Teachers' Voices

What types of physical activity benefit students? Can bringing movement and play into different academic classes help children learn? How can spaces and classes for movement be inclusive?

Nina first meets Fotini Vasilopoulos, a Postdoctoral researcher at the University of Sydney in Australia. “Physical activity is important for physical health, for mental health, and it also can drive behaviours for learning.” Fotini suggests giving children different types of experiences - not just sports, but also play and dance, which can foster inclusivity.

Next, Nina speaks to Saumil Majmudar in the Himalayas, India. Saumil is the founder of Sportz Village, India's largest youth sports platform. “We do something very simple,” Saumil says, “we just get kids to play”. The Sportz Village approach is to give children the time and space to play safely with others their own age. 

Nina also hears from Tanya Sheckley, founder of the Up Academy and host of the Rebel educator podcast. Tanya is based in California in the US. Tanya’s school incorporates movement and play into classroom time, and students can have breaks from work on a large monkey bar structure.

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Guests and resources

Fotini Vasilopoulos

Saumil Majmudar - LinkedIn, Twitter/X, Facebook

Sportz Village - LinkedIn, Twitter/X, Facebook

Tanya Sheckley – LinkedIn, Facebook, Rebel Educator podcast
UP Academy - Twitter/X

Contact

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In what ways do students differ from each other in their learning? How does one student vary in their own learning from day to day? How can schools embrace these types of learning variability?

In this episode, Nina talks to Julia Leonard, Assistant Professor of Psychology at Yale University. Learning variability, Julia explains, is both “my learning might be different than your learning” and “my learning one day might be different from the other day”. It is also that “my learning in one class might be different than another class”. Julia’s research asks how educators can create contexts that bring kids to the top of their potential.

Nina also meets Guyot Betoto, a secondary school teacher from Madagascar. Guyot teaches large groups of students and is always looking for ways to adapt to student variability. He explains how he moves around the group and identifies learners’ needs, and empowers students to lead and motivate others in the group: “They do it with pleasure”.

Next, Nina speaks to two edupreneurs from LearnLife in Barcelona, where students’ interests and passions are at the centre of their learning. Emma Buckle, Community Partnerships & Development Director, explains that the LearnLife approach is a “truly personal model that helps learners focus on and find their own personal passion”.

Devin Carberry, LearnLife’s Barcelona Hub Lead, tells Nina about the way students direct their own learning. “Amazing projects come out of this because we give learners a space to reconnect with learning how they like to do it.”

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Guests and resources

Julia Leonard - Lab website, Twitter/X

Guyot Betoto

Emma Buckle - LinkedIn, Twitter/X

Devin Carberry - LinkedIn

LearnLife - website, Facebook, YouTube

Contact

Join us on social media: @BOLD_insights and @VoicesTeachers.

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How can teachers help students make a positive change in their communities? How can schools better connect education with the future of work?

In this bonus mini episode of Teachers’ Voices, Nina hears practical tips from last episode’s guests Alison Yang, Barbara Bilgre, Maud Seghers, and Larisa Akrofie. Nina is also joined by Tanya Sheckley, an edupreneur and host of the podcast Rebel Educator. All share their tips and inspiring resources for instilling an entrepreneurial mindset and preparing students for the future of work.

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Guests and resources

Alison Yang - LinkedIn, website

Barbara Bilgre - LinkedIn

Global Issues Network
Round Square
African Leadership Academy

Maud Seghers - LinkedIn

VVOB - website, LinkedIn, Twitter/X, Facebook

Larisa Akrofie - LinkedIn, Twitter/X

Tanya Sheckley - website, Rebel Educator podcast

Contact

Join us on social media: @BOLD_insights and @VoicesTeachers.

Listen to all episodes of Teachers’ Voices.

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Get in touch with us: [email protected].

What is an entrepreneurial mindset? Why should educators nurture entrepreneurial mindsets in young people? What entrepreneurial projects have teachers developed in classrooms around the world?

In this episode, Nina first speaks to Maud Seghers. Maud is a global education advisor at VVOB in Belgium, an international organisation devoted to education development. An entrepreneurial mindset is not just about starting and managing projects, programs, and businesses that generate wealth, Maud says, as a lot of entrepreneurs and young people also want to “maximise benefits to society and the environment”.

Next, Nina meets Larisa Akrofie in Ghana. Larisa is Lead of Skills and Education at the Mastercard Foundation and believes that building entrepreneurial attitudes in the growing young population in Africa is really important. “High rates of entrepreneurial skills will go a long way to empower young people to create their own opportunities and contribute to the diversification of economies and address social challenges”, Larisa says.

Nina then speaks to Alison Yang, an international school teacher in Hong Kong who specialises in entrepreneurship. Alison explains that students often acquire skills and knowledge but don’t necessarily know how to apply them outside the classroom. “That's why we have the entrepreneur project”, she explains, to explicitly show students how to apply their “knowledge and interest to create something that's useful”.

Finally, Nina hears from Barbara Bilgre, a marine biologist and science teacher in India. Barbara believes that “if you're going to be setting up a business, you should have in mind a purpose for social improvements and social justice”. Barbara tells Nina about the benefits of connecting schools with social entrepreneurs who are working to improve the environment.

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Guests and resources

Maud Seghers - LinkedIn
VVOB - website, LinkedIn, Twitter/X, Facebook

Larisa Akrofie - LinkedIn, Twitter/X
Plugging African Youth - WhatsApp Channel

Alison Yang - LinkedIn, website
IB Middle Years Programme - Twitter/X

Barbara Bilgre - LinkedIn

Contact

Join us on social media: @BOLD_insights and @VoicesTeachers.

Listen to all episodes of Teachers’ Voices.

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Stay up to date with all the latest research on child development and learning at bold.expert.

Get in touch with us: [email protected].

What barriers keep girls from fulfilling their potential in STEAM – science, technology, engineering, arts, and mathematics – subjects? 

Nina first meets Maliha Fawzia, the interim Global Head of Girls’ Education at Teach For All. Maliha joins Nina from Bangladesh. Maliha explains that the first barrier for girls studying maths and science is feeling welcome in the classroom as girls. “It's first and most important to feel safe, to be seen, to feel confident, to share their opinion”, she says.

Next, Nina meets math teacher Patrycja Janekankit, based in Poland. Patrycja gets to know her students as well as possible, and makes sure they get to know her – for example, through telling them about her previous work as a financial analyst. “My teaching methods are built on authenticity and honesty”, she says.

Next, Nina speaks to chemistry teacher Shulammite Ajayi from Nigeria. “I use role models and guest speakers for my science projects”, Shulammite tells Nina. She shows students that they can solve real life problems using science. “I try as much as possible to relate each of the topics with what they see in their environment.”

Finally, Nina speaks to biology teacher Kainat Rohail from Pakistan, who, like Shulammite, connects students’ work with their daily lives. Kainat also invites people with STEAM careers to talk to students, and she arranges lab and university visits for students. This helps students to focus not just on their grades, but also their careers. It is “helping them to achieve their long term goals”, Kainat explains.

This episode was made in collaboration with Teach For All, a global network in more than 60 countries around the world, developing collective leadership to ensure all children can fulfil their potential. The teachers in this episode are Fellows of the Teach For All Global Girls' Education program.

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Guests and resources

Maliha Fawzia - LinkedIn
Teach For All - website, Girls’ Education, LinkedIn, Facebook, Instagram, Twitter/X
Patrycja Janekankit – LinkedIn, Facebook
STEAM projects are a pathway to modern education, Teach For All blog
Teach For Poland
Shulammite Ajayi - LinkedIn
Teach For Nigeria
Kainat Rohail - LinkedIn
Teach For Pakistan

Contact
Join us on social media: @BOLD_insights and @VoicesTeachers.
Listen to all episodes of Teachers’ Voices.
Subscribe to BOLD’s newsletter.
Stay up to date with all the latest research on child development and learning at bold.expert.
Get in touch with us:[email protected]

What is neurodiversity? How does it differ from neurodevelopmental disorders? How can schools make sure all children feel like they belong?

In this episode, Nina meets Alyssa Alcorn, lead researcher for the Learning About Neurodiversity at School (LEANS) project at the University of Edinburgh in Scotland. Alyssa explains that neurodiversity concerns everyone, because everyone has a brain. Neurodiversity is a biological fact. “We are all different in how we think and feel and learn because our brains process information differently”, she says. “Neurodivergence is not about having a diagnosis, it means that you’re different from the majority in terms of your processing.”

Nina also speaks to Silvana Gili, a primary school teacher in Brazil. Silvana teaches 6- and 7-year-olds in an international school. Silvana explains that the classroom is organised according to students’ different needs, and tells Nina about their work on diversity, equity, inclusion, and belonging. “We as a school believe that students can only learn if they feel like they belong to that learning community”, she says.

Educator Chesta Dhingra tells Nina about inclusive education at her school in India. They have a tool for following the principles of Universal Design for Learning (UDL), creating accessible learning environments for all learners. Chesta explains that they also have an individual educational plan for each child based on their needs.

Nina hears from Inés Bertoni from Argentina, who describes the challenge of providing the assistance kids need when resources and time are limited and classes are big. Not all schools have adequate resources.

Alyssa rounds off the episode with some useful tips for supporting all children in the classroom. Are there supports available for some children in the class with special arrangement? If so, could these be available to everyone, so that anyone can benefit - even those who might never think to ask?

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Guests and resources

Alyssa Alcorn - LinkedIn, Twitter/X
Learning About Neurodiversity at School (LEANS)

Silvana Gili
Graded - The American School of São Paulo - LinkedIn, Facebook, Instagram, Twitter/X

Chesta Dhingra - LinkedIn, Twitter/X
Lancers International School - Instagram, Facebook, Twitter/X
Universal design for learning (UDL) and inclusive practices in IB World Schools

Inés Bertoni - LinkedIn, Instagram

In this bonus episode, Nina celebrates International Day of Education with former science teacher, Sarah Horley. Sarah is Programme Manager from Teachers for the Planet, a program that aims to improve climate change education. Teachers for the Planet are showcasing teacher-led climate change education solutions. Three of the teachers showcased in the Teachers for the Planet repository share their solutions with Nina.

First, secondary school teacher Astrid Hugli in Switzerland explains how she helps students understand whether common statements about climate change are true or false. Astrid also helps students understand how to reduce their carbon footprint. “Instead of just doing theory, I prefer to activate them with models and with experiments,” she tells Nina. Astrid uses a game with her students called Climate Fresk.

Next, Nina meets Nicole Swedlow from Mexico. Nicole tells Nina about an organisation called Compass Education, “a global network of educators who have come together because they believe that a flourishing world begins with sustainability in schools”. Compass Education’s tool helps teachers focus on systems thinking - an approach that acknowledges the interconnectedness of the challenges in the world.

Finally, Nina speaks to Scott Sinclair from a teacher’s network called TIDE - teachers in development education. They are asking: What are the educational implications of climate change? How is the world going to change and how will that affect schools? Teachers share their creativity and thoughts with each other through their magazine called the Elephant Times. Scott believes that teachers need to “connect and communicate in order to have a sense of the whole”.

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Guests and resources

Sarah Horley - LinkedIn
Teachers for the Planet
Learning Planet Institute - Twitter/X

Learning Planet Festival
Colegio Mbaracayu - Instagram

Mbaracayu Technical Baccalaureate in Environmental Sciences

Astrid Hugli - LinkedIn
Climate Fresk
ICOS Cities Education Project

Nicole Swedlow - LinkedIn, Twitter/X
Compass Education - Resources, Toolkit, Twitter/X, Facebook

Scott Sinclair - LinkedIn, Twitter/X

Tide - Twitter/X
Elephant Times Magazine

Why is education important for conflict-affected children? How are teachers in conflict zones using EdTech? Can EdTech adapt to children’s changing learning conditions and help them to thrive?

In this episode, Nina talks to Jasmine Turner and Olena Onyshchenko from War Child about the EdTech solution Can’t Wait to Learn. Talking to Nina from Uganda, Researcher Jasmine explains that Can’t Wait to Learn is a digitized adaptive self-paced personal learning program, aligned with the national curriculum in each country it is used in. 

Jasmine believes that education should not be an additional burden on parents and teachers in conflict zones. “Overall, it should be something supporting everybody, rather than adding to their stress.” 

Olena is Senior Project Lead of Can't Wait to Learn for Ukraine. Based in the Netherlands, she explains what they learnt when the program was adapted for use in Ukraine, a more high-resource setting than previous contexts. As devices and video games are more common in Ukraine, the program had to be more sophisticated to capture children’s attention. “We're competing with other video games”, Olena tells Nina. The gaming, playful element is essential, she says, to reduce the stress of learning as much as possible.

Next, Nina meets Yuliana Dovhopol, a teacher who uses Can’t Wait to Learn with her students in Ukraine. “When we hear the sound of the siren, we immediately go down to the shelter”, Yuliana says. They don’t take any notebooks, so the students use their phones in the shelter and continue their learning with Can’t Wait to Learn.

Lastly, Nina hears from Oksana Kostyuchenko, a teacher who works in a hospital in Ukraine. “Our students are not at school desks, but in hospital beds”, she tells Nina. Oksana explains how students use the app to make up for topics they’ve missed, and how the repetition in the app is beneficial.

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Guests and resources
War Child Holland - LinkedIn, Twitter, Instagram

Can’t Wait to Learn - YouTube

Jasmine Turner
LinkedIn

Olena Onyshchenko
LinkedIn

Yuliana Dovhopol
Facebook
Instagram

Oksana Kostyuchenko
School of Superheroes

Contact
Join us on social media: @BOLD_insights and @VoicesTeachers.
Listen to all episodes of Teachers’ Voices.
Subscribe to BOLD’s newsletter.
Stay up to date with all the latest research on child development and learning at bold.expert.
Get in touch with us: [email protected].

In this episode, Nina talks to two experts from International Baccalaureate (IB) in Washington DC. Nicole Bien, Chief Schools Officer at IB, tells Nina that since the start of the pandemic, the IB has ensured wellbeing is at the core of the learning experience in their schools. “Wellbeing is so central to learning. Without it, there’s little space in a student’s mind and body to focus on learning”, Nicole says.

Jennifer Merriman, Global Director of Research, Policy & Design at IB, tells Nina about how the IB worked with Oxford Wellbeing Research Center to come up with a definition and framework for wellbeing. “Where they landed with the definition was student life satisfaction”, Jennifer says, and there are three components within that. One of their biggest insights is that there is “no trade-off to be had between wellbeing and academic performance”.

Nina also speaks to Charlotte Hankin, a teacher based in Bali. Charlotte describes the psychological, cognitive, social and physical components of wellbeing that she sees in the classroom. She believes that wellbeing is complex and dynamic, and that  “everyone is part of the student's wellbeing”. 

Lastly, Nina speaks to Yvette Larsson who works in an IB school in Sweden. Yvette tells a story about the changes her school made to support wellbeing when the pandemic hit and schools remained open while the rest of the world seemed to be in lockdown.

Join the Teachers' Voices WhatsApp group and read the community guidelines.


Guests and resources
Mamadou Diakhaté
Twitter 

Mamadou’s association building new schools, water wells and toilets for schools: Twitter

Ingrid Delange
LinkedIn

Nicole Bien
LinkedIn

Jennifer Merriman
LinkedIn

Charlotte Hankin
LinkedIn

Yvette Larsson
LinkedIn
AHA! Wellbeing

International Baccalaureate
LinkedIn, Twitter, Facebook

Festival of Hope: LinkedIn, Community Guide, YouTube trailer

Wellbeing research: What is well-being?, Supporting student well-being in a digital learning environment, Why well-being matters during a time of crisis, Well-being in education in childhood and adolescence, Join our student wellbeing learning journey with schools

Digital Promise
Designing an Intervention for Enhancing Student Wellbeing

What are children around the world learning about looking after finances and other resources? What should be in a financial and social education curriculum? How can teachers involve parents in discussions on these topics?

In this episode, Nina talks to two experts from Aflatoun, an international organisation based in the Netherlands that brings financial and social education to children worldwide. Cristina Peña, Programme Manager for the Americas, believes that “now more than ever, we need to really understand how to manage our resources”. Cristina says that children aren’t necessarily taught these skills or given opportunities to practise them.

Curriculum Specialist Chandni Mehta tells Nina about the education Aflatoun offers. It’s not just about saving money – it’s also about saving food, resources, and the environment. “We are trying to help children and youth understand the broader societal impacts of the financial decision”, Chandni says.

Nina also meets two teachers implementing Aflatoun’s programs. Aura Juarez in El Salvador runs workshops for students to discuss finances with their parents. “For most of them, it was the first time that they actually discussed home financing”, Aura says. For some kids, it changed how they saw money.

Nina also speaks to Induni Dandeniya in Sri Lanka. Induni shares the five core elements of the Aflatoun club she runs: personal understanding, saving, budgeting, social and financial enterprise, and children’s rights. Induni says the club is very popular in the school. “Most of these activities are done as games”, she says, “so they enjoy it and they love this”.

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Guests and resources

Cristina Peña
LinkedIn

Chandni Mehta
LinkedIn

Aura Juarez
Programa Oportunidades- FGK (Facebook)

Induni Dandeniya
Aflatoun profile

Aflatoun
Website
YouTube
LinkedIn
Facebook
Twitter