In this encouraging conversation, Dr. Jacqueline Leighton helps us explore what truly strengthens wellbeing in schools: relationships grounded in respect, trust, and authentic connection. Drawing on decades of research in the psychology of learning and relationships, she highlights why seeking understanding, rather than persuasion, is essential in our interactions with students, families, and colleagues.

We dig into how we show up in relationships at school, how to navigate difficult conversations without rupturing trust, and how self-awareness and self-regulation can guide us through tense moments. Dr. Leighton shares practical, in-the-moment strategies for responding in ways that preserve relationships, even when things feel heated. She also reframes how we can remain hopeful in the face of challenge and affirms, through research, the profound impact of educators’ relational work.

Dr. Jacqueline Leighton works as a Professor (University of Alberta) and Psychologist. Leaving Santiago (Chile) in 1975, two years after the coup d'etat, instilled in her a lifelong commitment to independent thinking, human rights, and specifically freedom of expression. She has over 30 years of experience observing/studying how children and adults think, feel, and communicate authentically and effectively in learning environments. A significant portion of her work has focused on understanding how trust is formed and maintained in pedagogical relationships (alliances) to help students thrive in their assessment and learning. Her research and teaching are informed by humanistic psychological principles, Universal Design for Learning (UDL), and the Learning Errors and Formative Feedback (LEAFF) model. She completed her PhD in Psychology at the University of Alberta, and her Postdoctoral Fellowship in Psychology at Yale University. Dr. Leighton is a fellow of the International Academy of Education.

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