Education Matters | Andrew Young

Education Matters | Andrew Young

What does it really mean to teach adaptively? Not as a buzzword, not as a policy tick-box, but as a living, breathing practice that changes outcomes for real children in real classrooms? That's the question at the heart of our conversation with Andrew Young. Paul is joined by Andrew Young, social sciences teacher, co-director of a Teaching School Hub in York, and author of Adaptive Teaching: Culture to the Classroom, published by Crown House Publishing. With 14 years in the classroom and experience spanning pastoral leadership, curriculum design and large-scale teacher professional development, Andrew brings a grounded, practitioner-led perspective that cuts through a lot of the noise currently surrounding adaptive teaching. They begin with the fundamentals. What is adaptive teaching, and why does Andrew bristle at the phrase "it's just good teaching"? His answer is characteristically direct: "What we know teachers need is what children need. Really concrete language to operationalise and spell out sequences and ideas of what practice should be delivered and when." Vague platitudes, he argues, leave too many children behind. The conversation moves into the neuroscience and child development that underpins effective adaptive practice, cognitive load, executive function and working memory. Andrew explains why these three factors are the connective tissue running beneath the full diversity of SEND conditions, and why understanding them transforms the way teachers approach planning, explanation and assessment. He also tackles the thorny question of diagnostic labels, weighing their genuine usefulness against the risk of what he calls the nocebo effect, where a diagnosis can, through entirely real psychosomatic processes, constrain a child's self-concept and limit their sense of possibility. Modelling gets its own focused treatment. Andrew is candid about how rarely he sees it done well, particularly for newer teachers still building subject knowledge and pedagogical confidence. The I Do, We Do, You Do framework is a sound structure, he says, but dangerously misapplied when schools insist on it in every lesson regardless of where pupils are in their learning journey. Paul and Andrew explore the reactive and proactive dimensions of adaptive teaching, the practical differences between responding to Josie struggling at the back of the room right now and designing a curriculum sequence that anticipated her difficulties weeks in advance. That upstream-versus-downstream distinction is one of the book's sharpest ideas and it is explored clearly here. They examine the role of teaching assistants, professional development, lesson observation and the pressure of a curriculum that Andrew acknowledges can favour what he calls "the cognitive elite." He's not interested in lowering standards. He's interested in building systems that allow more children to meet them. One of the most thought-provoking moments comes near the end, when Andrew's single practical takeaway isn't a strategy or a resource. It's a call to examine the language used around SEND and disadvantage every day in schools, in staffrooms, in planning meetings. "What we say about people comes from how we're feeling, and what we're saying and feeling is impacting how we're behaving." This episode will resonate with classroom teachers, heads of department, SENCOs, school leaders, teacher educators and anyone working in initial teacher training or early career teacher support. It's a conversation that takes inclusion and adaptive pedagogy seriously without resorting to jargon or empty optimism. Adaptive Teaching: Culture to the Classroom by Andrew Young is published by Crown House Publishing and is available now. Mention is made of The Age of Diagnosis: Are Medical Labels Doing Us More Harm Than Good? by Suzanne O'Sullivan

The Hannah & Lucy Show | Avoiding Criminality

What happens when the systems meant to protect children aren't talking to each other, the consequences aren't landing, and teachers are left holding responsibilities that stretch far beyond the classroom? Hannah Wilson and Lucy Neuburger don't pull their punches on this one. The trigger for this episode is a Home Office report revealing that police wrote off thousands of crimes last year, including rapes, violent assaults and drug offences, because the culprits were under 10. Primary age. That figure lands alongside government proposals to raise the age of criminal responsibility in England from 10 to 12, a threshold that has sat unchanged since the 1960s and is now under serious scrutiny. Hannah and Lucy dig into what that actually means in schools. Not in policy terms, but in classrooms, corridors and staffrooms where teachers are already navigating rising violence, gang dynamics, the Manosphere and a cohort of young people consuming content online that normalises behaviour that the law is only just beginning to catch up with. The conversation is frank and wide-ranging. They talk about the recent high-profile rape cases involving teenage boys, the absence of custodial sentences and what that signals to other young people watching. "Kids aren't stupid," Lucy says. "They're going to see they got away with it." Hannah's response is direct: the inconsistency of consequence in the justice system mirrors what she sees in schools, where exclusion and isolation become a revolving door rather than a turning point. They raise serious questions about safeguarding, multi-agency working and the recurring failure of schools, police and social services to communicate effectively. Hannah reflects on teaching students caught up in county lines without ever being told, and on the toll carried by safeguarding leads who hold the full picture in near-total isolation from classroom teachers. "We're not trusted to do our jobs properly," she says, "and it really upsets me." There's a push, too, for something more preventative. Both Hannah and Lucy argue that curriculum time devoted to consent, digital citizenship, online safety law and the real-world consequences of criminal records is not a nice-to-have. It is urgent, it needs to start younger than it currently does, and a twenty-minute slot once a half term isn't close to sufficient. The noise outside school is louder than the voice inside it, and the gap is widening. They also make a case for universal pastoral support, not just for students already in crisis, but for the quiet ones, the ones making jokes to fill the silence, the ones nobody is listening to at home. A proper, qualified presence in every school. Not a tick-box exercise. The episode ends on a note that is, characteristically, equal parts exasperation and hope. A clip of a young person delivering an impromptu, clear-eyed speech about immigration and belonging gets a moment it deserves. As Hannah puts it: "Whoever taught you should be so proud." 🚩 This is The Hannah and Lucy Show doing what it does best, taking the news that everyone else is reporting and asking what it actually looks like from inside a school.

Teaching Matters | NEETs, Sport & Design

This week on Teaching Matters we explore why young people are leaving school with strong exam results but without the practical life skills they need for adulthood. The panel tackles a damning government review by former minister Alan Milburn. The report suggests that institutions built to support young people are no longer fit for purpose, leaving too many school leavers as NEETs (not in employment, education, or training). Together John, Shane and Paul unpack what this means for teachers, student teachers, and school leaders globally. The panel explores whether schools focus too heavily on high-stakes testing and university entry at the expense of genuine career readiness and modern survival skills.Is this crisis unique to the UK, or is it a growing international trend? Shane shares insights on the global nature of youth unemployment, noting that even in China, the challenges feel remarkably similar. Crucially, the team defends frontline educators, arguing against traditional teacher bashing. Teachers often know their students deeply on a local level, yet they are forced to work against systemic, policy-driven obstacles. John highlights how the system has historically ignored a vital thirty per cent of pupils, leaving a huge chunk of young people with a negative experience of formal education. Beyond the curriculum crisis, the panel discusses the future of learning environments and school funding. They debate how a hypothetical one billion pounds should be spent on school sport and physical education. They also question the physical infrastructure of modern schools, asking if classrooms resemble military-style, fluorescent-lit echo chambers rather than inspiring learning spaces for twenty-first-century students. Whether you are a classroom teacher, a teacher educator, a university lecturer or an education student, this episode offers a deep, ethical analysis of modern educational policy, personal narratives, and systemic reform. Episode Chapters 00:00 – Paul opens the studio session with Shane and John, introducing an international perspective on the week's biggest talking points and outlining the three major stories on the agenda. 02:58 – The Alan Milburn Report and the Exam Crisis A deep dive into the government review showing that schools are failing to prepare children for adulthood by overemphasising academic testing. 11:45 – The Global Picture of Youth Unemployment Shane explains how the rise of NEETs is not just a British issue, looking at how the youth employment landscape is shifting internationally. 19:20 – Systemic Failures vs frontline Teachers The panel addresses the danger of teacher bashing, examining how policy challenges restrict educators who genuinely care about student outcomes. 26:10 – The Forgotten Thirty Per Cent of School Leavers John explores why a massive proportion of students leave the school system having had a poor experience, and how to fix this structural issue. 32:40 – How to Spend One Billion Pounds on School Sport An analysis of funding priorities for physical education and the logistical headaches of managing massive resource allocation. 41:15 – Designing the Twenty-First-Century Classroom Moving away from military-style, fluorescent-lit rooms towards modern learning spaces that support collaboration and student wellbeing. 51:30 – Weekly Bananas and Final Insights The team wrap up the show with their signature reflections and a look at the week ahead in global education. Memorable Moments "Young people are more unemployed than ever, everywhere, including here in China... we've got to be very careful when we talk about the system." — Shane "There's a proportion of students who leave school having had a bad experience in school, not having enjoyed education." — John This podcast is brought to you by Education Matters, the premier digital platform bringing outstanding people, innovative practice and big educational ideas to a global audience.

The Hannah & Lucy Show | The Human Classroom

This week Hannah & Lucy explore the human side of the classroom, the joy of the school holidays and the profound impact of early childhood nurture on lifelong brain development. Teaching is a demanding profession that frequently takes a toll on health and personal lives. Hannah shares her recent battle with tonsillitis and the realities of maintaining business as usual when you are a single mum and a dedicated educator. The heart of discussion turns to the powerful ways we raise the next generation. Hannah reflects on a heartwarming family moment, prompting a deeper look into how we model kindness and empathy. Hannah & Lucy address the unfair labels often given to passionate educators and highlight the living proof that children can be raised to be wonderful, supportive humans. Lucy shares stories from her early years classroom, celebrating the daily hugs and genuine connections with her young students that remind her why she fell in love with teaching in the first place. There’s a deep look into the neuroscience of love and maternal bonding. Hannah & Lucy discuss the structural differences seen in brain scans, comparing the well-connected pathways of nurtured children with the distinct lack of receptors in individuals who experience neglect or severe trauma. These spider-web networks of receptors develop heavily between birth and sixteen years old. Without a safe, loving space, children risk growing up emotionally numb, lacking a true understanding of love or empathy. This scientific reality opens up a vital conversation about modern workforce dynamics and parenthood. While the right of women to enter the workforce is essential, the resulting exhaustion can sometimes crowd out crucial nurturing time. When parents return home tired from demanding jobs to cook, clean and manage households, the space for quiet connection shrinks. They emphasise the critical need to protect these moments of nurture, ensuring our children are not forced to grow up too quickly. Whether you are a classroom teacher, student teacher, teacher educator or lecturer, this episode offers a refreshing blend of policy critique and personal reflection. We examine how educational systems can better support the emotional well-being of both staff and pupils. Our expert panel discusses how embedding emotional literacy into early years policy can create healthier classroom environments and foster long-term academic success. Key Moments in This Episode 00:00 - Introduction and the pursuit of professional grace 01:05 - The radio wife partnership and communication mishaps 02:10 - Battling tonsillitis and the single mum work ethic 03:45 - Bringing back joy to education and everyday life 04:15 - Half-term relief and a heartwarming gift from a son 05:10 - Challenging misconceptions about modern educators 06:20 - The neuroscience of childhood hugs and brain development 07:15 - Balancing workforce participation with family nurture 08:20 - Closing thoughts on protecting childhood boundaries Connect With the Show Education Matters is a dedicated platform for educators, lecturers, teacher educators and anyone passionate about the future of learning. We combine deep policy analysis with real, raw stories from everyday school life to spark meaningful change in the educational landscape. • Subscribe to Education Matters for episodes, expert panel discussions and deep insights into educational policy. • Leave a comment below with your thoughts on early years nurture and how you balance teaching with your personal life. • Share this episode with a colleague, student teacher or friend who needs a reminder of the joy in education. Thank you for listening, supporting our platform and keeping the conversation about authentic education alive.

Teaching Matters | Experience, Leaving & End-of-Year

What happens to a school's best ideas when its top teachers walk out the door? This week on Teaching Matters, host Paul Hazzard and his dazzling, sharp-witted panel, the discerning Dr Shauna McGill and the wise John Gibbs, tackle one of the biggest headaches plaguing modern education, staff turnover and the loss of institutional memory. Inspired by David Tuck’s provocative article in the TES regarding high staff turnover in international schools, the panel explores the invisible magic of the staffroom. From the "talisman teacher" to the logistics of banking school wisdom before it hits the retirement exit, this episode is a masterclass in educational leadership, culture and human impact. Plus, the team gets brutally honest about the love-hate relationship teachers have with the "ropey end of the year." Do you put on a film? Do you stage a massive production? And where exactly do bananas fit into all of this, this week? The discussion starts with an article from the TES by David Tuck, head of history and politics at Harrow International School in Hong Kong, titled "Bank it before you lose it: how to retain staff knowledge". Tuck outlines how international schools face a staggering 14 to 17 per cent annual turnover, meaning vital knowledge walks out the door with alarming frequency. To counteract this, his department uses targeted, practical digital video libraries to record institutional memory. Rather than relying on a rushed, one-off handover meeting, these short video tutorials capture everything from curriculum expertise and data systems to the unwritten, informal advice that no standard school handbook ever covers. While digital archiving is an incredibly modern solution, the panel explores a much deeper ethical and cultural analysis of what truly walks out the door when an experienced educator leaves. John draws a compelling parallel to football team dynamics, suggesting that a teacher's greatest contribution often happens in the dressing room rather than on the pitch. It's about their unique personality, their ability to anchor a school culture and their quiet, supportive influence on colleagues. As John notes, "Someone who is forgiving and someone who is supportive can have a colossal influence." Some people bring an invisible confidence that changes the entire environment, meaning schools can't just treat staff like Lego bricks that slot easily into a rigid structure. Schools are social organisations driven entirely by human relationships and personalities. Passing on that knowledge is rarely simple. While a school leader can easily hand over a physical database or a list of professional contacts, true rapport and intuition take decades to build. Paul shares the challenge of transferring personal goodwill to a successor. The panel champion collaborative team dynamics where success is shared across the entire community. Shauna describes how great educators leave a lasting legacy through human echoes rather than a permanent physical presence. "A lasting legacy, we all hold a lasting legacy of a teacher that has made a positive impact upon our lives." This kind of systemic impact embeds core values like perseverance, curiosity and empathy into the minds of both students and colleagues, ensuring their influence continues long after they have moved on to new roles. In the third story, the discussion turns to the chaotic final weeks of the summer term. The team explore the love-hate relationship educators have with the traditional end-of-year freneticism. They break down the frantic survival strategies used to maintain student engagement, debating whether to put on a film, stage a massive school show or find more meaningful ways to finish the school calendar well. How does your school protect its culture and wisdom when key staff members move on? Have you ever tried building a departmental video library or do you rely on traditional handovers? Let us know your thoughts and staffroom experiences in the comments below!