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Let’s Start a Compassion Revolution in Education with Jon Reid
How are social and emotional needs driving what we're seeing in our schools today and what actions can we take to address them?
Dr Jon Reid, Senior Lecturer in SEND (Special Educational Needs and Disabilities) and Inclusion, explores the current state of the education system, with a focus on creativity, collaboration and compassion. Jon shares his insights on the importance of recognising diverse talents beyond formal qualifications and the need for an education system that values arts and creativity. The conversation also touches on the limitations of the Progress 8 measure, the reduction of Arts subjects in schools and the necessity of adapting teaching methods to support diverse learning needs. The episode concludes with a vision for a compassionate, collaborative and innovative education system that prioritises the wellbeing of both students and teachers.
- (00:47) - Jon discusses the positive changes he is seeing in schools, with particular focus on how children with additional needs are understood and how shifting our perspectives on behaviour to look for the underlying cause.
About our guests
Jon joined Oxford Brookes University following a teaching career in both Primary and Secondary Education. His teaching career involved mainstream and special education settings, as well as working as a behaviour support teacher for the Local Authority. Jon has taught in a therapeutic residential school that catered for pupils who had experienced severe emotional trauma due to the accumulation of adverse experiences in infancy and early childhood and prior to joining Oxford Brookes University was Deputy Head Teacher of an Independent SEMH Secondary Special School. Jon is currently the MA Education SEND Strand Leader, teaches on a range of Undergraduate and Postgraduate modules, and is also involved in Initial Teacher Education. Jon is the Liaison manager for Oxford Brookes University and the Social, Emotional and Behavioural Difficulties Association collaboration and is a Trustee of the Institute of Recovery from Childhood Trauma. Jon’s Doctoral research explored Teacher’s emotional work, support for their wellbeing and the role of compassion.
Key takeaways
- Rethink the use of the SEND label and consider the implications of grouping diverse needs under one category and explore alternative ways of addressing individual needs.
- Implement a compassionate approach to teaching and school management, where the wellbeing of both students and teachers is prioritised.
- Advocate for the inclusion of the arts and creative subjects in the curriculum, recognising their importance for holistic education.
- Empower teachers to experiment and innovate in their teaching practices without the fear of negative repercussions, fostering a more adaptive and supportive learning environment.
Quotes
- "Teaching is an intellectually demanding profession. There's lots of planning, preparation, there's thinking about how to ensure that the learning is engaging." — Jon Reid
- "Teachers care, and because they're trying to work in ways that are sensitively and authentically attuned to the children's experiences, then this emotional work has an impact on them." — Jon Reid
- "As teachers, [...] it's part of our kind of professional expectations that we're critically reflective practitioners." — Jon Reid
- "Teachers are not therapists, I appreciate that, but teaching, I think, is a relational profession. It’s about relationships." — Jon Reid
Resource recommendations
Maratos, F.A., Montague, J., Ashra, H., Welford, M., Wood, W., Barnes, C., Sheffield, D., and Gilbert, P. (2019) Evaluation of a Compassionate Mind Training Intervention with School Teachers and Support Staff. Mindfulness. 10 pp.2245–2258 here
Matos, M., Albuquerque, I., Galhardo, A., Cunha, M., Pedroso Lima, M., Palmeira, L., Petrocchi, N., McEwan, K., Maratos, F.A., and Gilbert, P. (2022) Nurturing compassion in schools: A randomized controlled trial of the effectiveness of a Compassionate Mind Training program for teachers. PLoS ONE 17:3 pp.1-36 here
Reid, J (2023) Why we need to talk about the emotional work of teachers. NASEN Connect here
Reid, J (2023) Compassionate support for teachers’ emotional work. NASEN Connect here
Welford, M., and Langmead, K (2015) Compassion-based initiatives in educational settings. Educational and Child Psychology. 33:1 pp.71-80 here
What will you take away?
Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.
Hamilton Brookes
Primary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom.
To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics. You can find more information here.
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By Hamilton BrookesHow are social and emotional needs driving what we're seeing in our schools today and what actions can we take to address them?
Dr Jon Reid, Senior Lecturer in SEND (Special Educational Needs and Disabilities) and Inclusion, explores the current state of the education system, with a focus on creativity, collaboration and compassion. Jon shares his insights on the importance of recognising diverse talents beyond formal qualifications and the need for an education system that values arts and creativity. The conversation also touches on the limitations of the Progress 8 measure, the reduction of Arts subjects in schools and the necessity of adapting teaching methods to support diverse learning needs. The episode concludes with a vision for a compassionate, collaborative and innovative education system that prioritises the wellbeing of both students and teachers.
- (00:47) - Jon discusses the positive changes he is seeing in schools, with particular focus on how children with additional needs are understood and how shifting our perspectives on behaviour to look for the underlying cause.
About our guests
Jon joined Oxford Brookes University following a teaching career in both Primary and Secondary Education. His teaching career involved mainstream and special education settings, as well as working as a behaviour support teacher for the Local Authority. Jon has taught in a therapeutic residential school that catered for pupils who had experienced severe emotional trauma due to the accumulation of adverse experiences in infancy and early childhood and prior to joining Oxford Brookes University was Deputy Head Teacher of an Independent SEMH Secondary Special School. Jon is currently the MA Education SEND Strand Leader, teaches on a range of Undergraduate and Postgraduate modules, and is also involved in Initial Teacher Education. Jon is the Liaison manager for Oxford Brookes University and the Social, Emotional and Behavioural Difficulties Association collaboration and is a Trustee of the Institute of Recovery from Childhood Trauma. Jon’s Doctoral research explored Teacher’s emotional work, support for their wellbeing and the role of compassion.
Key takeaways
- Rethink the use of the SEND label and consider the implications of grouping diverse needs under one category and explore alternative ways of addressing individual needs.
- Implement a compassionate approach to teaching and school management, where the wellbeing of both students and teachers is prioritised.
- Advocate for the inclusion of the arts and creative subjects in the curriculum, recognising their importance for holistic education.
- Empower teachers to experiment and innovate in their teaching practices without the fear of negative repercussions, fostering a more adaptive and supportive learning environment.
Quotes
- "Teaching is an intellectually demanding profession. There's lots of planning, preparation, there's thinking about how to ensure that the learning is engaging." — Jon Reid
- "Teachers care, and because they're trying to work in ways that are sensitively and authentically attuned to the children's experiences, then this emotional work has an impact on them." — Jon Reid
- "As teachers, [...] it's part of our kind of professional expectations that we're critically reflective practitioners." — Jon Reid
- "Teachers are not therapists, I appreciate that, but teaching, I think, is a relational profession. It’s about relationships." — Jon Reid
Resource recommendations
Maratos, F.A., Montague, J., Ashra, H., Welford, M., Wood, W., Barnes, C., Sheffield, D., and Gilbert, P. (2019) Evaluation of a Compassionate Mind Training Intervention with School Teachers and Support Staff. Mindfulness. 10 pp.2245–2258 here
Matos, M., Albuquerque, I., Galhardo, A., Cunha, M., Pedroso Lima, M., Palmeira, L., Petrocchi, N., McEwan, K., Maratos, F.A., and Gilbert, P. (2022) Nurturing compassion in schools: A randomized controlled trial of the effectiveness of a Compassionate Mind Training program for teachers. PLoS ONE 17:3 pp.1-36 here
Reid, J (2023) Why we need to talk about the emotional work of teachers. NASEN Connect here
Reid, J (2023) Compassionate support for teachers’ emotional work. NASEN Connect here
Welford, M., and Langmead, K (2015) Compassion-based initiatives in educational settings. Educational and Child Psychology. 33:1 pp.71-80 here
What will you take away?
Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.
Hamilton Brookes
Primary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom.
To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics. You can find more information here.
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