In This Together

Curtis Worrell, Director of Class 13, joins In This Together to discuss the transformative power of equity-focused practice and how educators can move away from deficit ideology.

In this episode, Curtis shares his journey from sixteen years in youth work to founding an organization dedicated to helping teachers unpack racial and gender biases. We explore the systemic shift from compliance-based discipline to relational practice, highlighting how traditional school structures can inadvertently cause harm or increase a young person's vulnerability to outside influences like gangs or misinformation. By centering critical thinking, community, and democracy, Curtis demonstrates how we can create safer, more human educational environments where every child feels a true sense of belonging and wellbeing.

Takeaways

• Article 13 and Freedom of Expression: Class 13 is named after the UN Convention on the Rights of the Child, advocating for a child's right to express themselves freely within safe boundaries.
• Moving Beyond Deficit Ideology: Shift the focus from "fixing" or blaming the student to examining how the environment and adult practices contribute to challenging situations.
• Mitigating Harm Over Intent: While teacher intentions are almost always positive, we must prioritize the impact of our actions to ensure school isn't a site of emotional or systemic harm.
• The Power of Relationships: Genuine connection is the most effective form of "behavior management," making professional life easier for staff and safer for students.
• Critical Thinking as Safeguarding: Encouraging students to ask questions and engage in critical dialogue builds the "muscle" they need to navigate the complexities of the outside world.

Sharing is Caring

Curtis recommends these essential resources for educators looking to deepen their understanding:

• Teaching to Transgress by bell hooks
• Pedagogy of the Oppressed by Paulo Freire
• The work of Paul Gorski and Richard Valencia on dismantling deficit ideology.



To learn more about the work Curtis does with schools, visit the Class 13 website or follow their mission to promote equality in the UK education system.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at [email protected].

Chapters

00:00 - Introduction: Meeting Curtis Worrell and the mission of Class 13.

01:10 - Why Class 13?: Linking Article 13 of the UNCRC to freedom of expression.

02:53 - Shifting Responsibility: Moving from "fixing the child" to improving the environment.

04:41 - Redefining Abuse in Schools: Challenging the normalization of harmful discipline.

06:01 - The Cost of Compliance: How over-reliance on control increases student vulnerability.

09:03 - Collective Punishment: Why "ruining it for others" creates toxic narratives.

12:31 - The Importance of Reflection: Creating space for teachers to process complex interactions.

16:25 - Understanding Deficit Ideology: How we inadvertently blame the victims of inequality.

22:54 - Impact Over Intention: Why "meaning well" isn't enough in safeguarding.

31:00 - The Four Core Principles: Equity, Community, Critical Thinking, and Democracy.

38:08 - Belonging and Identity: Why children seek community outside of school when it’s missing inside.

41:02 - How to Start: Simple steps for leaders to humanize the classroom.

49:08 - Sharing is Caring: Curtis’s top book recommendations.

Navigating the complexities of Relationship and Sex Education (RSE) doesn't have to be a source of anxiety for educators. Laura Turner joins In This Together to explore how delivering RSE with joy, laughter, and vulnerability can transform classroom dynamics and foster genuine wellbeing for both students and staff.

In this episode, we sit down with Laura Turner, founder of Rabbit RSE, to discuss the vital importance of wellbeing within pastoral care. Laura shares her journey from science teacher to RSE specialist, highlighting why we must move away from "doom and gloom" delivery. We delve into the upcoming 2026 RSE guidance, viewing it not as a hurdle, but as a unique opportunity to strengthen partnerships with parents and carers. By prioritising empathy, open communication, and professional development, schools can ensure every young person feels safe, included, and empowered to navigate the modern world.

• Laura invites listeners to learn more about the "Make It Mandatory" movement for post-16 RSE at amnesty.org.uk.
• Discover Rabbit RSE: Visit rabbitrse.com for specialist training and student workshops.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at [email protected].

• Vulnerability as Expertise: Educators don't need to have every answer; admitting "I don't know, let's find out" builds trust and models lifelong learning.

• Laughter for Learning: Creating a "safe vibe" where students can giggle at awkward topics reduces anxiety and increases engagement.

• Relational Over Informational: RSE is most effective when it focuses on building healthy relationships rather than just delivering biological facts.

• Specialist Support: Recognizing when to use external speakers for sensitive topics like mental health or suicide ideation ensures a trauma-informed approach.

• Staff Wellbeing: Open communication between leadership and staff about comfort levels is essential for delivering authentic and impactful lessons.

00:00 - Vulnerability in Teaching - Why being "human" in the classroom matters.

01:32 - The Birth of Rabbit RSE - Moving from science to specialist pastoral support.

03:49 - Leading with Laughter - Why RSE shouldn't be "doom and gloom."

08:45 - Addressing Self-Doubt - Advice for non-specialist teachers delivering PSHE.

14:53 - The 2026 RSE Guidance - Opportunities for parent-school partnerships.

23:34 - Trauma-Informed Delivery - When to bring in external specialists.

28:58 - Leadership Strategies - Making RSE a priority rather than an "add-on."

33:14 - Supporting Staff - Managing sensitive topics and teacher comfort.

36:33 - Sharing is Caring - Laura’s top resource recommendations.

Cath Knibbs, CEO of Children and Tech, consultant, and trauma psychotherapist, joins In This Together to explore the complex intersection of trauma, technology, and wellbeing. This episode moves beyond the common scaremongering around screens to look at the evidence-based science of how digital spaces impact a child's nervous system. Cath discusses the vital importance of co-regulation and meaningful conversations in supporting young people's mental health in an increasingly virtual world.

• The "Digital City Park" Metaphor: View the internet as a public space where adults must assess the environment and risks rather than just focusing on the "time" spent there.
• Cyber Trauma is Real Trauma: Online harms produce visceral, physiological responses in children—such as anxiety and nightmares—that are just as significant as physical-world events.
• Move Beyond "Screen Time": Focus on the medium and the interaction (the people and content) rather than the physical property of the device or the clock.
• Therapeutic Power of Gaming: Meeting children in their digital world—like playing Fortnite or using digital sand trays—can break down power hierarchies and help them express complex emotions.
• Conversations over Bans: Strict bans often drive children to "secret" or darker spaces; an open, non-shaming dialogue is the best tool for safeguarding.

Sharing is Caring

Cath Knibbs recommends the following resources for parents and professionals:

• The Cyber Trauma Book Series by Cath Knibbs: Academic and practical guides on understanding online harms and sexual exploitation.
• Managing Your Gaming and Social Media Habits: A practical book with chapters specifically designed for parents and adolescents to resolve digital habits.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at [email protected].

Chapters

• 00:01 - Introduction – Meeting Cath Knibbs and defining the "middle lane" approach to tech.
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• 02:13 - Redefining Mental Health – Why "health" and "regulation" are better lenses than nebulous labels.
• 06:12 - What is Cyber Trauma? – Understanding the impact of graphic content and physiological dysregulation.
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• 09:33 - The Myth of Communal Tech – Challenging the history of "personal" devices and the taxonomy of research.
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• 12:25 - Trauma: Virtual vs. Corporeal – Why online trauma is unique due to its repeatability and reality.
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• 21:17 - Gaming as Therapy – Using Xbox, PS, and Fortnite to build rapport and observe attachment patterns.
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• 30:12 - The Problem with "Screen Time" – Using the "Digital City Park" and "Shopping Centre" metaphors to assess risk.
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• 38:23 - The Danger of Bans – Why age-based restrictions can play into the hands of online perpetrators.
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• 42:32 - Technological Hope – Celebrating the "technological geniuses" of the next generation and finding parental compassion.
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• 49:09 - Sharing is Caring – Recommendations for age-appropriate digital conversations.

Roger Mitchell, Headteacher of Ripple Primary School, joins In This Together to discuss "How do we create emotionally available schools?". Roger shares his twenty-year journey of transforming a fragmented school into an "Outstanding" setting rooted in kindness and professional generosity. This episode explores the vital shift from punitive discipline to relational practice, emphasising that creating a sense of belonging for pupils, staff, and families is the foundation of educational success.

• The "Why" Before the "What": Always investigate the reasons behind a behavior or action before deciding how to respond to it.
• Professional Generosity and Maturity: Building a culture where staff look out for one another and act with integrity ensures a stable, kind environment for pupils.
• Relationships Over Sanctions: Meaningful change in behavior is driven by the connections built between adults and children, not by the punishments imposed.
• Belonging is Inclusion: True inclusion means every individual feels they have a rightful place in the school community.
• Consistency in Leadership: Headteachers must model the emotional availability and kindness they expect to see throughout the entire school.
• Contextualized Justice: Similar to a court of law, school "judgments" should consider personal circumstances and remorse rather than following a zero-tolerance, one-size-fits-all approach.

Roger Mitchell recommends three essential books for educators looking to transform their school culture:

• The Kindness Principle by Dave Whitaker: A highly accessible guide to using unconditional positive regard in education.
• When the Adults Change, Everything Changes by Paul Dix: A foundational text on how adult behavior dictates the culture of the classroom.
• Becoming a Trauma-Informed Restorative Educator by Joe Brummer and Margaret Thorsborn: A practical resource for implementing restorative justice and relational practice.
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More information on emotionally available schools can be found on Roger’s website 

https://emotionallyavailableschool.com/

Don't forget to follow us on your podcast platform and if you feel able to, give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at [email protected]..

00:01 - Introduction - Meeting Roger Mitchell and the focus on emotionally available schools.

00:47 - The 20-Year Journey - Transforming a fractured school into a community. 

01:50 - Professional Generosity & Maturity - Core values that frame the school's mission. 

04:50 - Recruiting for Kindness - Smothering the school with love and hiring the right people. 

07:52 - Removing Detentions - Moving away from "policing" and exiting children from class. 

11:04 - Relationship Building - Treating children with the same decency as adults. 

13:42 - Belonging and Identity - Why belonging is the most powerful word in inclusion. 

16:11 - Academic Success - Proving that a relational approach leads to high academic outcomes. 

18:40 - Teaching Behavior - Why behavior should be taught just like maths or spelling. 

21:50 - The "Professionally Lazy" Option - Critiquing zero-tolerance and context-free sanctions. 

25:58 - Supporting Staff - Applying Maslow's hierarchy to a teacher's readiness to teach. 

33:53 - Scaffolding Emotional Intelligence - Moving from student anger to sadness and worry. 

39:19 - Engaging Families - Removing the "yellow line" and welcoming parents as clients. 

47:19 - Sharing is Caring - Roger’s top three book recommendations for educators.

The In This Together podcast welcomes Nicola Lace, HeadTeacher, and Mia Casey, SENDCo, from Learning Partnership West CIC. They delve into the significant impact of adopting a zero-exclusion, trauma-informed methodology within alternative provision settings. Drawing on their experience at an "Outstanding" rated school, they explore how creating emotional safety and prioritizing relationships can rewire neural pathways for students with complex needs. The episode explores the practicalities of restorative practice, the necessity of staff wellbeing, and how mainstream schools can adapt these core principles to support the most vulnerable learners.

Takeaways

• Safety as a Foundation: For students who have experienced adverse childhood experiences (ACEs), emotional safety is a prerequisite for any academic learning to occur.
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• Consistency and Predictability: Reliable, positive interactions—such as consistent greetings at the school door—help build the trust necessary for student regulation.
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• Reflective Practice: Moving away from punitive systems requires staff to be "reflective practitioners" who can apologize to students and hold each other accountable when triggered.
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• The "Triangle of Trust": Every student should have at least three emotionally available adults of their own choosing to advocate for them.
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• Individualized Success: Measuring progress through personalized "fresh starts" every lesson and daily "briefs and debriefs" to adjust the curriculum to the student’s immediate needs.
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Nicola Lace and Mia Casey recommend several resources for those looking to deepen their inclusive practice:

• Masculinity in Schools by Lewis Wedlock: A look at the experiences of young men in education and helping them navigate the complexities of adolescence.
• Research by Dr. Craig Johnson: Insights into marginalized communities in alternative provision and how to improve their representation.
• Level 5 Diploma in Trauma-Informed Schools UK: A transformative training course that provides the psychological grounding for relational practice.



Don't forget to follow us on your podcast platform and if you feel able to, give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at [email protected].

00:00 - Introduction - Nicola Lace and Mia Casey's background in neuro-inclusion. 

01:45 - The "Outstanding" Ofsted - Discussing the impact of a glowing report on a non-traditional setting.

 03:56 - Building Emotional Safety - Why vulnerability and apologizing to students is a leadership tool. 

05:57 - Fresh Starts and Reliability - Modeling regulation and discussing behavior, not the student. 

07:42 - Challenging Punitive Systems - Why students "test" boundaries and how to stay emotionally safe as staff. 

09:00 - Staff Wellbeing and Supervision - The role of external supervision and massage in tackling secondary trauma. 

12:18 - The PACE Approach - Using Playfulness, Acceptance, Curiosity, and Empathy. 14:41 - Rewiring the Blueprint - How one trusted adult can change a child’s internal working model of relationships. 

21:57 - Zero Exclusion in Practice - Using diverse spaces like farms and adventure playgrounds to co-regulate. 

24:30 - Restorative Breakfasts - Why "rewarding" a student after an incident is actually vital reflective work. 

28:49 - Daily Briefs and Debriefs - The importance of team communication for daily flexibility. 

32:38 - Mainstream Applications - How large schools can implement "emotionally available adults". 

37:31 - The Triangle of Trust - Student-led choice in finding advocates within the school. 44:01 - Sharing is Caring - Professional recommendations for trauma-informed practice.

Becky Dawson talks with Dr. Sue Roffey, a leading authority on pastoral care, author, and director of Growing Great Schools Worldwide, about the essential connection between well-being and achievement in education. The discussion centres on Dr. Roffey's book, Aspire to Well-being and Learning for All, and the six ASPIRE principles: Agency, Safety, Positivity, Inclusion, Respect, and Equity, which she argues must be central to the work of educators. The episode explores the compelling idea that well-being underpins not only mental health but also engagement with learning.

Dr. Roffey highlights that education is not just about cognitive development, but also the social, emotional, and self-development of every individual, emphasizing that there is no dichotomy between well-being and learning. Drawing on decades of positive psychology and well-being research , she introduces the ASPIRE principles as crucial for creating schools that are "child ready" rather than demanding children be "school ready". The conversation delves into practical examples from schools that are successfully embedding these six principles, achieving great outcomes by changing how they do things, which includes boosting staff wellbeing. Dr. Roffey also discusses the importance of parent-carer voice and the power of focusing on positive relationships and intrinsic motivation to combat the "loss of love of learning"

Takeaways

• Implement the ASPIRE Principles: Understand and embed the six principles—Agency, Safety, Positivity, Inclusion, Respect, and Equity—as the foundation for improved learning outcomes and mental health.
• Prioritize Staff Wellbeing: Recognize that looking after teacher wellbeing is critical; it prevents stress-driven reactions and creates a supportive environment, as evidenced by schools offering flexible planning time and professional development.
• Shift from Extrinsic to Intrinsic Motivation: Cultivate a love of learning by making the curriculum relevant, meaningful, and fun, fostering curiosity, mastery, and a sense of meaning and purpose over mere external rewards.
• Reframe Behaviour Management: Utilize clear expectations and routines delivered with kindness and respect (reminders, not reprimands) to foster positive relationships and a culture of accountability.
• Empower Student Agency: View children as contributors with their own experiences and strengths, inviting their involvement in discussions, reviews, and goal-setting for learning and well-being.
• Engage Parent-Carers as Partners: Approach parents/carers by seeking their advice, understanding their context, and starting conversations with a positive observation about the child, fostering a non-adversarial working relationship

Sharing is Caring

Dr. Sue Roffey recommends her book, Creating the World We Want to Live In , which encourages a shift in focus from "me" to "we" and a commitment to longer-term thinking over short-term convenience, applying these concepts across education and society.

Chapters

00:00 - Introduction: The essential link between well-being, engagement, and achievement.

01:37 - Aspire: The Six Principles: Introducing the ASPIRE framework (Agency, Safety, Positivity, Inclusion, Respect, Equity).

02:49 - Education's True Purpose: Defining education as developing the whole individual and shaping the world we want to live in.

03:49 - ASPIRE's Research Foundation: Principles rooted in Positive Psychology, well-being, healthy child development, and relationships.

05:45 - Schools Being Child Ready: The importance of schools creating an environment where children and young people can thrive.

06:58 - Loss of Love of Learning: The impact of this loss on curiosity and teacher retention.

08:49 - Agency in Practice: Examples of student agency and involvement in their own learning and reviews.

11:55 - Outcomes and High Expectations: The evidence that a well-being focus achieves, or even surpasses, national outcomes.

14:12 - Safety and Mistakes: Creating a classroom culture where mistakes are seen as a pathway to learning.

14:43 - Quality of Relationships: The critical importance of positive relationships modeled by staff for life-long well-being.

19:13 - The Power of Practice: The value of researching schools successfully implementing this integrated approach.

21:06 - Staff Wellbeing and Stress: The necessity of supporting staff to prevent stress-driven reactions and maintain high standards.

23:29 - Secondary School Implementation: Using frameworks like Circle Solutions for social-emotional learning and tackling issues like social media and misogyny.

26:55 - Growing Good Men: The need for respect to be modelled constantly throughout a young person's educational journey.

28:59 - First Steps for School Leaders: Practical advice on starting with teacher wellbeing and using the ASPIRE Culture Cards.

34:25 - Cultural Change and Retention: The long-term gains of prioritizing staff support and retaining talent.

35:25 - Behaviour Management without Punishments: Using a 'thinking room' for reflection, not punishment.

37:18 - Learning to Be and Live Together: UNESCO's four pillars of learning and the need to prioritize relationships education.

Dr. Nicole Ponsford, CEO of the Global Equality Collective, joins Becky Dawson to discuss how "kaleidoscopic data" can transform inclusion and belonging in schools.

This episode explores the move from static, "past tense" data to a multi-dimensional approach that surfaces the hidden voices of students and staff. Dr. Nic shares her journey from being a student who found school to be her "safe place" to becoming a researcher and EdTech founder dedicated to making that experience a reality for everyone. We dive into the "Global Equality Collective" (GEC) framework, which uses anonymous, intersectional data to help school leaders move beyond tick-box exercises and toward meaningful, sustainable culture change.

The discussion covers the vital role of "linking social capital," where leadership strategically gives power and resources to all groups to foster true belonging. From testing internal biases to leveraging "tech for good" like assistive technologies, this conversation provides a roadmap for brave leaders ready to get "sticky in the middle" of uncomfortable but necessary conversations.

• Shift to Kaleidoscopic Data: Move beyond static "past tense" metrics like attendance and grades to understand the fluid, lived experiences of your school community.
• Prioritize Psychological Safety: Use technology to create anonymous, safe spaces where staff and students can share truths they might otherwise hide from line managers or teachers.
• Understand Social Capital: Recognize the three types of social capital—bonding, bridging, and linking—and ensure leadership is actively "linking" groups to prevent siloed inclusion efforts.
• Design with Participants: Improve data reliability by involving students and staff in the design of surveys and audits, ensuring the methodology centers on their specific needs.
• Adopt "Tech for Good": Leverage assistive technologies and AI to unlock curriculum accessibility for neurodivergent and multilingual learners.
• Be a Brave Leader: Accept that school improvement takes time (2–3 years) and requires leaders to be comfortable with uncomfortable feedback to surface hidden voices.

Dr. Ponsford recommends exploring "GEC Know-How" on the Global Equality Collective website, which features the UK's largest collection of inclusion and wellbeing resources, including diverse booklists for all ages, playlists, and e-learning playbooks.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at [email protected].

• 00:00 - Introduction: Meet Dr. Nicole Ponsford, CEO of the GEC.
• 01:19 - Core Inspiration: School as a safe place and the mission for inclusion.
• 03:42 - Defining Belonging: Moving from EDI "buzzwords" to Maslow’s hierarchy.
• 06:20 - The Inclusion Index: Why only 18% of students strongly feel they belong.
• 08:30 - Mapping the Field: Moving from academic research to lived experience.
• 10:57 - The Problem with Static Data: Why "past tense" metrics leave kids invisible.
• 15:05 - What is Kaleidoscopic Data?: A 360-degree view of the school ecosystem.
• 20:37 - Participatory Research: Designing surveys with students and staff.
• 24:54 - Impact vs. Intention: Handling uncomfortable feedback from students.
• 31:56 - Social Capital in Schools: Bonding, bridging, and linking for leaders.
• 40:53 - Hope for the Future: Tech for good and inclusive curriculum changes.
• 43:17 - Sharing is Caring: GEC Know-How and diverse library resources.

Education consultant and author Zahara Chowdhury joins Becky Dawson to discuss the essential role of belonging in education. This episode explores how fostering a sense of community and validation for every student's identity is the foundation for academic and pastoral success. Zahara shares practical insights on diversity, equity, and inclusion (EDI), moving beyond "fitting in" to creating spaces where students and staff feel safe, seen, and heard.

The discussion delves into the power of appreciative inquiry, a strength-based approach that focuses on what is working well within a school rather than defaulting to a deficit model. Zahara emphasizes the importance of authenticity and "being real" with students to build deep rapport. From navigating the complexities of social media to the simple power of a smile, this conversation offers a roadmap for leaders and teachers to cultivate a genuine culture of belonging.

• Distinguish Between Fitting In and Belonging: Understand that true belonging allows students to remain themselves while being part of a community, rather than forcing them to change to fit a mold.
• Utilize Appreciative Inquiry: Improve EDI by centralizing and scaling what is already working in your classroom or school, rather than only focusing on barriers and deficits.
• The Power of "Being Real": Students value truth and authenticity; building rapport often starts with being honest about expectations and school realities.
• Foster Equitable Belonging: Recognize that every student has a different lived experience and may need different "belonging bites" or communication styles to feel included.
• Middle Leadership as the Pillar: Senior leaders should focus on supporting the relationship between middle managers and teachers to sustain a healthy school culture.
• Incorporate Simple Acts of Kindness: Small interactions like smiling and saying hello are powerful, low-barrier tools for nurturing a sense of belonging among both staff and students.

Zahara recommends the book "Bringing Up Race: How to Raise a Kind Child in a Prejudiced World" by Uju Asika for its deep dive into lived experiences and practical advice on navigating multicultural and multilingual identities. You can also find more of Zahara's work in her book, "Creating Belonging in the Classroom".

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at [email protected].

• 00:00 - Introduction: Meet Zahara Chowdhury, EDI consultant and author.
• 02:33 - Defining Belonging: Why it is essential for student success and school culture.
• 05:34 - Fitting In vs. Belonging: Insights from Brene Brown on the pressure to conform.
• 09:24 - Equitable Belonging: Using the school uniform analogy to understand individuality.
• 10:57 - Innovation in the Classroom: How a sense of belonging leads to student engagement and success.
• 14:10 - "Tell Us the Truth": What students taught Zahara about authenticity and rapport.
• 18:44 - Navigating Social Media: The challenge of multiple "versions of truth" for teenagers.
• 20:34 - Appreciative Inquiry in EDI: Focusing on success stories to drive school-wide change.
• 25:11 - Multilingualism vs. EAL: Reframing language skills from a deficit to a strength.
• 28:10 - Collective Learning: Building a team environment in the classroom.
• 31:10 - Kindness as a Strategy: Simple interactions that foster community.
• 32:40 - Advice for Leaders: Walking the corridors and supporting middle leadership.
• 37:30 - Sharing is Caring: A recommendation for "Bringing Up Race" by Uju Asika.

Educational consultant and author Karl Pupé joins Becky Dawson to explore the secrets behind effective classroom leadership. Karl shares his journey from a "school terrorist" to an SEMH specialist, offering a masterclass in building trust and managing behavior through relationships. This episode dives deep into the "Action Hero" approach to teaching, prioritizing teacher wellbeing and human connection over rigid curriculum delivery

• The "Maslow before Bloom" Philosophy: Why establishing a safe, caring relationship is the prerequisite for any academic learning
• Trust Mountain: A breakdown of the four types of student behavior—Disruptor, Compliant, Reflective, and Engaged—and how to move students up the mountain
• The Leadership Zone: Finding the balance between "Authority" and "Warmth" while avoiding the pitfalls of being a "Dictator," "Doormat," or "Yo-yo" teacher
• Teacher Wellbeing as Co-regulation: Understanding how a teacher’s emotional state acts as the "bellwether" for the entire class
• Whole-School Consistency: The importance of crystal-clear, simple rules that every staff member upholds to prevent students from "bending" the system

• Prioritize Connection: No one cares how much you know until they know how much you care; relationships are the "North Star" of behavior management
• Read the Room: Use "two-minute check-ins" at the door to gauge student temperatures and catch potential issues before they escalate
• The Student Triangle: Effective teachers understand the three pillars of a student's life: their personality, their home environment, and their school experience
• Establish a Social Contract: Build a classroom culture from day one by making respect explicit and involving students in the "unwritten rules" of the room
• Seek the "Trusted Adult": If you're struggling with a student, find the one person in school they trust (a coach, TA, or cleaner) and use that bridge to build your own rapport

• Karl Pupé recommends visiting Young Minds for mental health resources and exploring the Boxall Profile to understand childhood attachment and practical psychology
• To learn more about Karl’s "Action Hero" framework, visit actionheroteacher.com or follow his daily "bite-sized brilliance" on LinkedIn

• 00:00 - Introduction - Meet Karl Pupé, author of The Action Hero Teacher
• 01:17 - The Action Hero Origin - How a "school terrorist" became an educational consultant
• 07:06 - Maslow Before Bloom - Debunking the myth that curriculum comes before relationships
• 10:12 - Teacher Wellbeing & Co-regulation - Why you are the "emotional bellwether" of your class
• 14:49 - The Burnout Crisis - Addressing why 40,000 teachers are leaving the profession
• 17:37 - Trust Mountain - Identifying the four levels of classroom behavior
• 22:56 - The Leadership Zone - Balancing authority and warmth in your teaching style.
• 24:27 - Styles to Avoid - The Dictator, the Doormat, and the Yo-yo teacher
• 27:18 - Whole-School Approach - Why "crystal clear" rules beat complex policies
• 30:57 - Practical Psychology - Why behavior leadership is a learnable skill
• 33:56 - The Two-Minute Check-in - A simple habit to build trust.
• 37:05 - The Student Triangle - Seeing the whole child beyond the desk.
• 43:04 - The Social Contract - Advice for new teachers on establishing culture

47:33 - Sharing is Caring - Recommended resources for trauma-informed practice

Mindfulness trainer and author of The Mindful Teacher's Handbook, Kamalagita Hughes joins Becky Dawson to focus on why mindfulness in education matters and how educators can step out of busyness and find peace. She offers the single most practical mindfulness technique—Pausing for Presence—that teachers can implement in a busy school day to immediately reduce stress and emotional overwhelm.

The episode delves into the immense pressures facing educators today, arguing that mindfulness is a crucial tool for professional development, allowing staff to be a "bigger container" who respond rather than react to behaviour that challenges and create a calmer classroom atmosphere. The discussion emphasises that leadership must champion staff wellbeing and that cultivating a "way of being" is more impactful than simply "doing" another thing.

Takeaways

• Implement "Pausing for Presence": Learn and use a simple, single technique of stopping for a moment to step out of autopilot, helping to reduce stress and provide a mini-reset during the school day.
• Prioritise Staff Wellbeing for Impact: Understand that an educator’s regulated presence creates calmer, more focused atmospheres in the classroom, even if they never teach the skills to pupils.
• Shift from Reacting to Responding (Behaviour Management): Mindfulness helps teachers become a "bigger container," enabling them to respond with choice rather than a knee-jerk reaction to pupil behaviour, preventing low-level incidents from escalating.
• Mindful Transitions: Use transitions (like walking to the staff room or break times) as purposeful opportunities to reset and come back to centre, rather than just rushing to the next task.
• Whole-School Wellbeing Approach: Advocate for senior leadership backing and a slow, organic growth of mindfulness, as top-down rollouts do not work—leaders must first lead themselves by practicing what they advocate.

Sharing is Caring

Kamalagita recommends that the most valuable thing an educator can do is "Pause for Presence," which is demonstrated at the end of the episode. 

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at [email protected].

Chapters 

00:00 - Introduction: Kamalagita Hughes on Mindfulness in Education.

03:24 - The Practical Technique: The most practical mindfulness technique for a busy school day: Pausing for Presence.

04:10 - Stepping Out of Autopilot: Why the pause is necessary to step out of the mechanical "doing" mode and into a mindful state.

05:54 - The Power of Presence: Why genuine presence is what pupils and staff want most and how it solves problems.

08:37 - Teaching Experience Influences Advice: How classroom experience informs the advice on behaviour management and creating a bigger container.

09:40 - Respond vs. React: Becoming a "bigger container" to respond rather than knee-jerk react to student challenges.

10:53 - Creating the Weather: The teacher's influence on the atmosphere and low-level behaviour escalation.

12:27 - Professional Development & Regulation: The importance of teachers' self-regulation for creating calmer classroom relationships.

14:32 - Whole-School Approach & Leadership: The need for senior leadership to champion staff wellbeing and lead themselves.

17:06 - Organic Change: Growing mindfulness slowly and organically, avoiding top-down rollouts.

18:49 - Being vs. Doing: Resetting the mindset to see mindfulness as cultivating a way of being rather than another thing to do.

21:06 - Mindful Transitions: Using change in the school day as an opportunity to reset and move out of driven doing mode.

23:25 - Noticing the World: Mindfulness as being fully aware and alive in the world, not just emptying the head.

24:17 - Trauma-Informed Delivery: Why mindfulness is not for everyone and the need for a compassionate presence.

25:02 - Pause for Presence Practice: A live guided practice to implement immediately.