Psychology in the Classroom

Changing the Narrative Around Neurodivergence in Schools

With Prof Edmund Sonuga Barke and Dr. Susie Chandler. This episode marks the end of the series of podcasts on the RE-STAR project. In this final episode we discuss the four-and-a-half-year research initiative supporting neurodivergent adolescents with ADHD and autism. The discussion covers how the project shifted focus from internal emotion dysregulation to the school environment's role in mental health, introducing the concept of "emotional burden." Key findings include the importance of teacher understanding, consistent accommodations, and moving away from deficit-based language. The episode concludes with an introduction to their intervention, Place Positive, designed to foster inclusive school cultures and reduce emotional burden for neurodivergent students. More information about the RE-STAR project and Place Positive can be found here: https://www.kcl.ac.uk/research/re-star [https://www.kcl.ac.uk/research/re-star] You can listen to the 8 other episodes in the RE-STAR series here: https://changingstatesofmind.com/re-star-project [https://changingstatesofmind.com/re-star-project] The episode in bullet points: * Overview of the RE-STAR Project and its focus on neurodivergent adolescents, particularly those with ADHD and autism. * Discussion of the increased risk of mental health issues, such as depression and anxiety, among neurodivergent youth. * Shift in research focus from intrinsic emotion dysregulation to environmental factors, particularly the school environment. * Introduction of the concept of "emotional burden" and its implications for understanding neurodivergent experiences. * Importance of interdisciplinary collaboration and community involvement in research. * Insights on the needs of neurodivergent students in educational settings, including the need for understanding and consistency from teachers. * Challenges faced by neurodivergent students in schools, including reliance on formal diagnoses for support. * Development of the Place Positive intervention aimed at creating inclusive school environments. * Discussion on the impact of language and terminology used in relation to ADHD and autism. * Long-term goals for the RE-STAR Project and its potential influence on UK schools.

How Do Habits Shape Students' Use of Effective Learning Strategies?

...with Ann-Kathrin Krause In this episode, Ann-Katrin Krause, a PhD student in educational psychology at the Leibniz Institute for Research and Information in Education in Frankfurt, discusses her research on the role of habits in students' learning strategy use, exploring why students often default to ineffective strategies like rereading despite knowing better alternatives exist. The conversation covers how environmental cues trigger habitual behaviours, the distinction between automaticity and effectiveness, and practical strategies like habit stacking and if-then planning. Ann-Katrin also highlights how teachers can foster effective study habits by embedding strategies into classroom routines. Ann-Kathrin Research can be found here: https://link.springer.com/article/10.1007/s10648-025-10087-3 [https://link.springer.com/article/10.1007/s10648-025-10087-3] Futher reading is available here: Gardner, B., & Rebar, A. L. (2019). Habit formation and behavior change. Oxford Research Encyclopedia of Psychology. Oxford University Press. https://doi.org/10.1093/acrefore/9780190236557.013.129 [https://doi.org/10.1093/acrefore/9780190236557.013.129] Gardner, B., Rebar, A. L., De Wit, S., & Lally, P. (2024). What is habit and how can it be used to change real-world behaviour? Narrowing the theory–reality gap. Social and Personality Psychology Compass, 18(6), 1–17. https://doi.org/10.1111/spc3.12975 [https://doi.org/10.1111/spc3.12975] Podcast bullet points: * Research on students' self-regulated learning skills * The role of habits in learning and strategy use * The gap between knowledge of effective strategies and actual behavior * Environmental cues and their influence on habit formation * The distinction between automaticity and effectiveness in study habits * The impact of motivation and self-discipline on study behaviors * The importance of teacher support in developing effective study habits * Strategies for habit formation, including "habit stacking" and implementation intentions * The role of rewards in reinforcing study habits * The need for self-awareness and reflection in changing study behaviours

How Can Positive Psychology Transform Wellbeing in Secondary Schools?

...with Hannah Brownhill To kick off the summer term, Hannah Brownhill, a positive psychology practitioner and former secondary teacher shares her insights into embedding wellbeing in to schools through positive psychology. Following her Churchill Fellowship research in Australia, Hannah shares how schools can move beyond "wellbeing as an add-on" to create a culture of genuine flourishing. This episode explores the PERMA framework, the power of character strengths, and the systemic shifts needed in UK education. Hannah also offers practical, classroom-ready strategies for teachers, alongside honest reflections on the systemic challenges facing UK schools and encouragement to start small, prioritising your own wellbeing first. Key Discussion Points * The Australian Model: Insights from schools successfully embedding positive education into their DNA. * The PERMA Framework: Breaking down the five pillars of wellbeing: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. * Strengths-Based Teaching: How shifting our language from deficits to strengths transforms classroom dynamics. * Staff First: Why teacher wellbeing is the essential foundation for student flourishing. Resources * The PERMA Framework: https://ppc.sas.upenn.edu/learn-more/perma-theory-well-being-and-perma-workshops [https://ppc.sas.upenn.edu/learn-more/perma-theory-well-being-and-perma-workshops] * Character Strengths Guide: https://www.viacharacter.org/character-strengths-and-virtues [https://www.viacharacter.org/character-strengths-and-virtues] * Churchill Fellowship Research: https://www.churchillfellowship.org/ideas-experts/fellows-directory/hannah-brownhill/ [https://www.churchillfellowship.org/ideas-experts/fellows-directory/hannah-brownhill/] * Hannah Brownhill Linkedin: https://www.linkedin.com/in/hannah-brownhill-53a78919a/ [https://www.linkedin.com/in/hannah-brownhill-53a78919a/] Bullet point summary: * Transition from secondary school teaching to positive psychology practice * Definition and principles of positive psychology * Application of positive psychology in education through positive education * Overview of the PERMA framework (Positive Emotion, Engagement, Relationships, Meaning, Accomplishment) * Importance of embedding wellbeing into the school culture rather than as an add-on * Challenges and strategies for implementing positive education in secondary schools * The concept of wellbeing literacy and its role in creating coherence among staff * Use of character strengths in the classroom and their impact on student interactions * Quick wins for teachers to incorporate positive education in their practice * Measuring the impact of positive education initiatives and the complexities involved in assessing wellbeing

Spring Takeover: Exploring the Multi-Store Model of Memory and the Rise of AI in Psychotherapy

Kicking off the summer term, this episode features two brilliant sixth-form students sharing their passion for psychology. Estelle, a year 13 student unpacks the multi-store model of memory, offering teachers genuinely practical strategies around attention, rehearsal, and retrieval practice to support student learning. Then Charlie, a Year 12 student, explores the exciting and thought-provoking role of AI in psychotherapy, examining how technology is making mental health support more accessible and affordable. Together, they demonstrate just how dynamic and relevant psychology is today — a timely reminder of the incredible thinking happening in our classrooms. A bullet point summary: * Discussion of the multi-store model of memory (modal model) by Atkinson and Shiffrin. * Explanation of sensory registers, short-term memory, and long-term memory. * Importance of capturing student attention in the classroom for effective learning. * Techniques for enhancing short-term memory retention, including rehearsal and elaborative rehearsal. * Strategies for connecting new information to prior knowledge to strengthen long-term memory. * Overview of the role of artificial intelligence (AI) in psychotherapy. * Benefits of AI in mental health support, including accessibility, affordability, and reduced stigma. * Limitations of AI therapy, such as lack of genuine empathy and privacy concerns. * Potential for AI to complement human therapists in mental health care. * Exploration of future possibilities for personalized therapy and improved access to mental health resources through AI.

Dilemmas in the Classroom: How to Balance Inclusion and Individual Needs

...with Dr Tracy Edwards In this episode, Tracy Edwards, senior lecturer at Leeds Beckett University and author of Severe and Profound and Multiple Learning Difficulties in Schools, explores the ethical and practical dilemmas teachers face when supporting learners with complex needs. Drawing on her experience in both mainstream and special education, Tracy discusses inclusion, differentiation, and the importance of reflective, learner-centred practice. She highlights the value of embracing difference, fostering choice, and maintaining high aspirations for all pupils. This insightful conversation offers practical guidance and reassurance for secondary teachers navigating the challenges of inclusive education in UK schools. Useful Links: Severe, profound and multiple learning difficulties in school: considering ethical and dilemma-based perspectives by Tracy Edwards: https://www.routledge.com/Severe-Profound-and-Multiple-Learning-Difficulties-in-School-Considering-Ethical-and-Dilemma-Based-Perspectives/Edwards/p/book/9781032888750 [https://www.routledge.com/Severe-Profound-and-Multiple-Learning-Difficulties-in-School-Considering-Ethical-and-Dilemma-Based-Perspectives/Edwards/p/book/9781032888750] Beyond the 'Dilemma of difference': an analysis of stories from expereinced teachers about their inclusive practice: https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.4129 [https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.4129] Simmons, B. (2021) 'How special are mainstream schools? Reflections on social spaces for children with profound and multiple learning difficulties.' : https://researchspace.bathspa.ac.uk/14531/ BBC Articles on the topics mentioned in the podcast: https://www.bbc.co.uk/news/articles/cpr0xwx9e7jo [https://www.bbc.co.uk/news/articles/cpr0xwx9e7jo] https://www.bbc.co.uk/news/articles/cx2r8y0v6l7o [https://www.bbc.co.uk/news/articles/cx2r8y0v6l7o] https://www.bbc.co.uk/news/articles/cjw0e3zjx2lo [https://www.bbc.co.uk/news/articles/cjw0e3zjx2lo] Bullet point summary: * Special and inclusive education challenges for teachers. * Dilemmas faced by educators working with learners with complex special educational needs. * Inclusion versus exclusion in educational settings. * Ethical considerations in teaching and decision-making. * The role of special schools compared to mainstream schools. * Importance of "craft knowledge" in navigating educational dilemmas. * The impact of systemic failures on students with special needs. * The significance of choice and flexible differentiation in pedagogy. * The relationship between classroom practices and student engagement. * The need for ongoing reflection and ethical engagement in inclusive education.