Join Liz Horobin and Sarah Reay as they talk with Professor Joel Talcott about The Universal Classroom—an innovative, neuroscience informed approach designed to help teachers better understand and support children’s learning needs in Year One.

Joel explains how the Universal Classroom shifts the focus from traditional outcome-based assessments to the underlying cognitive skills that shape learning—such as language, attention, working memory, and social–emotional development. Rather than adding to teacher workload, the project provides a simple, 5-minute questionnaire that structures the observations teachers already make and turns them into clear, actionable guidance for classroom practice and targeted intervention‑based assessments to the underlying cognitive skills that shape learning—such as language, attention, working memory, and social–emotional development. 

The conversation explores:

• Why Year One is such a crucial stage for early identification and support
• The importance of recognising that all children have individual learning profiles—not just those with diagnosed difficulties
• How the project is being codeveloped with teachers, parents, and education experts
• How the Universal Classroom design empowers teachers and enhances communication with parents
• What comes next for validation, intervention mapping, and future expansion

Joel also shares how schools can get involved in the ongoing pilot and provides a preview of his upcoming talk at the PATOSS Dyslexia Charity Conference on April 25th, where he’ll present early findings and next steps for the Universal Classroom initiative.

This episode explores how educational neuroscience can support truly inclusive, child centred practice, and why early, universal tools can make a meaningful difference for every learner.‑centred practice—and why early, universal tools can make a meaningful difference for every learner.