What if the real danger of AI in schools isn't plagiarism, it's your own child telling you off for not saying "thank you" to Alexa?In this episode, Ben and Steve sit down with Trudi Barrow - Edufuturist of the Year 2026 - to talk about the messy, brilliant middle ground between traditional craft and generative AI. From a late-night Midjourney experiment for a Year 10 design class to co-authoring the DfE's national AI toolkit now reaching over 30,000 schools and colleges, Trudi explains why she refuses to pick a side in education's most polarising debates.About our guest:Trudi Barrow is a former Head of Design & Technology turned AI and creativity specialist, trained at RADA in theatre design before moving into the classroom. She co-authored the Department for Education's national AI toolkit with Chiltern Learning Trust and Charter College, coined the concept of "creative fidelity," and was crowned Edufuturist of the Year 2026 in June.We cover:- How a rushed exemplar for a Year 10 D&T class led Trudi into her first real experiment with AI image generation- Why she refuses to be labelled an "AI evangelist" and how she holds two opposing truths at once- What it's really like being a woman walking into a D&T workshop- Inside the DfE's national AI toolkit: reaching 30,000+ schools, and the subjects still being left out of the conversation- Why anthropomorphised AI - and her daughter telling Alexa to say thank you - worries her more than most classroom AI use- Safeguarding in the AI era: "same risks, different vectors"- The truth about AI and sustainability, beyond viral "one image = boiling a kettle" stats- What it actually felt like to be named Edufuturist of the Year 2026Why you should listenIf you've ever felt caught between the AI hype and the AI fear, or wondered how creativity, craft and technology can genuinely coexist in the classroom, this conversation offers a rare, grounded middle ground from someone who has lived both sides.Chapters0:00 Highlights1:14 Welcome back and Wolfpack community updates2:40 Introducing Trudi Barrow, Edufuturist of the Year 20263:52 From RADA and theatre design to Head of D&T6:35 Discovering Midjourney and Discord as a non-gamer8:06 The Year 10 keyring exemplar that changed everything13:46 Holding two truths: neither AI evangelist nor AI sceptic15:34 Being a woman in a Design & Technology workshop18:29 Pottery wheels and AI awards: why both fit20:37 Knowledge vs skills, and finding a third way23:55 Co-writing the DfE's national AI toolkit27:27 The subjects still missing from the AI conversation30:06 Creativity isn't just for the "creative subjects"31:58 Inside the toolkit: reaching 30,000+ schools35:55 The Alexa story: anthropomorphising AI at home39:03 Safeguarding: same risks, different vectors42:27 Why sustainability has to be part of the AI conversation48:05 What winning Edufuturist of the Year 2026 really meant53:17 Quick-fire questions<a href="https://www.linkedin.com/in/trudibarrow/" target="_blank" rel="noopener noreferer">Connect with Trudi</a><a href="https://sites.google.com/view/trudi-barrow/home" target="_blank" rel="noopener noreferer">Find out more about her</a><a href="https://www.gov.uk/government/publications/generative-artificial-intelligence-in-education/generative-artificial-intelligence-ai-in-education" target="_blank" rel="noopener noreferer">Check out the DfE AI Toolkits</a> she co-authoredThanks so much for joining us again for another episode - we appreciate you.Ben & Steve x<a href="https://www.edufuturists.com" target="_blank" rel="noopener noreferer">Check out all about Edufuturists</a> Want to sponsor future episodes or get involved with the Edufuturists work?<a href="mailto:info@edufuturists.com" target="_blank" rel="noopener noreferer">Get in touch</a><a href="https://www.crownhouse.co.uk/picknmix-education" target="_blank" rel="noopener noreferer">Grab your copy of the new Pick 'n' Mix Education book</a><a href=" edufuturists.com/wolfpack" target="_blank" rel="noopener noreferer">Join the Edufuturists Wolfpack</a>

What if the real danger of AI in schools isn't plagiarism, it's your own child telling you off for not saying "thank you" to Alexa?In this episode, Ben and Steve sit down with Trudi Barrow - Edufuturist of the Year 2026 - to talk about the messy, brilliant middle ground between traditional craft and generative AI. From a late-night Midjourney experiment for a Year 10 design class to co-authoring the DfE's national AI toolkit now reaching over 30,000 schools and colleges, Trudi explains why she refuses to pick a side in education's most polarising debates.About our guest:Trudi Barrow is a former Head of Design & Technology turned AI and creativity specialist, trained at RADA in theatre design before moving into the classroom. She co-authored the Department for Education's national AI toolkit with Chiltern Learning Trust and Charter College, coined the concept of "creative fidelity," and was crowned Edufuturist of the Year 2026 in June.We cover:- How a rushed exemplar for a Year 10 D&T class led Trudi into her first real experiment with AI image generation- Why she refuses to be labelled an "AI evangelist" and how she holds two opposing truths at once- What it's really like being a woman walking into a D&T workshop- Inside the DfE's national AI toolkit: reaching 30,000+ schools, and the subjects still being left out of the conversation- Why anthropomorphised AI - and her daughter telling Alexa to say thank you - worries her more than most classroom AI use- Safeguarding in the AI era: "same risks, different vectors"- The truth about AI and sustainability, beyond viral "one image = boiling a kettle" stats- What it actually felt like to be named Edufuturist of the Year 2026Why you should listenIf you've ever felt caught between the AI hype and the AI fear, or wondered how creativity, craft and technology can genuinely coexist in the classroom, this conversation offers a rare, grounded middle ground from someone who has lived both sides.Chapters0:00 Highlights1:14 Welcome back and Wolfpack community updates2:40 Introducing Trudi Barrow, Edufuturist of the Year 20263:52 From RADA and theatre design to Head of D&T6:35 Discovering Midjourney and Discord as a non-gamer8:06 The Year 10 keyring exemplar that changed everything13:46 Holding two truths: neither AI evangelist nor AI sceptic15:34 Being a woman in a Design & Technology workshop18:29 Pottery wheels and AI awards: why both fit20:37 Knowledge vs skills, and finding a third way23:55 Co-writing the DfE's national AI toolkit27:27 The subjects still missing from the AI conversation30:06 Creativity isn't just for the "creative subjects"31:58 Inside the toolkit: reaching 30,000+ schools35:55 The Alexa story: anthropomorphising AI at home39:03 Safeguarding: same risks, different vectors42:27 Why sustainability has to be part of the AI conversation48:05 What winning Edufuturist of the Year 2026 really meant53:17 Quick-fire questionsConnect with TrudiFind out more about herCheck out the DfE AI Toolkits she co-authoredThanks so much for joining us again for another episode - we appreciate you.Ben & Steve xCheck out all about Edufuturists Want to sponsor future episodes or get involved with the Edufuturists work?Get in touchGrab your copy of the new Pick 'n' Mix Education bookJoin the Edufuturists Wolfpack

What if the real danger of AI in schools isn't plagiarism, it's your own child telling you off for not saying "thank you" to Alexa?In this episode, Ben and Steve sit down with Trudi Barrow - Edufuturist of the Year 2026 - to talk about the messy, brilliant middle ground between traditional craft and generative AI. From a late-night Midjourney experiment for a Year 10 design class to co-authoring the DfE's national AI toolkit now reaching over 30,000 schools and colleges, Trudi explains why she refuses to pick a side in education's most polarising debates.About our guest:Trudi Barrow is a former Head of Design &amp; Technology turned AI and creativity specialist, trained at RADA in theatre design before moving into the classroom. She co-authored the Department for Education's national AI toolkit with Chiltern Learning Trust and Charter College, coined the concept of "creative fidelity," and was crowned Edufuturist of the Year 2026 in June.We cover:- How a rushed exemplar for a Year 10 D&amp;T class led Trudi into her first real experiment with AI image generation- Why she refuses to be labelled an "AI evangelist" and how she holds two opposing truths at once- What it's really like being a woman walking into a D&amp;T workshop- Inside the DfE's national AI toolkit: reaching 30,000+ schools, and the subjects still being left out of the conversation- Why anthropomorphised AI - and her daughter telling Alexa to say thank you - worries her more than most classroom AI use- Safeguarding in the AI era: "same risks, different vectors"- The truth about AI and sustainability, beyond viral "one image = boiling a kettle" stats- What it actually felt like to be named Edufuturist of the Year 2026Why you should listenIf you've ever felt caught between the AI hype and the AI fear, or wondered how creativity, craft and technology can genuinely coexist in the classroom, this conversation offers a rare, grounded middle ground from someone who has lived both sides.Chapters0:00 Highlights1:14 Welcome back and Wolfpack community updates2:40 Introducing Trudi Barrow, Edufuturist of the Year 20263:52 From RADA and theatre design to Head of D&amp;T6:35 Discovering Midjourney and Discord as a non-gamer8:06 The Year 10 keyring exemplar that changed everything13:46 Holding two truths: neither AI evangelist nor AI sceptic15:34 Being a woman in a Design &amp; Technology workshop18:29 Pottery wheels and AI awards: why both fit20:37 Knowledge vs skills, and finding a third way23:55 Co-writing the DfE's national AI toolkit27:27 The subjects still missing from the AI conversation30:06 Creativity isn't just for the "creative subjects"31:58 Inside the toolkit: reaching 30,000+ schools35:55 The Alexa story: anthropomorphising AI at home39:03 Safeguarding: same risks, different vectors42:27 Why sustainability has to be part of the AI conversation48:05 What winning Edufuturist of the Year 2026 really meant53:17 Quick-fire questions<a href="https://www.linkedin.com/in/trudibarrow/" rel="noopener noreferrer">Connect with Trudi</a><a href="https://sites.google.com/view/trudi-barrow/home" rel="noopener noreferrer">Find out more about her</a><a href="https://www.gov.uk/government/publications/generative-artificial-intelligence-in-education/generative-artificial-intelligence-ai-in-education" rel="noopener noreferrer">Check out the DfE AI Toolkits</a> she co-authoredThanks so much for joining us again for another episode - we appreciate you.Ben &amp; Steve x<a href="https://www.edufuturists.com" rel="noopener noreferrer">Check out all about Edufuturists</a> Want to sponsor future episodes or get involved with the Edufuturists work?<a href="mailto:info@edufuturists.com" rel="noopener noreferrer">Get in touch</a><a href="https://www.crownhouse.co.uk/picknmix-education" rel="noopener noreferrer">Grab your copy of the new Pick 'n' Mix Education book</a><a href=" edufuturists.com/wolfpack" rel="noopener noreferrer">Join the Edufuturists Wolfpack</a>

Caught between the AI hype and the AI fear with Trudi Barrow (#361)

What if the biggest problem in education isn't too much choice but not enough of it, for the people who need it most? In this episode, we sit on the other side of the mic as David Cameron puts our new book, Pick 'n' Mix Education, under the microscope. Built around the analogy of choosing sweets at Woolworths, the book argues that education shouldn't be something done to parents and young people - it should be something they actively navigate. David pushes back hard, and the conversation ranges from school choice and social mobility to "place not politics," community regeneration, and why the book ends up working more like a permission slip than a manifesto. We cover:<ul><li>The Woolworths "pick and mix" analogy at the heart of the book</li><li>Why we wrote it for parents, not educators</li><li>Parental choice vs. parental choices and why the distinction matters</li><li>How supplementary education (tutoring, enrichment) favours families with money</li><li>Turning choice into an engine for equality rather than inequality</li><li>Why the book isn't proposing a new pathway, just permission to choose one</li><li>The link between active parenting and continuous, revisable choice</li><li>"Place not politics": rethinking education around community, not just the individual</li><li>"It takes a village" - why schools can't carry social care and mental health alone</li><li>A real-world regeneration case study rebuilding a whole community at once</li><li>The Open School concept and expanding access beyond your local catchment</li><li>Vouchers, online learning, and rethinking who gets access to what</li></ul> Why listen?If you've ever felt like education choices are something that happen to your family rather than decisions you get to make, this conversation reframes the whole picture. David Cameron doesn't let Ben and Steve off easy - he opens by saying he fundamentally disagrees with the book's premise - and what follows is a genuinely challenging, well-argued debate about choice, community, and what parents are actually entitled to ask for.Chapters0:00 Intro2:21 A Birthday, the Fringe, and a Lifetime Achievement Award6:11 What Is Pick 'n' Mix Education? The Woolworths Analogy Explained10:06 Parental Choice vs Parental Choices: Why the Distinction Matters14:18 Turning Choice Into an Engine for Equality, Not Inequality19:04 Active Parenting: Why Choice Should Never Be a One-Off Decision23:40 Place Not Politics: Rethinking Education Around Community25:46 "It Takes a Village": Why Schools Can't Fix Everything Alone32:26 Accrington, Regeneration, and Rebuilding a Whole Community37:22 The Book as a "Permission Slip," Not a Manifesto40:50 The Open School Vision and the Girl Who'd "Never Been to Edinburgh"44:51 Coffee Shops, Vouchers, and Rethinking Access to Learning49:11 Bringing It Together: Choice, Compassion, and CommunityThanks so much for joining us again for another episode - we appreciate you.Ben & Steve x<a href="https://www.crownhouse.co.uk/" target="_blank" rel="noopener noreferer">Find out more about Crown House Publishing</a><a href="https://www.edufuturists.com" target="_blank" rel="noopener noreferer">Check out all about Edufuturists</a>Want to sponsor future episodes or get involved with the Edufuturists work? <a href="mailto:info@edufuturists.com" target="_blank" rel="noopener noreferer">Get in touch</a>Grab your copy of the new <a href="https://www.crownhouse.co.uk/picknmix-educatio" target="_blank" rel="noopener noreferer">Pick 'n' Mix Education book</a><a href="edufuturists.com/wolfpack" target="_blank" rel="noopener noreferer">Join the Wolfpack Community</a>

What if the biggest problem in education isn't too much choice but not enough of it, for the people who need it most? In this episode, we sit on the other side of the mic as David Cameron puts our new book, Pick 'n' Mix Education, under the microscope. Built around the analogy of choosing sweets at Woolworths, the book argues that education shouldn't be something done to parents and young people - it should be something they actively navigate. David pushes back hard, and the conversation ranges from school choice and social mobility to "place not politics," community regeneration, and why the book ends up working more like a permission slip than a manifesto. We cover:The Woolworths "pick and mix" analogy at the heart of the bookWhy we wrote it for parents, not educatorsParental choice vs. parental choices and why the distinction mattersHow supplementary education (tutoring, enrichment) favours families with moneyTurning choice into an engine for equality rather than inequalityWhy the book isn't proposing a new pathway, just permission to choose oneThe link between active parenting and continuous, revisable choice"Place not politics": rethinking education around community, not just the individual"It takes a village" - why schools can't carry social care and mental health aloneA real-world regeneration case study rebuilding a whole community at onceThe Open School concept and expanding access beyond your local catchmentVouchers, online learning, and rethinking who gets access to what Why listen? If you've ever felt like education choices are something that happen to your family rather than decisions you get to make, this conversation reframes the whole picture. David Cameron doesn't let Ben and Steve off easy - he opens by saying he fundamentally disagrees with the book's premise - and what follows is a genuinely challenging, well-argued debate about choice, community, and what parents are actually entitled to ask for. Chapters 0:00 Intro 2:21 A Birthday, the Fringe, and a Lifetime Achievement Award 6:11 What Is Pick 'n' Mix Education? The Woolworths Analogy Explained 10:06 Parental Choice vs Parental Choices: Why the Distinction Matters 14:18 Turning Choice Into an Engine for Equality, Not Inequality 19:04 Active Parenting: Why Choice Should Never Be a One-Off Decision 23:40 Place Not Politics: Rethinking Education Around Community 25:46 "It Takes a Village": Why Schools Can't Fix Everything Alone 32:26 Accrington, Regeneration, and Rebuilding a Whole Community 37:22 The Book as a "Permission Slip," Not a Manifesto 40:50 The Open School Vision and the Girl Who'd "Never Been to Edinburgh" 44:51 Coffee Shops, Vouchers, and Rethinking Access to Learning 49:11 Bringing It Together: Choice, Compassion, and Community Thanks so much for joining us again for another episode - we appreciate you.Ben & Steve xFind out more about Crown House Publishing Check out all about EdufuturistsWant to sponsor future episodes or get involved with the Edufuturists work? Get in touchGrab your copy of the new Pick 'n' Mix Education book Join the Wolfpack Community

What if the biggest problem in education isn't too much choice but not enough of it, for the people who need it most? In this episode, we sit on the other side of the mic as David Cameron puts our new book, Pick 'n' Mix Education, under the microscope. Built around the analogy of choosing sweets at Woolworths, the book argues that education shouldn't be something done to parents and young people - it should be something they actively navigate. David pushes back hard, and the conversation ranges from school choice and social mobility to "place not politics," community regeneration, and why the book ends up working more like a permission slip than a manifesto. We cover:<ul><li>The Woolworths "pick and mix" analogy at the heart of the book</li><li>Why we wrote it for parents, not educators</li><li>Parental choice vs. parental choices and why the distinction matters</li><li>How supplementary education (tutoring, enrichment) favours families with money</li><li>Turning choice into an engine for equality rather than inequality</li><li>Why the book isn't proposing a new pathway, just permission to choose one</li><li>The link between active parenting and continuous, revisable choice</li><li>"Place not politics": rethinking education around community, not just the individual</li><li>"It takes a village" - why schools can't carry social care and mental health alone</li><li>A real-world regeneration case study rebuilding a whole community at once</li><li>The Open School concept and expanding access beyond your local catchment</li><li>Vouchers, online learning, and rethinking who gets access to what</li></ul> Why listen?If you've ever felt like education choices are something that happen to your family rather than decisions you get to make, this conversation reframes the whole picture. David Cameron doesn't let Ben and Steve off easy - he opens by saying he fundamentally disagrees with the book's premise - and what follows is a genuinely challenging, well-argued debate about choice, community, and what parents are actually entitled to ask for.Chapters0:00 Intro2:21 A Birthday, the Fringe, and a Lifetime Achievement Award6:11 What Is Pick 'n' Mix Education? The Woolworths Analogy Explained10:06 Parental Choice vs Parental Choices: Why the Distinction Matters14:18 Turning Choice Into an Engine for Equality, Not Inequality19:04 Active Parenting: Why Choice Should Never Be a One-Off Decision23:40 Place Not Politics: Rethinking Education Around Community25:46 "It Takes a Village": Why Schools Can't Fix Everything Alone32:26 Accrington, Regeneration, and Rebuilding a Whole Community37:22 The Book as a "Permission Slip," Not a Manifesto40:50 The Open School Vision and the Girl Who'd "Never Been to Edinburgh"44:51 Coffee Shops, Vouchers, and Rethinking Access to Learning49:11 Bringing It Together: Choice, Compassion, and CommunityThanks so much for joining us again for another episode - we appreciate you.Ben &amp; Steve x<a href="https://www.crownhouse.co.uk/" rel="noopener noreferrer">Find out more about Crown House Publishing</a><a href="https://www.edufuturists.com" rel="noopener noreferrer">Check out all about Edufuturists</a>Want to sponsor future episodes or get involved with the Edufuturists work? <a href="mailto:info@edufuturists.com" rel="noopener noreferrer">Get in touch</a>Grab your copy of the new <a href="https://www.crownhouse.co.uk/picknmix-educatio" rel="noopener noreferrer">Pick 'n' Mix Education book</a><a href="edufuturists.com/wolfpack" rel="noopener noreferrer">Join the Wolfpack Community</a>

Why One Size Fits All Education means One Size Fits None - guest hosted by David Cameron (#360)

In this episode of the Edufuturists podcast, Ben and Steve sit down with Dave Jones and Stephen "Klem" Klemich to unpack Heart Styles, the character development framework built on 18 years of research into what really drives effective leadership, teaching and learning.Dave Jones is the founder of Uplift, a coaching and leadership consultancy based in High Wycombe, UK. He is an accredited Heart Styles practitioner whose career has spanned youth work, church leadership, and running a school hub for Oasis UK's multi-academy trust in South London, before moving into full-time leadership consultancy.Klem is the co-founder of Heart Styles, a global character development methodology now used across corporate, education and sporting organisations. Based in Sydney, Australia, he spent over 40 years in people development and 18 years researching the principles behind effective and ineffective leadership behaviour.We cover:- What Heart Styles is and the 18-year research behind it- Why fear and ego-driven pride quietly sabotage classrooms and leadership teams- The shift from fight and flight into flow, and what it does to the brain- Why humility, not control, is what actually builds trust and results- Moving schools and organisations from a parent-child dynamic to adult-to-adult culture- The "smart plus heart" model for raising a whole person, not just a result- Why celebrating mistakes builds nimble, high-performing teams- Klem's own story of undiagnosed dyslexia and the teacher who nearly broke himWhy listen? If you lead a team, a classroom or a school and you've ever wondered why "getting tough" only works for so long, this conversation reframes leadership and teaching around humility and love as performance drivers, not soft add-ons. It's a direct challenge to fear-based, exam-obsessed culture in education, backed by two decades of research and lived experience.Chapters00:00 Highlights00:40 Introductions03:06 Meet Dave Jones03:47 Meet Stephen "Klem" Klemich04:53 Klem's origin story: moving schools, undiagnosed dyslexia, and finding purpose07:28 Dave's path from youth work to Heart Styles11:15 What is Heart Styles?11:57 18 years of research: fear, ego, humility and love17:53 Fight, flight and flow explained26:59 Why leadership is shifting toward vulnerability28:01 From parent-child to adult-adult culture34:26 The energy of humility vs ego37:17 Why control-based leadership fails long term40:14 Bringing love into work and education41:39 Klem's dyslexia story: the power of encouragement45:18 Quickfire Questions<a href="https://uplift-consulting.co.uk/blog/blog-4" target="_blank" rel="noopener noreferer">Read Dave's blog post about the Heart Styles Model</a><a href="https://heartstyles.com/" target="_blank" rel="noopener noreferer">Find out more about Heart Styles</a>Grab a copy of Klem's book, <a href="https://www.amazon.co.uk/dp/0062886835" target="_blank" rel="noopener noreferer">Above the Line</a>Thanks so much for joining us again for another episode - we appreciate you.Ben & Steve x<a href="https://www.edufuturists.com" target="_blank" rel="noopener noreferer">Check out all about Edufuturists</a><a href="https://www.edufuturists.com/wolfpack" target="_blank" rel="noopener noreferer">Join the Wolfpack Community</a>Want to sponsor future episodes or get involved with the Edufuturists work?<a href="mailto:info@edufuturists.com" target="_blank" rel="noopener noreferer">Get in touch</a><a href="https://www.crownhouse.co.uk/picknmix-education" target="_blank" rel="noopener noreferer">Grab your copy of the new Pick 'n' Mix Education book</a>

In this episode of the Edufuturists podcast, Ben and Steve sit down with Dave Jones and Stephen "Klem" Klemich to unpack Heart Styles, the character development framework built on 18 years of research into what really drives effective leadership, teaching and learning.Dave Jones is the founder of Uplift, a coaching and leadership consultancy based in High Wycombe, UK. He is an accredited Heart Styles practitioner whose career has spanned youth work, church leadership, and running a school hub for Oasis UK's multi-academy trust in South London, before moving into full-time leadership consultancy.Klem is the co-founder of Heart Styles, a global character development methodology now used across corporate, education and sporting organisations. Based in Sydney, Australia, he spent over 40 years in people development and 18 years researching the principles behind effective and ineffective leadership behaviour.We cover:- What Heart Styles is and the 18-year research behind it- Why fear and ego-driven pride quietly sabotage classrooms and leadership teams- The shift from fight and flight into flow, and what it does to the brain- Why humility, not control, is what actually builds trust and results- Moving schools and organisations from a parent-child dynamic to adult-to-adult culture- The "smart plus heart" model for raising a whole person, not just a result- Why celebrating mistakes builds nimble, high-performing teams- Klem's own story of undiagnosed dyslexia and the teacher who nearly broke himWhy listen? If you lead a team, a classroom or a school and you've ever wondered why "getting tough" only works for so long, this conversation reframes leadership and teaching around humility and love as performance drivers, not soft add-ons. It's a direct challenge to fear-based, exam-obsessed culture in education, backed by two decades of research and lived experience.Chapters00:00 Highlights00:40 Introductions03:06 Meet Dave Jones03:47 Meet Stephen "Klem" Klemich04:53 Klem's origin story: moving schools, undiagnosed dyslexia, and finding purpose07:28 Dave's path from youth work to Heart Styles11:15 What is Heart Styles?11:57 18 years of research: fear, ego, humility and love17:53 Fight, flight and flow explained26:59 Why leadership is shifting toward vulnerability28:01 From parent-child to adult-adult culture34:26 The energy of humility vs ego37:17 Why control-based leadership fails long term40:14 Bringing love into work and education41:39 Klem's dyslexia story: the power of encouragement45:18 Quickfire QuestionsRead Dave's blog post about the Heart Styles ModelFind out more about Heart StylesGrab a copy of Klem's book, Above the LineThanks so much for joining us again for another episode - we appreciate you.Ben & Steve xCheck out all about EdufuturistsJoin the Wolfpack CommunityWant to sponsor future episodes or get involved with the Edufuturists work?Get in touchGrab your copy of the new Pick 'n' Mix Education book

In this episode of the Edufuturists podcast, Ben and Steve sit down with Dave Jones and Stephen "Klem" Klemich to unpack Heart Styles, the character development framework built on 18 years of research into what really drives effective leadership, teaching and learning.Dave Jones is the founder of Uplift, a coaching and leadership consultancy based in High Wycombe, UK. He is an accredited Heart Styles practitioner whose career has spanned youth work, church leadership, and running a school hub for Oasis UK's multi-academy trust in South London, before moving into full-time leadership consultancy.Klem is the co-founder of Heart Styles, a global character development methodology now used across corporate, education and sporting organisations. Based in Sydney, Australia, he spent over 40 years in people development and 18 years researching the principles behind effective and ineffective leadership behaviour.We cover:- What Heart Styles is and the 18-year research behind it- Why fear and ego-driven pride quietly sabotage classrooms and leadership teams- The shift from fight and flight into flow, and what it does to the brain- Why humility, not control, is what actually builds trust and results- Moving schools and organisations from a parent-child dynamic to adult-to-adult culture- The "smart plus heart" model for raising a whole person, not just a result- Why celebrating mistakes builds nimble, high-performing teams- Klem's own story of undiagnosed dyslexia and the teacher who nearly broke himWhy listen? If you lead a team, a classroom or a school and you've ever wondered why "getting tough" only works for so long, this conversation reframes leadership and teaching around humility and love as performance drivers, not soft add-ons. It's a direct challenge to fear-based, exam-obsessed culture in education, backed by two decades of research and lived experience.Chapters00:00 Highlights00:40 Introductions03:06 Meet Dave Jones03:47 Meet Stephen "Klem" Klemich04:53 Klem's origin story: moving schools, undiagnosed dyslexia, and finding purpose07:28 Dave's path from youth work to Heart Styles11:15 What is Heart Styles?11:57 18 years of research: fear, ego, humility and love17:53 Fight, flight and flow explained26:59 Why leadership is shifting toward vulnerability28:01 From parent-child to adult-adult culture34:26 The energy of humility vs ego37:17 Why control-based leadership fails long term40:14 Bringing love into work and education41:39 Klem's dyslexia story: the power of encouragement45:18 Quickfire Questions<a href="https://uplift-consulting.co.uk/blog/blog-4" rel="noopener noreferrer">Read Dave's blog post about the Heart Styles Model</a><a href="https://heartstyles.com/" rel="noopener noreferrer">Find out more about Heart Styles</a>Grab a copy of Klem's book, <a href="https://www.amazon.co.uk/dp/0062886835" rel="noopener noreferrer">Above the Line</a>Thanks so much for joining us again for another episode - we appreciate you.Ben &amp; Steve x<a href="https://www.edufuturists.com" rel="noopener noreferrer">Check out all about Edufuturists</a><a href="https://www.edufuturists.com/wolfpack" rel="noopener noreferrer">Join the Wolfpack Community</a>Want to sponsor future episodes or get involved with the Edufuturists work?<a href="mailto:info@edufuturists.com" rel="noopener noreferrer">Get in touch</a><a href="https://www.crownhouse.co.uk/picknmix-education" rel="noopener noreferrer">Grab your copy of the new Pick 'n' Mix Education book</a>

Smart + Heart: Why Character Beats Control in Leadership with Stephen Klemich & Dave Jones (#358)

Is kindness in school leadership a weakness, or is it the one thing that actually stops your best teachers walking out the door?In this episode of the podcast, Ben Whitaker and Steve Hope sit down with Joanna Povall, principal, COBIS lead improvement partner, and author of Kind Leadership: Leading Schools with Empathy, Honesty and Impact. Joanna has spent 30 years in education across the UK, France and the UAE, including running a school through genuine crisis conditions in Abu Dhabi, and now carries out school accreditation visits everywhere from Tokyo to Ascension Island.We cover:- Why Joanna wrote Kind Leadership after coming close to burnout in a school that turned toxic almost overnight- The difference between being nice and being kind, and why people confuse the two- - The Al Capone quote that shaped the whole book, and what it reveals about legacy and leadershipThe CHASE framework: Communication, Honesty, Accountability, Self-esteem and Ego- What COBIS accreditation actually looks like when it's done as a relationship, not an inspection- Whether leaders can be both liked and respected- Why teacher and headteacher retention is a leadership problem before it's anything else- Being kind to yourself, and the story behind the now-famous red jacketIf you lead people, manage a team, or have ever worried that being kind makes you look weak, this conversation will change how you think about it. Joanna makes a compelling, funny, and occasionally uncomfortable case that kindness and accountability were never opposites.Chapters00:00 Highlights02:20 Welcome to the Edufuturists Podcast04:14 Meet Joanna Povall: from Manchester to Abu Dhabi06:11 Moving into international school leadership08:53 A melting pot of cultures and communities11:14 Inside COBIS: what accreditation really looks like14:23 Why accreditation should build relationships, not fear20:10 Introducing the book: Kind Leadership20:41 The toxic experience that inspired the book25:38 Kindness vs weakness: the Al Capone question32:41 The CHASE Framework explained37:31 The red jacket story: kindness to yourself39:11 Can leaders be liked and respected?48:48 Being kind to yourself as a leader54:00 Quickfire Questions<a href="https://www.crownhouse.co.uk/kind-leadership" target="_blank" rel="noopener noreferer">Grab a copy of Joanna's book</a> Thanks so much for joining us again for another episode - we appreciate you.Ben & Steve x <a href="https://www.edufuturists.com" target="_blank" rel="noopener noreferer">Check out all about Edufuturists</a> Want to sponsor future episodes or get involved with the Edufuturists work?<a href="mailto:info@edufuturists.com" target="_blank" rel="noopener noreferer">Get in touch</a> <a href="https://www.crownhouse.co.uk/picknmix-education" target="_blank" rel="noopener noreferer">Grab your copy of the new Pick 'n' Mix Education book</a><a href="edufuturists.com/wolfpack" target="_blank" rel="noopener noreferer">Join the Edufuturists Wolfpack</a>

Is kindness in school leadership a weakness, or is it the one thing that actually stops your best teachers walking out the door? In this episode of the podcast, Ben Whitaker and Steve Hope sit down with Joanna Povall, principal, COBIS lead improvement partner, and author of Kind Leadership: Leading Schools with Empathy, Honesty and Impact. Joanna has spent 30 years in education across the UK, France and the UAE, including running a school through genuine crisis conditions in Abu Dhabi, and now carries out school accreditation visits everywhere from Tokyo to Ascension Island. We cover: - Why Joanna wrote Kind Leadership after coming close to burnout in a school that turned toxic almost overnight - The difference between being nice and being kind, and why people confuse the two - - The Al Capone quote that shaped the whole book, and what it reveals about legacy and leadership The CHASE framework: Communication, Honesty, Accountability, Self-esteem and Ego - What COBIS accreditation actually looks like when it's done as a relationship, not an inspection - Whether leaders can be both liked and respected - Why teacher and headteacher retention is a leadership problem before it's anything else - Being kind to yourself, and the story behind the now-famous red jacket If you lead people, manage a team, or have ever worried that being kind makes you look weak, this conversation will change how you think about it. Joanna makes a compelling, funny, and occasionally uncomfortable case that kindness and accountability were never opposites. Chapters 00:00 Highlights 02:20 Welcome to the Edufuturists Podcast 04:14 Meet Joanna Povall: from Manchester to Abu Dhabi 06:11 Moving into international school leadership 08:53 A melting pot of cultures and communities 11:14 Inside COBIS: what accreditation really looks like 14:23 Why accreditation should build relationships, not fear 20:10 Introducing the book: Kind Leadership 20:41 The toxic experience that inspired the book 25:38 Kindness vs weakness: the Al Capone question 32:41 The CHASE Framework explained 37:31 The red jacket story: kindness to yourself 39:11 Can leaders be liked and respected? 48:48 Being kind to yourself as a leader 54:00 Quickfire Questions Grab a copy of Joanna's book Thanks so much for joining us again for another episode - we appreciate you. Ben & Steve x Check out all about Edufuturists Want to sponsor future episodes or get involved with the Edufuturists work? Get in touch Grab your copy of the new Pick 'n' Mix Education book Join the Edufuturists Wolfpack

Is kindness in school leadership a weakness, or is it the one thing that actually stops your best teachers walking out the door?In this episode of the podcast, Ben Whitaker and Steve Hope sit down with Joanna Povall, principal, COBIS lead improvement partner, and author of Kind Leadership: Leading Schools with Empathy, Honesty and Impact. Joanna has spent 30 years in education across the UK, France and the UAE, including running a school through genuine crisis conditions in Abu Dhabi, and now carries out school accreditation visits everywhere from Tokyo to Ascension Island.We cover:- Why Joanna wrote Kind Leadership after coming close to burnout in a school that turned toxic almost overnight- The difference between being nice and being kind, and why people confuse the two- - The Al Capone quote that shaped the whole book, and what it reveals about legacy and leadershipThe CHASE framework: Communication, Honesty, Accountability, Self-esteem and Ego- What COBIS accreditation actually looks like when it's done as a relationship, not an inspection- Whether leaders can be both liked and respected- Why teacher and headteacher retention is a leadership problem before it's anything else- Being kind to yourself, and the story behind the now-famous red jacketIf you lead people, manage a team, or have ever worried that being kind makes you look weak, this conversation will change how you think about it. Joanna makes a compelling, funny, and occasionally uncomfortable case that kindness and accountability were never opposites.Chapters00:00 Highlights02:20 Welcome to the Edufuturists Podcast04:14 Meet Joanna Povall: from Manchester to Abu Dhabi06:11 Moving into international school leadership08:53 A melting pot of cultures and communities11:14 Inside COBIS: what accreditation really looks like14:23 Why accreditation should build relationships, not fear20:10 Introducing the book: Kind Leadership20:41 The toxic experience that inspired the book25:38 Kindness vs weakness: the Al Capone question32:41 The CHASE Framework explained37:31 The red jacket story: kindness to yourself39:11 Can leaders be liked and respected?48:48 Being kind to yourself as a leader54:00 Quickfire Questions<a href="https://www.crownhouse.co.uk/kind-leadership" rel="noopener noreferrer">Grab a copy of Joanna's book</a> Thanks so much for joining us again for another episode - we appreciate you.Ben &amp; Steve x <a href="https://www.edufuturists.com" rel="noopener noreferrer">Check out all about Edufuturists</a> Want to sponsor future episodes or get involved with the Edufuturists work?<a href="mailto:info@edufuturists.com" rel="noopener noreferrer">Get in touch</a> <a href="https://www.crownhouse.co.uk/picknmix-education" rel="noopener noreferrer">Grab your copy of the new Pick 'n' Mix Education book</a><a href="edufuturists.com/wolfpack" rel="noopener noreferrer">Join the Edufuturists Wolfpack</a>

Is kindness a weakness in school leadership? with Joanna Povall (#355)

In this episode of the Edufuturists podcast, we chat with Andrew Young, social sciences teacher, co-director of a Teaching School Hub in York, and author of Adaptive Teaching: Culture to Classroom, published by Crown House. Andrew has spent 14 years in education, from an unexpectedly early stint as deputy head of sixth form in London to his current role co-leading a hub supporting 250 schools a year across coastal, rural and urban North Yorkshire.We cover:- Why adaptive teaching depends on the local context a school sits in, not a one-size-fits-all playbook- What an inclusive classroom actually looks like when you strip away the jargon- Why high challenge has to be matched with high support, and how "we" beats "me"- The exam overload facing GCSE students and what it's doing to cognitive load- Why the curriculum needs more breadth: arts, dance, computing, AI and citizenship- The hidden financial barriers that stop disadvantaged pupils accessing enrichment- Why success shouldn't be measured by grades alone, and what schools can do instead- The four ingredients of adaptive teaching: culture, brains, teaching and curriculum- The danger of deficit language and labelling pupils by what they can't doIf you've ever wondered why some pupils switch off from school entirely, or you want practical ways to make classrooms work for every learner regardless of the label attached to them, this conversation gives you a genuine framework rather than another vague call to "differentiate more."Chapters00:00 Highlights01:53 Welcome to the podcast04:46 Andrew Young joins the show05:26 Andrew's journey into teaching08:12 Life as a Teaching School Hub co-director10:20 Why context matters for adaptive teaching15:57 Socialisation, homeschooling and alternative paths22:24 What does an inclusive classroom actually look like24:46 High challenge, high support and the power of "we"31:13 Rethinking a one-size-fits-all curriculum32:37 "Too many vegetarians dining in steakhouses"35:02 Assessment overload and broadening the curriculum37:21 Enrichment, disadvantage and hidden barriers41:34 Alternative pathways and shifting what success means44:03 Milestones, character and personal development47:23 The four ingredients of adaptive teaching53:37 Labels, deficit language and cognitive load55:19 Quickfire questions57:31 Wrap up and where to find the book<a href="https://www.crownhouse.co.uk/adaptive-teaching" target="_blank" rel="noopener noreferer">Grab a copy of Andrew's book</a>Thanks so much for joining us again for another episode - we appreciate you.Ben & Steve x<a href="https://www.edufuturists.com" target="_blank" rel="noopener noreferer">Check out all about Edufuturists</a>Want to sponsor future episodes or get involved with the Edufuturists work?<a href="mailto:info@edufuturists.com" target="_blank" rel="noopener noreferer">Get in touch</a><a href="https://www.crownhouse.co.uk/picknmix-education" target="_blank" rel="noopener noreferer">Grab your copy of the new Pick 'n' Mix Education book</a><a href="edufuturists.com/wolfpack" target="_blank" rel="noopener noreferer">Join the Edufuturists Wolfpack</a>

In this episode of the Edufuturists podcast, we chat with Andrew Young, social sciences teacher, co-director of a Teaching School Hub in York, and author of Adaptive Teaching: Culture to Classroom, published by Crown House. Andrew has spent 14 years in education, from an unexpectedly early stint as deputy head of sixth form in London to his current role co-leading a hub supporting 250 schools a year across coastal, rural and urban North Yorkshire.We cover:- Why adaptive teaching depends on the local context a school sits in, not a one-size-fits-all playbook- What an inclusive classroom actually looks like when you strip away the jargon- Why high challenge has to be matched with high support, and how "we" beats "me"- The exam overload facing GCSE students and what it's doing to cognitive load- Why the curriculum needs more breadth: arts, dance, computing, AI and citizenship- The hidden financial barriers that stop disadvantaged pupils accessing enrichment- Why success shouldn't be measured by grades alone, and what schools can do instead- The four ingredients of adaptive teaching: culture, brains, teaching and curriculum- The danger of deficit language and labelling pupils by what they can't doIf you've ever wondered why some pupils switch off from school entirely, or you want practical ways to make classrooms work for every learner regardless of the label attached to them, this conversation gives you a genuine framework rather than another vague call to "differentiate more."Chapters00:00 Highlights01:53 Welcome to the podcast04:46 Andrew Young joins the show05:26 Andrew's journey into teaching08:12 Life as a Teaching School Hub co-director10:20 Why context matters for adaptive teaching15:57 Socialisation, homeschooling and alternative paths22:24 What does an inclusive classroom actually look like24:46 High challenge, high support and the power of "we"31:13 Rethinking a one-size-fits-all curriculum32:37 "Too many vegetarians dining in steakhouses"35:02 Assessment overload and broadening the curriculum37:21 Enrichment, disadvantage and hidden barriers41:34 Alternative pathways and shifting what success means44:03 Milestones, character and personal development47:23 The four ingredients of adaptive teaching53:37 Labels, deficit language and cognitive load55:19 Quickfire questions57:31 Wrap up and where to find the bookGrab a copy of Andrew's bookThanks so much for joining us again for another episode - we appreciate you.Ben & Steve xCheck out all about EdufuturistsWant to sponsor future episodes or get involved with the Edufuturists work?Get in touchGrab your copy of the new Pick 'n' Mix Education bookJoin the Edufuturists Wolfpack

In this episode of the Edufuturists podcast, we chat with Andrew Young, social sciences teacher, co-director of a Teaching School Hub in York, and author of Adaptive Teaching: Culture to Classroom, published by Crown House. Andrew has spent 14 years in education, from an unexpectedly early stint as deputy head of sixth form in London to his current role co-leading a hub supporting 250 schools a year across coastal, rural and urban North Yorkshire.We cover:- Why adaptive teaching depends on the local context a school sits in, not a one-size-fits-all playbook- What an inclusive classroom actually looks like when you strip away the jargon- Why high challenge has to be matched with high support, and how "we" beats "me"- The exam overload facing GCSE students and what it's doing to cognitive load- Why the curriculum needs more breadth: arts, dance, computing, AI and citizenship- The hidden financial barriers that stop disadvantaged pupils accessing enrichment- Why success shouldn't be measured by grades alone, and what schools can do instead- The four ingredients of adaptive teaching: culture, brains, teaching and curriculum- The danger of deficit language and labelling pupils by what they can't doIf you've ever wondered why some pupils switch off from school entirely, or you want practical ways to make classrooms work for every learner regardless of the label attached to them, this conversation gives you a genuine framework rather than another vague call to "differentiate more."Chapters00:00 Highlights01:53 Welcome to the podcast04:46 Andrew Young joins the show05:26 Andrew's journey into teaching08:12 Life as a Teaching School Hub co-director10:20 Why context matters for adaptive teaching15:57 Socialisation, homeschooling and alternative paths22:24 What does an inclusive classroom actually look like24:46 High challenge, high support and the power of "we"31:13 Rethinking a one-size-fits-all curriculum32:37 "Too many vegetarians dining in steakhouses"35:02 Assessment overload and broadening the curriculum37:21 Enrichment, disadvantage and hidden barriers41:34 Alternative pathways and shifting what success means44:03 Milestones, character and personal development47:23 The four ingredients of adaptive teaching53:37 Labels, deficit language and cognitive load55:19 Quickfire questions57:31 Wrap up and where to find the book<a href="https://www.crownhouse.co.uk/adaptive-teaching" rel="noopener noreferrer">Grab a copy of Andrew's book</a>Thanks so much for joining us again for another episode - we appreciate you.Ben &amp; Steve x<a href="https://www.edufuturists.com" rel="noopener noreferrer">Check out all about Edufuturists</a>Want to sponsor future episodes or get involved with the Edufuturists work?<a href="mailto:info@edufuturists.com" rel="noopener noreferrer">Get in touch</a><a href="https://www.crownhouse.co.uk/picknmix-education" rel="noopener noreferrer">Grab your copy of the new Pick 'n' Mix Education book</a><a href="edufuturists.com/wolfpack" rel="noopener noreferrer">Join the Edufuturists Wolfpack</a>

Is school actually worth getting out of bed for? with Andrew Young (#354)

We are joined by Mark Anderson, known to many as ICT Evangelist.

EduFuturists #28 - There is another way with ICT Evangelist Mark Anderson

In this episode of the Edufuturists Vault we chat to Patrick McGrath from Texthelp to discuss the amazing maths tool EquatIO.

Vault #5 - EquatIO

Richard Walls the head office of the Viktor Rydberg Schools Foundation which runs 6 (soon to be 7!) schools in the Stockholm region.

EduFuturists #27 - Making administration easier with Richard Walls

In this episode of the Edufuturists Vault Ben, Dan and Steven are joined by Risa from Pear Deck to discuss this amazing edtech tool.

Vault #4 - Pear Deck

In part two of this interview with Mark Wagner, we discuss the Google Innovator Academy and the use of online multiplayer games in learning.

EduFuturists #26 - More Now with Mark Wagner Part 2

In the third episode of this new series Ben, Dan and Steven are joined by EdPuzzle enthusiast Nick Hughes, a teacher at Accrington Academy, to discuss all things EdPuzzle.

Vault #3 - EdPuzzle

In part one of this interview with Mark Wagner, we discuss the mission of marks organisation EdTechTeam, his visit to the White House and leadership.

EduFuturists #25 - More Now with Mark Wagner Part 1

In the second episode of this new series Ben, Dan and Steven from EduFuturists discuss the value of using the website and app Wakelet.

Vault #2 - Wakelet

Laura White is Director of Digital Learning and Head of Thinking Skills at St Catherine's, a high achieving independent girls' school in Bramley.

EduFuturists #24 - The potential of digital tools to support reflection with Laura White

In the first episode of this new series Ben, Dan and Steven from EduFuturists discuss the value of using the tool Screencastify, in education.

Vault #1 - Screencastify

We are led to believe that the education system will continually evolve to meet the needs of learners and society. This has not happened. We need a revolution!

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