Psychology in the Classroom

...with Professor Louise Taylor and Professor Silke Paulmann

In this episode of Psychology in the Classroom, Professor Louise Taylor discusses students' perceptions of using generative AI for assessment feedback, highlighting its benefits and the continued need for human connection in the marking and feedback process. In part two Professor Silke Pohlmann shares research on how a teacher's tone of voice shapes students' classroom experiences. Both conversations, recorded at the British Psychological Society's conference, offer practical insights for educators on integrating AI thoughtfully and using voice effectively to support student wellbeing and engagement.

Subscribe to my newsletter: https://changingstatesofmind.com/contact-me

Key discussion points:

• Students' perceptions of generative AI in formative assessment feedback.
• Benefits and limitations of AI-generated feedback compared to human feedback.
• The role of human interaction in the feedback process and its impact on student wellbeing.
• Potential applications of AI in secondary education for developing writing and critical thinking skills.
• The influence of a teacher's tone of voice on student emotions and engagement.
• The relationship between voice tone and student behavior in the classroom.
• Strategies for teachers to manage their voice tone effectively.
• The use of AI tools to analyse and provide feedback on teachers' voice tones.
• The impact of emotional susceptibility on how students perceive voice tones.
• Practical tips for teachers to enhance communication and support student engagement through voice modulation.

…with Dr Charlotte Bagnall and Annie O'Brien

In this episode, Charlotte and Annie discuss the complexities of mental health and wellbeing interventions in schools with me. We explored the challenges of evaluating these programs in real-world settings, the development of child-centered measurement tools, and the decision-making processes schools use when selecting interventions. Our conversation highlighted the importance of stakeholder collaboration, context-sensitive evaluation, and balancing evidence with practical realities. We agreed that while there are no easy answers, ongoing research and co-production with educators and students are essential for creating effective, sustainable mental health support in schools.

Key discussion points:

• Discussion on mental health and wellbeing programs in schools.

• Evaluation and measurement of school-based interventions.

• Challenges in implementing mental health interventions in real school settings.

• Development of new measurement tools for children's emotional wellbeing.

• Importance of context in evaluating the effectiveness of interventions.

• Decision-making processes for selecting mental health interventions in schools.

• Role of stakeholder collaboration in designing relevant programs.

• Consideration of opportunity costs in intervention implementation.

• Recognition of gradual and long-term benefits of social-emotional learning.

• Need for qualitative feedback to inform intervention adaptations and improvements.

To hear Prof Neil Humphrey's interview here is the link: https://changingstatesofmind.libsyn.com/beyond-social-media-and-smartphones-factors-affecting-youth-mental-health-with-prof-neil-humphrey

...with Prof David Putwain, Dr Laura Nicholson and Mahdi Moazzen

This episode is a lively discussion with educational researchers Prof. David Putwain, Dr. Laura Nicholson, and Mahdi Moazzen. We explored how teachers' language and message framing influence student motivation, engagement, and resilience. The conversation covered research on positive messaging in science classes, the impact of gain- versus loss-framed messages, and the role of coping strategies in academic buoyancy. We also discussed practical implications for teachers in the classroom and the potential of technology to support personal reflection and positive communication. The episode offered valuable insights into fostering student success through thoughtful, adaptive teacher messaging and support.

For David's previous interview you can listen here: https://changingstatesofmind.libsyn.com/where-education-and-psychology-meet

Key points:

• Impact of teacher messaging on student motivation and engagement
• Importance of positive, value-laden language in science education
• Relationship between teacher messaging and students' academic resilience
• Differences in student responses to positive versus negative messaging
• Role of individual differences in student sensitivity to messaging
• Coping strategies and academic buoyancy in upper secondary students
• Distinction between positive and negative coping strategies
• Influence of socioeconomic status and cultural factors on student perceptions
• Need for teacher training to promote positive messaging
• Practical implications for supporting students through academic challenges and transitions

...with Prof. Teresa Cremin.

In this episode, Professor Teresa Cremin from the Open University, an expert on reading for pleasure, talks about why encouraging children to read voluntarily is so important. We explored the academic, social, and emotional benefits of reading, discussed the challenges posed by technology and changing family habits, and highlighted the crucial roles teachers, schools, and libraries play in fostering a love of reading. Teresa shared research insights and practical strategies for building positive reader identities and creating supportive, social reading environments that inspire lifelong engagement with books.

In summary:

• Importance of voluntary reading for children and its benefits

• Academic, social, and emotional advantages of reading

• Consequences of not developing reading habits on cognitive and emotional growth

• Challenges in encouraging reading among young people

• Role of educators and schools in promoting reading habits

• Impact of technology and societal factors on reading preferences

• Significance of libraries in fostering a reading culture

• Misconceptions about reading as an individual activity versus a social practice

• Need for diverse reading materials that reflect student interests

• Importance of creating supportive environments for reading discussion

Find out more:

Teresa Cremin: https://profiles.open.ac.uk/teresa-cremin

Reading for Pleasure: https://ourfp.org/

...with Dr Julia Badger

In this episode of #Psychologyintheclassroom bullying expert Dr Julia Badger, from Oxford University discusses her conference talk, "Peer Power: Understanding and Changing Bullying Dynamics in Mainstream and Specialist Special Schools." Bullying is a public health priority. As teachers we need to know about bullying involvement and its impact. In this conversation Julia explores the challenges of defining bullying, introduces the concept of "counter connecting," and highlights the unique experiences of children with SEND. She shares evidence-based strategies, including the KIVA program and its SEND adaptation, emphasizing whole-school approaches and community involvement.

• Definition and complexity of bullying in educational settings.

• Proposal of a new inclusive definition of bullying, particularly for children with special educational needs and disabilities (SEND).

• Introduction of the concept of "counter connecting" and its implications in bullying dynamics.

• Differences in bullying experiences between mainstream and special schools.

• The disproportionate impact of bullying on children with SEND.

• Variations in bullying types (verbal, physical, relational, cyberbullying) across different school environments.

• The psychological and emotional effects of bullying on victims, perpetrators, and bully-victims.

• Importance of whole-school anti-bullying programs and community involvement.

• Evidence-based interventions for bullying prevention, such as the KIVA program.

• The need for clear policies and shared understanding of bullying among educators, parents, and students.

Links:

Dr Julia Badger: https://www.education.ox.ac.uk/person/julia-badger/

KIVA: https://www.kivaprogram.net/

WISDOM Network: https://wisdom.mhid.org.uk/

Podcast with Lucy Bowes: https://changingstatesofmind.libsyn.com/bullying-its-everybodys-problem

Podcast with Chris Tayloe: https://changingstatesofmind.libsyn.com/constructive-deviance-with-chris-taylor

...with Prof. Neil Humphrey

In this episode Professor Neil Humphrey from the University of Manchester, discusses trends in youth mental health, the rise in internalising issues like anxiety, and the impact of societal changes such as sleep hygiene and service cuts. He critiques current research methods, advocates for evidence-based, cost-effective school interventions, and emphasizes the importance of promoting well-being through arts, physical activity, and sleep. The episode offers practical insights for teachers and highlights the need for nuanced, whole-community approaches.

Key points: Current state of child and adolescent mental health

• Decline in young people's mental health over the past 30 years

• Distinction between internalising (anxiety, depression) and externalising (behavioural issues) problems

• Societal factors influencing mental health, including sleep hygiene and funding cuts to services

• Critique of current mental health measurement tools and the need for updated assessments

• Discussion on the effectiveness of universal mental health interventions in schools

• Importance of promoting overall well-being and positive mental health, not just addressing difficulties

• Role of creative arts and physical activity in enhancing mental health

• Need for evidence-based approaches in school mental health support

• Challenges faced by teachers in addressing mental health within the educational system

Useful links:

Prof Neil Humphrey:https://research.manchester.ac.uk/en/persons/neil.humphrey

Education for Wellbeing In conjunction with Anna Freud: https://www.annafreud.org/research/current-research-projects/education-for-wellbeing/

Youth Futures Foundation: Understanding Drivers of recent trends in young people's mental health: https://youthfuturesfoundation.org/publication/report-understanding-drivers-of-recent-trends-in-young-peoples-mental-health/

Podcast with Prof Jess Deighton: https://changingstatesofmind.libsyn.com/navigating-mental-health-issues-in-schools-strategies-for-teachers-and-students-with-prof-jess-deighton

In this episode Lucy Keller, a PhD researcher in psychology, discusses her work on improving friendship and social connectedness among young people during the critical transition from primary to secondary school. Lucy shares insights on the impact of social connectedness on mental health, In addition she touches on the unique challenges faced by neurodivergent and gender-questioning students. She advocates for inclusive school environments, student-led clubs, and systemic education reform. Lucy highlights the importance of extracurricular activities amongst other practical tips and resources for supporting students are discussed.

Useful Links:

World Health Organisation on social connection: https://www.who.int/groups/commission-on-social-connection

NSPCC building Connections website: https://learning.nspcc.org.uk/services/building-connections

Red Cross Social Connection: https://www.redcross.org.uk/get-involved/connected-communities

In summary:

• Research on improving friendship experiences and social connectedness among young people.

• The significance of social connectedness and its impact on mental health.

• Challenges faced by young people during the transition from primary to secondary school.

• The emotional and social complexities of moving to a larger school environment.

• The importance of maintaining friendships during school transitions.

• Practical strategies for schools to support students, including listening to their perspectives.

• The specific difficulties faced by neurodivergent students during this transition.

• The role of extracurricular activities in fostering social connections.

• The need for systemic changes in the education system to better support young people's social and emotional needs.

• Resources and support systems available for young people struggling with social connections.

In this episode, Professor Jess Deighton, a leading children's mental health expert, discusses the growing mental health challenges facing young people today and what this means for educators and schools. We dive into how student mental health impacts learning outcomes, the unique challenges teachers encounter in the classroom, and the critical importance of adopting a whole-school approach to wellbeing.

Jess offers evidence-based insights on effective mental health strategies for schools, highlighting what truly works (and what doesn't) when supporting students. We discuss the power of fostering a sense of belonging, practical ways to build student resilience, and how teachers can support mental health without needing to be experts themselves.

Jess also give actionable tips and resources for promoting wellbeing in your school community, and why supporting student mental health is a shared responsibility for everyone in education. This episode is for anyone passionate about making a positive impact on student wellbeing and academic success.

Further resources mentioned:

Jess Deighton: https://www.ucl.ac.uk/brain-sciences/research/research-strengths/mental-health/meet-professor-jessica-deighton

Anna Freud Mentally Healthy Schools Website: https://www.mentallyhealthyschools.org.uk/

Youth Futures Foundation Report: https://youthfuturesfoundation.org/wp-content/uploads/2025/07/Understanding-drivers-of-recent-trends-in-young-peoples-mental-health-July-2025-final.pdf

UCL Research into breaktimes: https://www.nuffieldfoundation.org/sites/default/files/files/Baines%2042402%20BreaktimeSurvey%20-%20Main%20public%20report%20(May19)-Final(1).pdf

Growing up in the 2020s: https://growingup2020s.ipsos.com/#:~:text=our%20contact%20details.-,The%20Study,London%20(UCL)%20and%20Ipsos.

Listen to the mini-series on the Myriad Trial: https://changingstatesofmind.com/mindfulness-miniseries-1

In this episode, Dr Andrew Holliman, Associate Professor at UCL's Institute of Education and chair of the BPS's Psychology of Education Section discusses the upcoming annual conference focused on psychological well-being in education, highlighting its inclusive, supportive atmosphere for teachers, researchers, and students. Andy shares insights on how psychology informs teaching, learning, and motivation, and emphasizes the importance of teacher and student well-being. Practical advice for engaging with psychological research and self-care is offered, along with conference details. The episode concludes with encouragement for educators to prioritize self-compassion and mental health.

To find out more about the conference please use this link:

https://www.bps.org.uk/event/psychology-education-section-annual-conference-2025

In this deeply personal episode, I'm joined by Harriet Ennis, a psychology teacher from York and this year's winner of the British Psychological Society's Pre-Tertiary Education Psychology Teacher of the Year (PEPTOTY). Harriet reached out to share her personal experience of Emotionally Based School Avoidance (EBSA), previously referred to as school refusal. Harriet brings both professional insight and a powerful parental perspective to the conversation, as she opens up about her daughter J's journey through this challenging experience.

EBSA describes children who are unable—not unwilling—to attend school due to overwhelming emotional or mental health difficulties. It's estimated that 1–5% of students experience EBSA, though this number may be even higher post-COVID. It's not about truancy or defiance—it's about real, often invisible, distress.

🎧 In this episode:

• Harriet shares what EBSA looked like for her family

• We learn about how schools can help through deeper understanding of the issues, and strong communication with parents.

• J shares a symbolic moment: cutting her hair on Saturday 26th July 2025 as a sign of starting fresh—and fundraising for a cause close to her heart

💬 "I went into a burnout for 6 months and at first, for weeks, I couldn't face light and I spent every day in a dark room... Coping with my sensory processing differences day after day had overloaded me... But I'm getting better and better." – J

If you would like to learn more about EBSA this article from the Psychologist magazine is a useful 5 minute read: https://www.bps.org.uk/psychologist/cant-not-wont-rethinking-school-avoidance

J is raising money for Thornberry Animal Sanctuary in Yorkshire—a nod to some fellow "hairy" friends—by cutting off her tangled hair and starting again. If you'd like to support her campaign, the JustGiving link is here.

👨‍👦If you would like further advice or support Harriet has suggest these links may be of use: https://daisychainproject.co.uk/autism-central/ (North of England) or https://www.childautism.org.uk/for-families/ (more broadly).

⚠️ A quick note: This episode was recorded under less-than-ideal internet conditions, so you may notice a few audio hiccups. I've done my best to smooth things out—thanks for bearing with us.