This episode begins with a troubling reality—London schools losing pupils as families are priced out. Paul highlights Charlotte Sharman School, once thriving, now nearly half-empty.

Lucy questions what “regeneration” actually delivers. Yes, it brings wine bars and fresh pavements, but often pushes out the very families schools rely on. Classrooms grow quieter, not because demand has dropped, but because homes have become unaffordable.

John is even more direct. He calls it “social cleansing,” criticising developers who reshape cities around profit rather than people. The term “placemaking” is everywhere, but who are we making these places for?

🏫 Schools don’t just teach—they anchor communities. When families are displaced, education isn’t far behind.

The chat turns to a growing trend—GCSE revision videos on TikTok. Some influencers charge students for tips, many with questionable credentials. Amy Forrester’s TES article raised concerns, and the panel picks up on them.

John suggests teachers shouldn’t panic. Instead of dismissing these influencers, help students ask the right questions. Who’s offering this advice? Does it match what we know works?

Lucy agrees. Blanket bans don’t solve anything. Better to understand why students turn to TikTok in the first place. It’s fast, easy and feels current—especially in a high-pressure exam system.

Both highlight the wider issue: a system that leaves students so anxious, they’ll grab any help they can find—even if it’s poor quality.

📱 TikTok’s not going away. So let’s teach young people how to think, not just what to memorise.

Next up: boredom. Or rather, the idea that what we call boredom might actually be something useful. A recent study suggests stillness could be beneficial—for reflection, problem-solving, even emotional resilience.

Lucy’s not convinced by the term boredom. She argues we confuse stillness with disengagement. In reality, those quiet moments might be when we’re making sense of things, or just breathing.

John adds that we’ve built a culture that fears silence. He describes “dynamic inactivity”—not zoning out, but letting thoughts settle. He points out that schools, like society, often treat downtime as wasted time.

They both want more space in school life for quiet thinking. Not just to rest, but to feel, to process and to grow.

🕰️ Every moment doesn’t need to be filled. Sometimes the best learning happens between the lines.

To end, the panel share their highlights of the week:

• ⚽ Lucy cheers the growing number of girls in sport, thanks to visible role models in women’s football.

• 🧠 Paul talks about acknowledging Sunday night anxiety instead of brushing it off. A little self-awareness can go a long way.

• 💭 John reflects on Denmark’s national debate about wealth inequality—proof that education and values still shape meaningful conversations.

Each moment is a reminder that positive change often starts small, and teachers are right at the heart of it.

This week’s episode balances serious topics with genuine warmth. Key reflections:

• Gentrification isn’t just about buildings—it affects classrooms too.

• TikTok revision won’t go away, so let’s teach kids how to question what they watch.

• Stillness matters. A quiet mind can be a powerful thing.

And above all, as Paul reminds us, teachers remain the most important people in a child’s life after their parents.

🍌 Catch the full episode and share your own classroom stories. Teaching matters—always has, always will.

🏙️ Schools Without Children? The Hidden Cost of Gentrification📲 TikTok Tutors: Help or Hype?🧘 When Doing Nothing Is Doing Something🍌 Banana Time: A Bit of Optimism🎒 Takeaways