In This Together

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

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

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

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

Find out more about Kevin’s work here

Website: www.kevingeorge.online

X: @mrkevingeorge 

Instagram: @iamkevingeorge

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

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

00:00 - Introduction

00:57 - The Psychologist in the Classroom

03:06 - Psychological Literacy vs. Ill Health

05:25 - A 11-Year Curriculum Journey

09:57 - The Responsibility of Response

11:29 - Putting the SEA Framework into Practice

12:59 - Wall Sits and Grit

14:13 - Schools as the Central Nervous System

16:58 - Teachers as Enablers, Not Clinicians

18:59 - The Zone of Flow

21:19 - Learning from Failure

24:04 - A Game-Changer for Tomorrow

26:33 - Recommendations and New Projects

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Follow the podcast and leave a review. For thoughts or wellbeing initiatives, email us at [email protected].

Resources & Links

• LinkedIn

• A Little Guide for Teachers: Student Mental Health

• Watch Austin’s Butterfly

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Join the Conversation

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

Find out more about Sophie’s work here:

https://teacherautonomy.com/ 

https://www.mindfulnessforlearning.com/ 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

For feedback, questions, or to share the brilliant work you are doing in your setting, email us at: [email protected].

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Find out more about Charlotte's work here:

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

Find out more about Tracey's work here:

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

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

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

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

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

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

Get in Touch: We want to hear from you! Share your thoughts or the brilliant wellbeing work you're doing at [email protected].

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

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

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

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

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

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

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

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

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