life’s big questions, The Conversation

https://theconversation.com/how-building-with-lego-can-help-teens-talk-about-lifes-big-questions-244113

A powerful end-of-term reminder that education gives us hope, TES

https://www.tes.com/magazine/leadership/strategy/powerful-end-term-reminder-education-gives-us-hope

Chapters

00:00 Welcome and end-of-year reflections

02:10 School anxiety and pupil attendance

05:30 Is anxiety individual or systemic?

08:45 Resilience, stress and school culture

12:30 Leadership, ethos and belonging

16:40 Lego, play and learning beyond words

21:15 Metaphor, creativity and expression

25:40 Evidence, formality and curriculum limits

30:20 Education as hope and moral purpose

36:10 Teaching, care and avoiding martyrdom

41:00 Personal reflections on teacher impact

46:30 Bananas, gratitude and closing thoughts

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John, Shane and Paul explore Ofsted’s annual report and focus on the “out of step” claim. And are there new thoughts on whether a four-day week can meaningfully address teacher wellbeing? And heroic headteacher does it help or hinder school development?

1 Ofsted, Attendance and the “Out of Step” Claim

Martin Oliver’s observation that many pupils are “out of step with school life” gives focus to the first discussion. The panel refuse a single-cause narrative. Shane argues that schools have historically been community hubs where identity and belonging were formed but those civic functions have been partly displaced by online tribes and other communities. John frames schools as conservative institutions that evolved rather than being deliberately designed. He warns against assuming simple remedies. The group confronts the frontline role schools play in dealing with phones, online harms and pastoral crises. Evidence from Shanghai (where phones are routinely handed in) and Finland (where teachers enjoy high status and time for professional study) is used to illustrate alternatives. The panel consensus - schools should be sanctuaries from damaging online influences but expecting schools alone to “fix” society is unrealistic without wider policy and cultural change.

2 Four-Day Week: Practical Relief or Trojan Horse?

Campaigners are calling for pilots of a four-day working week to boost recruitment and retention. Shane accepts that some contexts and some schools have successfully trialled reduced weeks. He urges caution over centrally imposed schemes. John welcomes additional time and frames it as a genuine quality-of-life reward, but insists time alone won’t dissolve emotional labour or bureaucratic burdens. Both contributors emphasise local agency. A tiny rural primary will face different constraints from a large urban secondary and any move must be funded and chosen by school communities. They warn of the political narrative that could weaponise such changes against teachers the “aren’t you lucky?” trope and argue that autonomy and status, not just time, are central to teacher wellbeing.

3 Leadership: Do We Need Another Hero?

Responding to Sam Henson’s piece in Schools Week, the panel rejects the cult of the heroic headteacher. Shane champions distributed leadership and models that devolve responsibility into small, trusted teams. John warns that inspection regimes and marketised accountability create a culture that alternately exalts and scapegoats leaders. The conversation pivots to practical support, coaching, mentoring, realistic expectations and structural reform to reduce performative managerialism. Finland’s model high entry standards, master’s level training and professional autonomy resurfaces as a cautionary exemplar of invested, respected leadership.

Throughout the episode the hosts return to pragmatic solutions, treat schools as community hubs, reclaim classroom autonomy, protect staff from performative accountability, pilot change locally not politically and invest in leadership pipelines and conditions that sustain long careers. Fixing structures inspection regimes, performative targets and market competition is as important as supporting individual leaders.

Banana Time

The episode closes on lighter notes: Shane’s Shanghai coffee discoveries, Storyline Online recommendations (including Meryl Streep reading The Three Questions) and John’s reflection on social esteem and the often unvalued work that keeps society moving.

'The Three Questions' read by Meryl Streep

https://www.youtube.com/watch?v=uezGdrm9XI8

https://www.youtube.com/@StorylineOnline

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Hannah & Lucy discuss the festive season and its impact on education. They share personal updates, explore the importance of bringing joy into the classroom and navigate the challenges of Christmas activities in schools. The conversation highlights the significance of community support and creating memorable experiences for students, emphasising that education should not only focus on results but also on fostering a joyful and inclusive environment.

▫︎ The festive season can be a challenging time for teachers and students alike.

▫︎ Injecting joy into education is essential for both teachers and students.

▫︎ Community support plays a crucial role in enhancing the educational experience.

▫︎ Celebrating together fosters a sense of belonging and connection.

▫︎ Teachers should feel empowered to incorporate festive activities into their lessons.

▫︎ Creating memorable experiences for students can have a lasting impact.

▫︎ The cost of living crisis affects many families, making school support vital.

▫︎ It's important to recognise and appreciate the hard work of teachers.

▫︎ Finding joy in the classroom can improve student engagement and morale.

▫︎ Schools should strive to create inclusive environments that celebrate diversity.

Chapters

00:00 Festive Beginnings and Personal Updates

07:17 Bringing Joy into Education

15:29 Navigating Christmas Activities in Schools

24:29 Community Spirit and Support

33:09 The Importance of Celebrating Together

41:04 Creating Memorable Experiences for Students

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This week’s Teaching Matters, with Dr Shauna McGill and Shaniqua Edwards-Hayde, explores the rise in parental allegations against teachers, current debates in Religious Education (RE) and how schools can design CPD that genuinely improves practice.

Parent allegations against teachers rise by a third

Research reported by TES shows parental allegations against teachers have increased by a third in a year. Alistair Wood, CEO of Edapt, calls the rise “deeply worrying”. Shaniqua notes unclear complaint processes mean some parents bypass dialogue, sometimes sending AI-generated messages that escalate tone unnecessarily. Schools now receive formal complaints over minor issues, from safeguarding misunderstandings to missing jumpers.

Shauna stresses that while complaints are part of accountability, schools must be proactive:

• Clear communication

• Clear boundaries

• Transparent expectations

• Staff confidence in conflict resolution

• A welcoming culture for parents

They discuss how unrealistic expectations and constant low-level criticism lead to burnout, and the need for leaders to provide consistency, protection and emotional support for staff.

What next after RE’s ‘historic’ moment?

Sarah Lane Cawte writes in Schools Week that while RE is compulsory, it is not currently part of the National Curriculum. That will change in 2028, a move widely supported by the RE community. A recent Supreme Court ruling found RE in Northern Ireland schools unlawful, highlighting the gap between objective, pluralistic teaching and faith-based immersion.

Shauna notes that the judgment exposes outdated curricula that fail to reflect a diverse, secular society. Opt-outs no longer work: withdrawing pupils can isolate them. Schools must rethink RE content and ethos.

Shaniqua argues RE must not be folded into history. History covers belief development; RE explores ethics, worldview and lived experience. She describes trips to synagogues and mosques that build cultural literacy, empathy and respect—qualities vital in a polarised society. Both highlight the need for subject specialists and strong teacher knowledge.

How to design a CPD curriculum

Mark Enser reminds us that without a coherent CPD curriculum, learning is forgotten and habits don’t change. CPD/TPL should shape professional growth, not be a series of disconnected events.

Shauna explains why Northern Ireland now uses “Teacher Professional Learning”: teachers must be lifelong learners. Effective CPD should be:

• Mandatory, funded and high-quality

• Network-building

• Collaborative, not isolating

• Aligned with school development

• Accredited and revisited

• Focused on long-term impact

Shaniqua critiques outdated models and “initiative churn”. She advocates coaching, internal expertise, hubs and federations, and a clear thread linking intent and impact.

The panel agrees that without meaningful CPD, schools cannot stay responsive to societal change and teachers end up working in isolation.

Bananas of the Week

• Shaniqua celebrates a joyful trip to Kensuke’s Kingdom that reignited her love of reading.

• Paul reminds teachers to set boundaries before Christmas: “You cannot pour from an empty cup.”

• Shauna shares a St Andrew’s Day reflection on humility, learning and professional growth.

Hannah Wilson and Lucy Neuberger tackle a phenomenon increasingly felt across schools which is why are pupils placing more trust in TikTok “edu-influencers” than in the qualified teachers standing in front of them. With their trademark sharp humour and wit the conversation covers all aspects of this creeping phenomenon.

1. The TikTok Teacher Effect

Hannah gives examples of pupils quoting TikTok creators as if they were definitive sources of truth. From revision hacks to relationship advice to conspiracy-tinged “study psychology” it’s the wild west out there. Lucy describes how pupils often treat online voices as more authentic than their teachers, partly because online creators appear relatable, unfiltered and “real”, while teachers are often constrained by policy, curriculum and professional expectations.

They examine how micro-videos, fast-paced edits and algorithm-driven content tap into adolescent attention patterns in a way traditional teaching simply cannot compete with. TikTok’s tone, informal, humorous, confident, creates the illusion of expertise, even when content is shallow or even when it’s misleading. “Kids trust charisma over credentials,” Hannah notes.

2. Expertise vs. Influence

The conversation turns to the difference between being knowledgeable and appearing knowledgeable. Lucy argues that pupils now often value emotional resonance over accuracy. The hosts recall situations where pupils challenge curriculum content by citing a TikTok creator with no formal training.

Hannah raises concerns about the erosion of academic discipline: if pupils believe a 30-second clip is equal to years of professional qualification, schools face a credibility crisis. They reflect on the risk of unregulated advice, especially around mental health, gender identity, neurodiversity and “diagnosis TikTok”, where students self-label based on viral content. The episode highlights the emerging pastoral challenge that teachers must now unpick digital myths before real learning can begin.

3. Why Pupils Turn to Online Voices

Of course rather than criticising pupils, our hosts examine why young people gravitate to online educators:

• Relatability: Influencers speak in teen-friendly language.

• Accessibility: Advice is packaged in seconds, not lessons.

• Identity: TikTok communities offer belonging for anxious or isolated young people.

• Consistency: The algorithm feels more predictable than school and of course surreptitiously offers children what ‘they set it up’ to hear back.

• Safety: Pupils feel less judged by a screen than by adults.

Lucy adds that many teens simply do not trust institutions. In a post-pandemic generation, school feels rigid and performative. TikTok feels personal, adaptive and emotionally validating.

4. The Pressure on Teachers

Hannah & Lucy discuss the emotional weight placed on teachers who are now expected to compete not only with each other but with charismatic online personalities broadcasting from their bedrooms. Teachers cannot, and should not, attempt to out-perform influencers on entertainment value.

5. Teaching in a TikTok World

Hannah & Lucy reflect on how educators can respond.

• Teach pupils digital discernment, not digital fear.

• Make room for conversations about online content instead of ignoring it.

• Show that expertise is not arrogance, it is responsibility.

• Rebuild school cultures where trust grows from consistency, not performance.

Hannah and Lucy conclude that schools must evolve, but not by mimicking influencer culture. The task is to help young people distinguish guidance from gimmick, support from spectacle, and wisdom from noise.

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On this week's popular panel show, Teaching Matters, Shanqua Edwards-Hayde, Shane Leaning (https://www.shaneleaning.com/) and John Gibbs offer valuable insights into three connected themes: the role of artificial intelligence in schools, the strain on teacher wellbeing and the changing nature of attention in an age of constant digital interruption.

“Are you ashamed to admit you use AI?” asks host, Paul. Shane, Shaniqua and John explore the challenges using AI creates for teachers and students who want to maintain trust and fairness. They discuss the need for direct conversations about AI rather than avoidance, noting that young people already rely on it for explanation, guidance and reassurance. They highlight the importance of setting clear expectations, helping students understand what genuine learning looks like and acknowledging that technology can support thinking when used with integrity.

On teachers’ wellbeing, in a week when the 2025 Teacher Wellbeing Index was released, they reflect on the pressure many educators feel as workload increases, expectations rise and time becomes fragmented. Practical concerns such as email overload, unrealistic deadlines and the cumulative strain of daily decision-making are explored. They consider how schools can protect staff from burnout by reducing unnecessary tasks, creating predictable routines and building cultures where honesty is possible. They emphasise how wellbeing is sustained not by one-off initiatives but by structural decisions that respect time, attention and professional boundaries.

They also consider the responsibilities of leadership. Leaders shape the culture that enables or undermines wellbeing. Clarity of communication, realistic expectations and the protection of staff time appear repeatedly as conditions for sustainable work. The group notes that the pressures surrounding education are significant, yet the profession retains its purpose when people feel trusted, supported and able to think carefully.

Attention is the final theme explored in this podcast. They examine how digital habits have changed the way students and adults focus, and how constant alerts and divided attention affect learning. They talk about the difficulty of sustaining deep concentration in classrooms where distraction is always close at hand. Strategies for protecting attention include limiting cognitive overload, building in moments of stillness and making space for slow thinking. Shaniqua, Shane, John and Paul argue that attention is not just a learning skill but a condition for reflection, judgement and creativity.

For teachers, lecturers, school leaders and policymakers, this episode offers a clear and grounded examination of three themes that increasingly define professional life. It highlights the tension between speed and depth, automation and judgement and output and wellbeing.

Teaching Matters, a weekly Sunday morning panel show, continues to explore the realities and demands of contemporary education, offering space for reflection on how teachers can sustain their work in changing times.

Education Matters - https://education-matters.org/

‘We could have asked ChatGPT’: students fight back over course taught by AI

https://www.theguardian.com/education/2025/nov/20/university-of-staffordshire-course-taught-in-large-part-by-ai-artificial-intelligence

Teacher wellbeing plunges to new low

https://schoolsweek.co.uk/teacher-wellbeing-plunges-to-lowest-in-six-years/?mc_cid=dade6b1fbe

Are pupil attention spans really decreasing?

https://www.tes.com/magazine/teaching-learning/general/pupils-finding-it-more-difficult-to-pay-attention-in-class

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Hannah Wilson and Lucy Neuburger speak with mindset coach and teacher Hannah YouBYou about how to genuinely empower young people. They explore collapsing confidence, the rise in anxiety, the role of coaching, the decline in oracy and expressive skills and why schools must prioritise self-belief, emotional literacy and relational safety.

A practical conversation for teachers, leaders and anyone supporting young people.

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📕 AI Attendance Targets

📘 Teacher Interviews

📗 That Tate Assembly

Paul Hazzard explores leadership, curriculum, behaviour and the values that shape school culture with Duston headteacher, Sam Strickland.

The conversation begins with leadership in practice. Drawing on extensive experience, Sam describes how leadership develops through consistency, calmness and credibility rather than authority or personality. They discuss how effective leaders model the behaviour they expect, communicate clearly and build relationships based on respect. Leadership, Sam argues, is an act of service — about creating the conditions for others to succeed and maintaining integrity under pressure.

Behaviour forms a central thread and they examine how consistency across staff creates security and fairness for students. Sam explains that behaviour systems should not be about control but about structure and trust. The discussion explores the role of shared routines, language and expectations in creating stability, and how small, consistent actions from every adult establish a calm learning atmosphere. Behaviour, they agree, is everyone’s responsibility and a reflection of the culture that leaders nurture.

Curriculum design connects directly to leadership and behaviour. Sam highlights the importance of coherence, knowledge and purpose. They discuss curriculum intent and sequencing, showing how well-structured content enables deep understanding. The conversation emphasises that curriculum is more than planning; it represents a school’s values in action. A knowledge-rich approach gives students the foundation to make sense of the world and the confidence to engage with it. The link between curriculum and culture emerges clearly: both depend on clarity, ambition and collective ownership.

Culture itself runs throughout the discussion. They consider how school culture grows through the language of everyday practice, the way staff interact, respond to mistakes and uphold expectations. Sam describes culture as the product of daily habits, not mission statements. The most effective cultures balance discipline with compassion, and consistency with flexibility. They talk about how leaders can protect positive cultures by maintaining fairness, supporting staff wellbeing and sustaining professional dialogue.

Leadership is presented as both moral and practical work. The pressures of inspection, accountability and reform are acknowledged, but so is the importance of purpose. Sam reflects on how leaders can retain focus when external demands are high, and how moral clarity provides stability in uncertain times. The discussion recognises the emotional weight of leadership while affirming its potential for influence and service.

They also consider what holds schools together. Clear systems, humane leadership and shared professional trust remain essential. Education works best when people understand the purpose behind expectations and are supported to meet them. Sam’s reflections show that strong leadership is built on authenticity, not authority, and that consistency and care can coexist.

For teachers, middle leaders, senior teams and policymakers, this episode offers a detailed and grounded perspective on what makes schools effective. It combines reflection with realism, showing how leadership and behaviour policy intersect with curriculum, culture and moral purpose.

Education Matters continues to examine the principles and practices that shape contemporary schooling, highlighting the expertise and integrity that sustain the profession.

This week Lucy Neuburger, Shauna McGill and John Gibbs join host, Paul Hazzard, to take a close look at curriculum reform, leadership in practice, and innovation across education. The discussion considers how schools can remain creative and purposeful when systems become rigid or risk-averse. We focus on the principles that make curriculum design effective, leadership responsive, and innovation sustainable.

We talk about curriculum first. Reform continues to shape debate across all sectors, yet questions remain about what schools are trying to achieve. We consider how teachers balance coverage with depth, and how curriculum intent can connect meaningfully with students’ lives. The conversation highlights the value of clarity, progression and relevance. We discuss how strong curricula depend on shared understanding between leaders and classroom teachers, and how coherence can be built without losing creativity.

Leadership emerges as a constant thread. Effective leaders set the tone for trust and collaboration, not compliance. We reflect on what helps people lead well, especially in demanding environments. Examples from schools and trusts show how open dialogue, professional respect and consistent communication sustain morale. We talk about leadership as service: creating conditions where others can thrive rather than maintaining control. This includes supporting staff wellbeing, investing in professional growth, and modelling calm decision-making under pressure.

Innovation links both curriculum and leadership. We explore what genuine innovation looks like in education, beyond fashionable initiatives. The focus is on practical improvement: small changes that make learning richer and teaching more manageable. We discuss how technology, research and collaboration can drive progress when guided by clear purpose. The conversation touches on risk-taking and failure, noting that creativity often grows from experimentation rather than certainty.

Throughout, we return to the question of balance. How can schools deliver accountability and still protect the professional freedom that fuels good teaching? We share experiences from classrooms, leadership meetings and research projects that show how structure and autonomy can coexist. The group agrees that innovation must serve learning, not distract from it. Curriculum, culture and leadership work best when joined by shared values rather than imposed directives.

We also consider the wider system. We reflect on how leaders navigate reform while maintaining coherence. The conversation recognises the pressures but emphasises the professionalism that keeps education moving forward despite uncertainty.

We conclude with optimism. Education remains a collective effort, shaped by trust, curiosity and moral purpose. We acknowledge the challenges but also the strength that comes from collaboration. When teachers and leaders work together, reform becomes something lived rather than delivered.

For teachers, lecturers, headteachers, policymakers and anyone interested in how schools evolve, this episode offers grounded reflection on what makes education effective and sustainable. It highlights the importance of intelligent design, ethical leadership and the courage to keep experimenting in the service of learning.

Teaching Matters continues to explore how educators can hold on to purpose, creativity and professional voice in changing times. This conversation contributes to that ongoing dialogue by focusing on curriculum, leadership and innovation as the foundations of a strong, humane education system.

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