The NEurodivergent peer Support Toolkit (NEST) is a set of free resources for staff in mainstream secondary schools who wish to facilitate peer support for neurodivergent young people. The toolkit was co-created by researchers at the University of Edinburgh, neurodivergent young people and a neurodiverse group of adults who work with neurodivergent young people. The project was funded by the Salvesen Mindroom Research Centre Scientific Advisory Board.

In this episode Katie Cebula and Catherine Crompton talk about how the NEST came about, what it involves and how it could support pupils in your school.

You can find out more and download the resources here: https://salvesen-research.ed.ac.uk/our-projects/nest-neurodivergent-peer-support-toolkit

This is the 7th podcast from the RE-STAR team and Professor Edmund Sonuga-Barke and Dr Georgia Pavlopoulou share the findings from work package one. This episode explores how the RE-STAR team has collected qualitative data through innovative methods that really allow the voices of young people with ADHD and Autism to be heard. They also share the findings about the upsetting experiences of young people with ADHD and Autism, what these experiences are (and if you are a teacher you might be surprised) and the intensity of those emotional experiences and as well as how these differ for neurotypical, ADHD and Autistic groups. The team is also considering the long term impact of this emotional burden on depression and anxiety. 

If you would like to hear more from the RE-STAR team please do take a listen here: https://changingstatesofmind.com/re-star-project

If you would like to read the paper the link is:  https://acamh.onlinelibrary.wiley.com/doi/10.1002/jcv2.12287

A second paper is also available: https://osf.io/preprints/osf/dras7

Why do attention-deficit/hyperactive disorder and/or autism traits place adolescents at risk for depression? Protocol for a longitudinal comparison of the mediating role of deficits in emotional processing and control versus emotional burden

In this week’s episode Purvi (Vi) Gandhi shares her knowledge about implementing effective and evidence based strategies to improve mental health or mental fitness in schools.

Vi has recently published a book 'A little guide for teachers: Student Mental Health' with lots of ideas of how teachers can support the mental health and fitness of the young people in schools. In this interview we discuss the language we use around mental health, why mental health is so important in school and how we can support our pupils to thrive and much more. 

If you would like to find out more about her book here is the link: uk.sagepub.com/en-gb/eur/author/purvi-gandhi

If you want to hear more podcasts on mental health from Psychology in the classroom here is the link: https://changingstatesofmind.com/mental-health-%26-wellbeing

On World Mental Health day 2024 Psychology in the Classroom discusses Mindfulness. We eschew the ‘Crystals and Muesli’ version and reframe it to ask how to be more attentive, calmer, more grounded, more aware, more responsive, less anxious. Willem Kuyken and Maggie Farrar join me to discuss, how we can make moments in our day to be mindful and how this can help us align ourselves better with our personal values. 

You can find the podcasts on the Myriad Trial into Mindfulness in schools via this link: https://changingstatesofmind.com/mindfulness-miniseries

This is the link to Willem’s website and book: https://mindfulnessforlife.uk/

This is the link to Maggie’s website and book: https://www.empoweringleadership.co.uk/

In this final summary interview with Prof. Dr. Suzanne Narciss, we review all our learning about failure over the last few months. There is much we can do to encourage our students to learn from errors, including interactive formative assessment and feedback strategies, prompting reflection and adaptive strategies for dealing with errors and using other people’s errors. As teachers we need to help students overcome their fear of failure by creating a positive error climate and supporting students to develop a more positive error mindset. But this is an area that is challenging to research and we still have much to learn. 

More than one in 10 children ‘almost always’ or ‘often’ fear failure. But where do they learn this from?

This fear can often pass from parents to children. Parental communication about failures and setbacks plays a critical role in shaping a child's perception of mistakes. In her research Dr Elizabeth Peterson found that:

• Clear action plans without discussion of collaborative resources increased children's fear of making mistakes. 

• When mothers acknowledged their child's emotions and discussed collaborative problem-solving, there was a notable decrease in the child's fear of mistakes.

• Many mothers minimally acknowledged or dismissed their child's emotions (40%), rarely discussed action plans (55%), or collaborative resources (79%).

Effective parental communication involving emotional acknowledgment and collaborative problem-solving can help reduce children's fear of making mistakes. In this interview we discuss the consequences of this research for the classroom and how we as teachers can have positive conversations with our students about failure.

You can find Elizabeth’s paper here:

Peterson, E. R., Sharma, T., Bird, A., Henderson, A. M. E., Ramgopal, V., Reese, E., & Morton, S. M. B. (2024). How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure. British Journal of Educational Psychology. Advance online publication. https://doi.org/10.1111/bjep.12685

https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12685

Today's discussion focuses on our perceptions, as teachers, of failure. When as a teacher we watch our lessons back on film where do we see failure and how do we respond? Reflecting on our own relationship with failure could be important in informing our practice in the classroom. For example our personal relationship with failure will inform how we respond to student failure and this in turn could hinder or facilitate student growth and learning. In this episode Dr Amber Simpson and Dr Alice Anderson discuss their paper 'Identifying and shifting educators' failure pedagogical mindsets through reflective practices'.

The details and link to the paper is here:

Simpson A, Anderson A, Goeke M, Caruana D, Maltese AV. Identifying and shifting educators' failure pedagogical mindsets through reflective practices. Br J Educ Psychol. 2023 Dec 23. doi: 10.1111/bjep.12658. Epub ahead of print. PMID: 38140824. 

Informalscience.org

Failure in Making: https://sites.google.com/binghamton.edu/failureinmaking/home?pli=1

How students and teachers navigate and prioritise different learning processes after encountering impasses during learning can be complex. Recognising that failure moments can be multifaceted, today’s episode explores how classroom discourse reveals varied valued learning processes, such as problem-solving, preventing future issues, and developing troubleshooting skills. The research being discussed identifies five valued learning processes in debugging: resolving the immediate issue, preventing future bugs, developing skills for novel problems, engaging with authority, and calibrating self and collective efficacy. It explores the tensions between pursuing different learning outcomes and how these decisions are negotiated between teachers and students. It also addresses the classroom culture, including fostering growth mindsets and addressing racial inequities in learning environments.

DeLiema D, Hufnagle A, Ovies-Bocanegra M. Contrasting stances at the crossroads of debugging learning opportunities. Br J Educ Psychol. 2024 Feb 16. doi: 10.1111/bjep.12666. 

How errors are handled in the classroom is an important aspect of teaching and has a variety of consequences for students' own dealing with errors, their learning and their performance. In classrooms with a negative error climate, students are more likely to experience fear of making mistakes and feel alienated from their teachers. Teachers' unsupportive behaviours, such as negative reactions to errors, may increase students' alienation. Unsupportive teacher behaviours may also indirectly contribute to the development of fear of failure by influencing students' self-beliefs and motivation to do well in school. Positive and supportive student–teacher relationships have been shown to alleviate school alienation, suggesting that student–teacher interactions have a strong impact on academic as well as social learning experiences. In this episode we will learn how to ensure we create a positive error climate where students feel safe and that reduces the chances of alienation.

Steuer G, Grecu AL, Mori J. Error climate and alienation from teachers: A longitudinal analysis in primary school. Br J Educ Psychol. 2024 Jan 2. doi: 10.1111/bjep.12659. 

https://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1111/bjep.12659

If you would like to learn more about alienation please do take a listen to my podcast with Dr Ben Looker (20th June 2022) about student-teacher relationships.

In order to learn from errors it is important that pupils regulate their emotions. The emotions that they feel when they make an error is underpinned by their Error Learning Orientation - whether they see errors as positive and an opportunity to learn or as a negative thing that brings shame. In this interview Rahel Schmid discusses her paper about emotions pupils feel when they make errors and how this may be linked to error learning orientation. This episode includes lots of great tips to help teachers develop a positive error learning orientation in their pupils.

Schmid R, Smit R, Robin N, Strahl A. The role of momentary emotions in promoting error learning orientation among lower secondary school students: An intervention study embedded in a short visual programming course. Br J Educ Psychol. 2024 Mar 19. doi: 10.1111/bjep.12681. Available : https://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1111/bjep.12681