The Emotional Curriculum

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In this episode we speak to Deidre McGillicuddy, from University College Dublin, about her research into children's views of ability grouping.
We discuss findings that highlight the negative impact of ability grouping and consider why the practice of ability grouping is still so common.  Deirdre shares findings from her research which found a significant impact of ability grouping on young people's identity, their emotions and their social groups.
To read more about the topic:
"They would make you feel stupid" - Ability grouping, children's friendships and psychosocial wellbeing in Irish primary school
You feel ashamed that you are not in the higher group’—Children’s psychosocial response to ability grouping in primary school
“Turned off” or “ready to fly” – Ability grouping as an act of symbolic violence in primary school
Children’s Right to Belong?—The Psychosocial Impact of Pedagogy and Peer Interaction on Minority Ethnic Children’s Negotiation of Academic and Social Identities in School
You can contact Deirdre using: https://people.ucd.ie/deirdre.mcgillicuddy or on Twitter @deemcgillicuddy
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In this episode we speak with Abbey McClemont about her work with young people who have a diagnosis of ADHD and ASD. 
We discuss how having a dual diagnosis of ASD and ADHD can increase the likelihood of young people being targets of bullying and why this is.  We explore the links between diagnoses, bullying and school refusal and why externalising behaviour is an important factor in these behaviours.  We think about how schools can use this research to support young people with dual diagnoses. 
To read more about Abbey's work visit: https://link.springer.com/content/pdf/10.1007/s10803-020-04640-y.pdf 
Twitter: @emcurriculum
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In this episode we speak with Jyoti Manuel, founder of Special Yoga, about how we can learn to regulate using our breath and body. 

We discuss how the regulation of teachers in the classroom is vital to helping the regulation of the children they teach. We also explore how regulation is possible even for the most restless children due to the many different ways we can use our breath for this as well as the impact this can make on the children and schools that take up this practice. 

To watch Jyoti’s four minute energising practice click here A short practice to bring energy to the classroom - YouTube

To find out more about the Special Yoga community you can visit
https://community.specialyoga.global/
To find out more and sign up to Special Yoga training you can visit
https://specialyoga.co.uk/training/special-yoga-mindfulness-for-autism-and-adhd
Twitter: @emcurriculum
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In this episode we speak to Dr Nicole Schnackenberg a Child, Community and Educational Psychologist, psychotherapist and trustee of the Body Dysmorphic Disorder Foundation.
We discuss what Body Dysmorphic Disorder (BDD) is and the experiences of adolescents suffering from this condition.  We explore how BDD is related to relationships, shame and a sense of belonging and how we can support those showing difficulties to feel heard and supported by others.
To find out more about this subject:
 A parents guide to BDD
Guide for educational professionals
Practical Handbook of Eating Disorders
Young People's Experiences of BDD (Journal Article)
An Introduction to BDD (YouTube video)
Supporting Young People with BDD (YouTube video)
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In this episode we speak to Professor Robert J Coplan from Carleton University about the different types of social withdrawal in children and how these can best be supported.
We unpick the reasons why children may be socially withdrawn, which go beyond shyness, and how we can help these children to achieve in the school setting which often rewards social participation.  We explore the development trajectory of social withdrawal and how anxious children can be supported to engage in lessons.  We end by thinking about the benefits of solitude to us all.
To find out more about Robert's work you can visit Robert J Coplan, PhD (robertcoplan.com) and read more in his book for teachers about shy children: Quiet at School 9780807757697 | Teachers College Press (tcpress.com).
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In this episode we speak to Dr Jolanta Burke, from the Centre for Positive Psychology and Health at RCSI, Dublin about using positive psychology approaches in schools. 
We discuss how positive psychology can balance the tendency to focus on weaknesses and what is 'wrong' in our lives by tapping into what is 'right' for us.  We explore how this can be applied to schools to promote wellbeing by focusing on strengths and how we can help young people and staff to notice and appreciate their own strengths and adopt these approaches as a whole school. 
Twitter: @emcurriculum
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In this episode we speak with Lisa Stephenson from Leeds Beckett University about Story Makers Company which aims to use stories to promote diversity and wellbeing in young people. 
We explore how creative spaces have reduced in schools and yet are hugely important for young people to develop a sense of agency and to have a safe space to explore emotions.  We find out more about how story creating has been used with groups of young people from different minority groups to help them explore their own identities and how these stories can then help other children explore themes around identity and process their own feelings.  We consider how creative spaces can be used more widely in schools. 
To find out more about this work please visit:

https://www.leedsbeckett.ac.uk/research/story-makers-company/

https://www.storymakersco.com/

Or follow on Twitter:
@Lisa_stephenso

@storymakersCo

Twitter: @emcurriculum
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In  this episode Dr Kate Rice Warnell explains how the social cognitive skills of those in middle child can contribute to social anxiety.
We explore the complicated world of social cognition, theory of mind and mind mindedness and discuss how skills in these areas may contribute to social anxiety in young adolescence.  We consider how different skills, such as being attuned to others' thoughts and motivations, could be a contributor to anxiety when applied in a specific way and what this means for supporting social anxiety of those in schools.
To find out more about Kate's research please visit http://kids.wp.txstate.edu/
Twitter: @emcurriculum
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In this episode Dr Eithne Kennedy discusses her research which focuses on changing the environments in which children learn literacy to engage and motivate them.
We discuss how motivation is inextricable from achievement in literacy and how this means that those struggling from an early age fall into a vicious cycle of difficulties.  We explore how creating classrooms that promote discussion and deeper thinking with a choice of engaging and high quality texts can make all the difference, and how teachers can work towards this.
The 'Write to Read' website is currently being redeveloped but will be available in September 2021.
To find high quality books:
https://www.poetryireland.ie/publications

http://booksforkeeps.co.uk

https://childrensbooksireland.ie/reading-lists

https://ncte.org/awards/orbis-pictus-award-nonfiction-for-children

https://literacyworldwide.org/get-resources/reading-lists/childrens-choices-reading-list

Eithne's research:
Kennedy, E. (2018). Engaging children as readers and writers in high-poverty contexts. Journal of Research in Reading, 41 (4):716-731. DOI: 10.1111/1467-9817.12261

Kennedy, E. (2014). Raising literacy achievement in high-poverty schools: An evidence-based approach. Research in Education series: Routledge, New York. 

Kennedy E. & Shiel, G. (2010). Raising literacy levels with collaborative on-site professional development in an urban disadvantaged school. The Reading Teacher, 63 (5) pp.373-383. Special Themed Issue on Urban Education: International Reading Association, Delaware, U.S.

Other research mentioned in the podcast:
Wolf, M. K., Crosson, A. C., & Resnick, L. B. (2005). Classroom Talk for Rigorous Reading Comprehension Instruction. Reading Psychology, 26(1), 27–53. https://doi.org/10.1080/02702710490897518

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In this episode Dr Gemma Gough discusses her thesis which explored young carers' own perspectives on the factors which contributed to their positive educational achievement.
We consider the terminology and experiences of young carers and how research has historically considered the negative outcomes for this group of young people.  We then explore the factors that contribute to resiliency and benefit finding including self-efficacy, connectedness and social relationships and how schools can support positive outcomes.
To read more around this subject please visit:
https://www.carersuk.org/help-and-advice/practical-support/getting-care-and-support/young-carers-and-carers-of-children-under-18

https://youngcarersinschools.com/about/young-carers/

https://www.childrenssociety.org.uk/information/young-people/young-carers 

https://www.actionforchildren.org.uk/our-work-and-impact/children-and-families/young-carers/

https://youngminds.org.uk/find-help/looking-after-yourself/young-carers/

https://carers.org/about-caring/about-young-carers

https://www.barnardos.org.uk/what-we-do/helping-families/young-carers

https://carers.org/downloads/resources-pdfs/young-carers-in-schools/introduction-to-supporting-young-carers-in-schools.pdf
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