Explorez tous les épisodes du podcast Between Two Psychs with Dr Adam McCartney and Mike Lane
| Titre | Date | Durée | |
|---|---|---|---|
| How Relationships Shape Learning | 03 Nov 2026 | 00:16:19 | |
How important are relationships between teachers and students in secondary schools? Can stronger connections help improve learning, behaviour and students’ sense of belonging? In this episode of Between Two Psychs, I explore the psychology behind teacher-student relationships and why I believe connection plays an important role in effective teaching and learning. I look at the difference between belonging to a school and building a meaningful relationship with an individual teacher. Drawing on PISA findings and Vygotsky’s Zone of Proximal Development, I consider how relationships, emotional safety, predictability and empathy can influence the way students experience education. I also reflect on the limitations of relying solely on strict behaviour policies. When schools focus on punishment, isolation and exclusion without understanding the student’s needs, we risk overlooking the factors that influence behaviour and engagement. In this episode, I explore:
I also share practical examples, including greeting students by name, considering individual needs when planning lessons and taking the time to understand students who struggle with classroom expectations. For me, effective teaching is about more than delivering knowledge or managing behaviour. It means understanding the students in front of us and creating the conditions in which they can learn, participate and feel that they belong. 🎧 Listen to Between Two Psychs for more conversations about educational psychology, teaching, SEND, inclusion, behaviour and wellbeing. Sponsored by: Next Link Consortium Next Link Consortium is a tailored recruitment service connecting psychology and education specialists to high-impact opportunities with built-in CPD benefits. Whether your focus is targeted SEMH and crisis support, strategic SEND audits and consultations, or professional CPD delivery, you’re welcome to contact Matheos Maneli directly to understand where your skills are needed most right now. If you have questions about the service or would like to engage directly, please contact Matheos Maneli: Public Sector Executive Recruitment uk.linkedin.com/company/next-link-consortium Connect with Me (Dr Adam McCartney) Instagram: @dradammcartney | |||
| Supporting Parents through School | 27 Oct 2026 | 00:30:41 | |
How can schools better support parents when life becomes difficult, even when they may not know how to ask for help? In this episode of Between Two Psychs, I’m joined by my good friend Dr Marianne Trent, a clinical psychologist and host of Psychology Actually, to discuss parental mental health, family challenges and how schools can make a difference. Marianne shares her experience of losing her father while raising two young children, navigating grief while managing everyday family life. We reflect on communicating this loss to her child’s school and how even a simple offer of support or a space to talk could have helped. We explore how the role of schools has changed, with teachers increasingly supporting children and families through bereavement, mental health difficulties and complex personal circumstances. While schools are already stretched, supporting children means looking beyond the classroom and recognising the connection between parental wellbeing and a child’s ability to thrive. We also discuss the challenges schools face when parents separate and relationships become difficult. Educators can feel caught in the middle, trying to prioritise the child while navigating complex family dynamics. We consider why schools need better support systems rather than being expected to manage every challenge alone. Finally, we explore the importance of professional supervision and having a safe space to process difficult experiences. Whether you work in education, psychology or pastoral care, the right support can help you reflect, develop your practice and recognise that needing help is not a sign of failure. In This Episode, We Explore
🎧 Listen now for an honest conversation about parental mental health, grief and the realities facing schools. We discuss why supporting children means recognising family challenges while ensuring the adults supporting them have the guidance, time and space they need, too. You can also find Marianne through her podcast, Psychology Actually, available on YouTube and wherever you get your podcasts. Sponsored by: Next Link Consortium Next Link Consortium is a tailored recruitment service connecting psychology and education specialists to high-impact opportunities with built-in CPD benefits. Whether your focus is targeted SEMH and crisis support, strategic SEND audits and consultations, or professional CPD delivery, you’re welcome to contact Matheos Maneli directly to understand where your skills are needed most right now. If you have questions about the service or would like to engage directly, please contact Matheos Maneli. Public Sector Executive Recruitment uk.linkedin.com/company/next-link-consortium Connect with Me (Dr Adam McCartney) Instagram: @dradammcartney Connect with Dr Marianne Trent. | |||
| How Putting Wellbeing First Transformed a School | 20 Oct 2026 | 00:41:44 | |
What happens when schools put the wellbeing of children and staff at the heart of education, rather than treating it as something separate from learning? In this episode of Between Two Psychs, I’m joined by Andy Mellor, author of The Wellbeing Effect and National Wellbeing Director for Schools Advisory Service, to explore how a different approach to school improvement can transform outcomes for children, teachers and whole school communities. Drawing on his experience as a headteacher in Blackpool, Andy shares how his school moved from a Requires Improvement judgement to Outstanding by focusing on what children and teachers actually needed, rather than simply following conventional approaches to school improvement. We discuss why context matters, how wellbeing connects to attainment, and why doing what is right for your school should come before doing things purely for inspection. We also explore what it means to empower teachers as professionals. Andy explains how giving teachers the freedom to use their own skills, creativity and understanding of their pupils can create more meaningful learning experiences. The conversation then turns to inclusion, SEND and the importance of creating a culture where children feel safe to acknowledge what they find difficult. Andy shares practical examples of how teachers can identify learning needs in the moment, provide timely support and help children develop confidence, resilience and a belief in their ability to improve. Finally, we discuss the growing pressure on headteachers and school staff, the impact of accountability on wellbeing, and why protecting staff time and knowing when to stop are essential. In This Episode, We Explore
🎧 Listen now for a thoughtful and practical conversation about wellbeing, relationships, inclusion and school improvement, and why creating better conditions for children to learn starts with creating better conditions for the people who teach them. Andy is also the author of The Wellbeing Effect: How Prioritising Whole-School Wellbeing Can Boost Achievement and Help Your School to Thrive. The Wellbeing Effect Sponsored by: Next Link Consortium Next Link Consortium is a tailored recruitment service connecting psychology and education specialists to high-impact opportunities with built-in CPD benefits. Whether your focus is targeted SEMH and crisis support, strategic SEND audits and consultations, or professional CPD delivery, you’re welcome to contact Matheos Maneli directly to understand where your skills are needed most right now. If you have questions about the service or would like to engage directly, please contact Matheos Maneli. Public Sector Executive Recruitment uk.linkedin.com/company/next-link-consortium Connect with Me (Dr Adam McCartney) Instagram: @dradammcartney Connect with Andy Mellor | |||
| What Can My Child Do? Rethinking Strengths, Relationships and School | 13 Oct 2026 | 00:07:11 | |
What happens when we stop asking what a child cannot do and start asking what they can do? In this episode, I explore a simple but important question I recently shared in an article for Not Another Leaflet: “What can my child do, rather than what they cannot do or fail to do?” Our education system often operates within a deficit model, focusing on a child’s needs, difficulties and what they are unable to do. Educational psychology can also be guilty of this, with statutory reports often being built around deficits rather than strengths. This episode looks at why we need to start asking different questions and how a strengths based approach can change the conversations between parents and schools. The discussion explores how identifying a child’s strengths can help schools build more appropriate interventions and support mechanisms around what already works for them. This might mean recognising routines that help a child regulate, using existing friendships to create opportunities for social communication, or finding the people and situations where a child feels most comfortable. I also explore a second question: “Who likes my child? And more importantly, why?” For children who are struggling in school or are at risk of exclusion, relationships can tell us a great deal about what is helping them remain connected to school. Understanding why a child responds positively to a particular adult can help us become more curious about what that relationship provides, whether that is familiarity, validation, nurture or routine. The episode considers why relationships are so important within learning and why changing the way we understand a child's behaviour may require us to look beyond the child and towards the relationships and systems around them. In This Episode, We Explore
Why This Episode Matters Sometimes, the most useful insights about a child come from looking at what already works. A strengths-based approach focuses on a child’s abilities, relationships and successes to build meaningful support at school. Asking “Who likes my child and why?” can help us understand what makes relationships work and how to create more positive experiences. 🎧 Listen to the full episode for more insights on supporting children in school. I’d love to hear your thoughts:
Sponsored by: Next Link Consortium Next Link Consortium is a tailored recruitment service connecting psychology and education specialists to high-impact opportunities with built-in CPD benefits. Whether your focus is targeted SEMH and crisis support, strategic SEND audits and consultations, or professional CPD delivery, you’re welcome to contact Matheos Maneli directly to understand where your skills are needed most right now. If you have questions about the service or would like to engage directly, please contact Matheos Maneli. Public Sector Executive Recruitment uk.linkedin.com/company/next-link-consortium Instagram: @dradammcartney | |||
| Sensory Processing: Moving Beyond Labels and Understanding Predictability | 06 Oct 2026 | 00:30:20 | |
What is sensory processing, and how can we better understand the way children respond to their environment? In this episode of Between Two Psychs, I’m joined by Sadie Charlton, a sensory occupational therapist, to explore sensory processing, regulation and the role predictability plays in how children experience and respond to the world around them. We talk about what occupational therapy actually involves and why sensory processing isn’t something that only affects neurodivergent children. Sadie explains how we all have sensory needs and how everyday choices, from turning down the radio while driving to changing into comfortable clothes after work, can be understood through a sensory lens. The conversation then looks at the difference between sensory processing and sensory integration, and why traditional ideas around sensory seeking and sensory avoiding may not tell the whole story. We explore how predictive processing adds another layer by helping us understand anticipation, uncertainty and how much control someone feels they have over their environment. Sadie also shares practical examples from working with schools, including how predictability, routine and giving children reliable ways to regulate can support participation and engagement. We discuss sensory checklists, behaviour as communication, hypervigilance and why creating supportive environments can sometimes be more useful than trying to “fix” the child. In This Episode, We Explore
🎧Listen now for a practical and thought-provoking conversation about sensory processing, predictability, regulation and creating environments where children can feel more supported and ready to participate. Sponsored by: Next Link Consortium Next Link Consortium is a tailored recruitment service connecting psychology and education specialists to high-impact opportunities with built-in CPD benefits. Whether your focus is targeted SEMH and crisis support, strategic SEND audits and consultations, or professional CPD delivery, you’re welcome to contact Matheos Maneli directly to understand where your skills are needed most right now. If you have questions about the service or would like to engage directly, please contact Matheos Maneli. Public Sector Executive Recruitment uk.linkedin.com/company/next-link-consortium Connect with Me (Dr Adam McCartney) Instagram: @dradammcartney Connect with Sadie Charlton | |||
| Adaptive Teaching: Moving Beyond Labels to Remove Barriers to Learning | 29 Sep 2026 | 00:34:42 | |
What does adaptive teaching really mean, and how can teachers move beyond labels to understand the barriers affecting learning? In this episode of Between Two Psychs, I’m joined by Andrew Young, secondary school teacher, co-director of a teaching school hub and author of Adaptive Teaching. We explore what adaptive teaching means in practice and why focusing on barriers rather than labels can change how teachers understand and support pupils. We discuss the difference between proactive and reactive teaching, including how teachers can use assessment, hinge questions and knowledge of their pupils to identify and respond to barriers to learning. The conversation also explores SEND, diagnostic overshadowing, inclusive questioning, processing time and why strategies that support one child can often benefit the whole class. We then look at teacher autonomy, curriculum, engagement, belonging and the importance of relationships in helping pupils flourish. In This Episode, We Explore
📖 Get the book here: Adaptive Teaching: Culture to the classroom 🎧 Listen now for a practical conversation about adaptive teaching, SEND, barriers to learning and creating classrooms where more children can flourish. Sponsored by: Next Link Consortium Next Link Consortium is a tailored recruitment service connecting psychology and education specialists to high-impact opportunities with built-in CPD benefits. Whether your focus is targeted SEMH and crisis support, strategic SEND audits and consultations, or professional CPD delivery, you’re welcome to contact Matheos Maneli directly to understand where your skills are needed most right now. If you have questions about the service or would like to engage directly, please contact Matheos Maneli. Public Sector Executive Recruitment uk.linkedin.com/company/next-link-consortium Connect with Me (Dr Adam McCartney) Instagram: @dradammcartney Connect with Andrew Young | |||
| Reflective Practice: The Skill You Need to Become a Psychologist | 22 Sep 2026 | 00:06:54 | |
What makes reflective practice different for a psychologist, and how can psychological theory change the way we understand what we see? In this episode, I explore reflective practice as a core skill in psychology. Rather than simply asking what happened, reflection involves critically examining professional experiences, assumptions and actions, and using that thinking to inform what we do next. The discussion looks at how psychologists can use theory to interrogate situations, consider different explanations and view the same experience through different psychological lenses. Using the bystander effect as an example, we explore how the presence and behaviour of others can influence whether someone intervenes when help is needed. It also reflects on an undergraduate study exploring whether shared identity might influence helping behaviour. The study compared how students and lecturers responded when someone dropped hundreds of papers near a staircase, raising questions about in-group bias, social identity theory and the role of shared identity. We then consider how this experience shaped thinking about behaviour in schools. Instead of focusing only on managing behaviour between children, the discussion explores how changing relationships, finding shared interests and recognising similarities can influence how children relate to one another. It also introduces systemic thinking and reflexivity, including the importance of recognising that psychologists are not standing outside the system they observe, but are part of it. In This Episode, We Explore
Why This Episode Matters Reflective practice is not simply about asking what went well or badly. It involves questioning experiences, considering different psychological explanations and allowing that thinking to influence future practice. As the episode explores, an undergraduate study continued to shape professional thinking years later. The important part was not just what the study found, but how the experience changed the way of thinking and eventually changed the way of practising. 🎧Listen now for a discussion about reflective practice, psychological theory, shared identity, relationships and systemic thinking. I’d love to hear your thoughts:
Sponsored by: Next Link Consortium Next Link Consortium is a tailored recruitment service connecting psychology and education specialists to high-impact opportunities with built-in CPD benefits. Whether your focus is targeted SEMH and crisis support, strategic SEND audits and consultations, or professional CPD delivery, you’re welcome to contact Matheos Maneli directly to understand where your skills are needed most right now. If you have questions about the service or would like to engage directly, please contact Matheos Maneli. www.nextlinkconsort.co.uk uk.linkedin.com/company/next-link-consortium Connect with Me (Dr Adam McCartney) Instagram: @dradammcartney | |||
| The Skill Underpinning Psychology | 15 Sep 2026 | 00:28:34 | |
What does reflective practice really look like, and how can psychology move from theory into everyday practice? In this episode of Between Two Psychs, I’m joined by Lois Harreld, a trainee educational psychologist, to explore her journey into educational psychology and why reflective practice has been such a core part of her experience. We discuss how Lois’s experiences across alternative provision, youth work, mainstream education and specialist SEND settings helped shape her passion for psychology, relationships and supporting the whole child. We explore how psychological theories can help us understand children and young people, their behaviour and their experiences, and how this understanding can bring more compassion and understanding. Lois shares her experience of developing and managing an alternative provision and explains how the team used reflective practice to think about their values, their setting and how theories such as Dan Hughes’ PACE model could be applied in practice. We also discuss the different ways reflective practice can happen, from conversations and written reflection to simply sitting with your own thoughts. A key part of the conversation is the relationship between reflective practice and identity. We explore how our own experiences, values and stories shape who we are as practitioners, and why reflection is not just about looking at what we do, but also how we think. In This Episode, We Explore
Why This Episode Matters Reflective practice isn't just about writing things down. As we discuss, it can be a conversation, a journal, a mind map, a voice note or simply taking time to think about what happened, how you felt and what you might do differently. For Lois, reflective practice has been about connecting psychological theory with real experiences, understanding her own identity and values, and continuing to learn. For aspiring psychologists, it also means showing not just what psychology you know, but how you embody it. 🎧 Listen now for a conversation about psychology, reflective practice, identity, values and the journey into educational psychology. I’d love to hear your thoughts:
Sponsored by: Next Link Consortium Next Link Consortium is a tailored recruitment service connecting psychology and education specialists to high-impact opportunities with built-in CPD benefits. Whether your focus is targeted SEMH and crisis support, strategic SEND audits and consultations, or professional CPD delivery, you’re welcome to contact Matheos Maneli directly to understand where your skills are needed most right now. If you have questions about the service or would like to engage directly, please contact Matheos Maneli. www.nextlinkconsort.co.uk uk.linkedin.com/company/next-link-consortium Connect with Me (Dr Adam McCartney) Instagram: @dradammcartney Connect with Lois Harrold Linkedin: www.linkedin.com/in/lois-harrold-7b3bb019b | |||
| Why Schools Misunderstand Behaviour | 28 Jul 2026 | 00:16:08 | |
When I was asked to support a school in crisis, the story everyone was telling centred around two children. The belief was simple: if we could fix their behaviour, everything else would improve. But what I found was something very different. In this episode of Between Two Psychs, I share how I worked with a primary school where staff were on the verge of burnout, leadership had broken down, morale was low, and relationships had become fractured. Rather than focusing on changing the children, I explain why I became curious about the whole system and how small changes across the school created lasting impact. I take you through the psychological theories that informed my work, including systems theory, self-determination theory, attachment theory, and social identity theory. I also explain why recognising people's strengths, giving staff the opportunity to contribute, and building stronger relationships helped create a more stable environment for both adults and children. In This Episode, I Explore
Why This Episode Matters Psychology isn't something I just study, it's something I live. In this episode, I share how applying psychology across a whole school helped move staff from blame to problem-solving and created a more connected, stable environment where children could learn and adults could thrive. 🎧 Listen now to discover why, if you want to change behaviour, you first need to understand the system that's producing it. I’d love to hear your thoughts:
Episode Sponsor This episode of Between Two Psychs is proudly sponsored by Sanctuary Personnel. As a specialist recruitment partner across psychology services, education, social care, and healthcare, Sanctuary Personnel is dedicated to connecting talented professionals with organisations that truly value expertise. Their consultative approach means they understand the sectors they serve and the challenges faced by professionals across the UK. If you're looking to strengthen your team or elevate your own career, visit www.sanctuarypersonnel.com Connect with Me (Dr Adam McCartney) Instagram: @dradammcartney | |||
| How to Build a School-Wide Culture of Safeguarding | 21 Jul 2026 | 00:25:07 | |
Safeguarding is often seen as policies, procedures, and compliance. But what if the strongest safeguarding cultures are built on something much deeper? In this episode of Between Two Psychs, we're joined by Delyth Lynch, Director of Safeguarding at Wellington College and author of Beyond Compliance. Together, we explore why safeguarding should never be reduced to a checklist, and how values, relationships, leadership, and culture create environments where children and young people genuinely feel safe. Throughout the conversation, we discuss how organisational values shape everyday decisions, why policies should guide rather than define safeguarding practice, and how school culture influences everything from recruitment to behaviour, staff wellbeing, and student outcomes. We also explore the hidden biases that can affect professional judgement, the importance of curiosity over assumptions, and why relationships remain at the heart of effective safeguarding. We also dive into the impact of cognitive load on teachers, how busy staff can unintentionally become less curious, and why supportive leadership, reflective practice, and psychological safety help schools create environments where both staff and students can thrive. In This Episode, We Explore
Why This Episode Matters Creating a safe school is about far more than having the right policies in place. It requires shared values, trusting relationships, reflective leadership, and a culture where every member of staff feels responsible for safeguarding. This offers practical insights for teachers, school leaders, safeguarding professionals, and anyone working with children who wants to move beyond compliance and create environments where young people truly feel seen, heard, and protected. 🎧 Listen now to discover how schools can build safeguarding cultures that strengthen relationships, support staff, and keep children at the centre of every decision. Episode Sponsor This episode of Between Two Psychs is proudly sponsored by Sanctuary Personnel. As a specialist recruitment partner across psychology services, education, social care, and healthcare, Sanctuary Personnel is dedicated to connecting talented professionals with organisations that truly value expertise. Their consultative approach means they understand the sectors they serve and the challenges faced by professionals across the UK. If you're looking to strengthen your team or elevate your own career, visit www.sanctuarypersonnel.com Connect with Delyth Lynch Connect with Me (Dr Adam McCartney) Instagram: @dradammcartney | |||
| How Teachers Can Manage Stress Before the New School Year | 14 Jul 2026 | 00:32:51 | |
The end of the school year is an opportunity to pause, reflect, and reset. But after months of increasing pressure, many teachers and school leaders find it difficult to switch off. In this episode, we explore the realities of stress in education and discuss practical psychological strategies that can help teachers decompress over the summer while preparing for the challenges of the new academic year. Drawing on Cognitive Behavioural Therapy (CBT), Acceptance and Commitment Therapy (ACT), mindfulness, and positive psychology, we explore how changing the way we think about stress can influence how we feel and respond to difficult situations. We also reflect on the growing pressures facing schools, including the new Ofsted framework, SEND reforms, increasing workload, and the emotional demands placed on teachers and leaders. Throughout the conversation, we discuss how school culture, leadership, and psychological safety can support staff wellbeing during periods of significant change. Rather than simply trying to eliminate stress, we explore how teachers can develop healthier ways of responding to it while creating more sustainable habits for the year ahead. In This Episode, We Explore
Why This Episode Matters Teaching has always been demanding, but increasing accountability, curriculum pressures, and changing expectations have left many educators feeling overwhelmed. This episode offers practical psychological approaches that teachers and school leaders can use to reflect on the past year, manage stress more effectively, and build healthier habits before returning to school. By understanding how thoughts, emotions, behaviours, and workplace culture interact, educators can approach the new academic year with greater confidence and resilience. 🎧 Listen now to discover practical strategies for reducing stress, improving wellbeing, and preparing for a more positive school year. I’d love to hear your thoughts:
Episode Sponsor This episode of Between Two Psychs is proudly sponsored by Sanctuary Personnel. As a specialist recruitment partner across psychology services, education, social care, and healthcare, Sanctuary Personnel is dedicated to connecting talented professionals with organisations that truly value expertise. Their consultative approach means they understand the sectors they serve and the challenges faced by professionals across the UK. If you're looking to strengthen your team or elevate your own career, visit www.sanctuarypersonnel.com Connect with Mike Lane Website: ridgewaypsychology.co.uk Connect with Me Instagram: @dradammcartney | |||
| Will a Social Media Ban Actually Help Young People? | 30 Jun 2026 | 00:29:49 | |
In this episode, we explore the growing debate around social media restrictions for young people and whether limiting access could improve wellbeing, relationships, and child development. We discuss the proposed social media ban and examine both the potential benefits and unintended consequences. While social media can help young people maintain friendships and find communities, it can also create pressures through constant connectivity, fear of missing out, and online conflict. Throughout the conversation, we explore how social media may be shaping identity development, emotional regulation, and social communication skills. We consider whether online interactions are replacing opportunities for meaningful face-to-face relationships. We also examine the unique challenges for children and young people with S.E.N.D, including those who may find it easier to express themselves online than in person. Alongside this, we consider how schools, families, communities, and wider support systems may need to respond if social media restrictions become more widespread. Ultimately, we reflect on whether reducing social media use could encourage stronger relationships, healthier identity development, and greater participation in real-world activities, while recognising the need to support those who rely on online spaces for connection and confidence. In This Episode, We Explore
Why This Episode Matters Social media has become a central part of modern childhood, yet questions remain about its long-term impact on wellbeing, relationships, communication, and identity development. This episode explores both sides of the debate, considering the potential benefits of reducing social media use alongside the challenges for young people who rely on online spaces for confidence, belonging, and self-expression. 🎧 Listen now to explore whether social media restrictions could help create healthier relationships, stronger identities, and more meaningful connections for the next generation. Join the Conversation: What are your thoughts on the proposed social media ban? How can schools, families, and communities support young people if online access is reduced? Episode Sponsor This episode of Between Two Psychs is proudly sponsored by Sanctuary Personnel. As a specialist recruitment partner across psychology services, education, social care, and healthcare, Sanctuary Personnel is dedicated to connecting talented professionals with organisations that truly value expertise. Their consultative approach means they understand the sectors they serve and the challenges faced by professionals across the UK. If you're looking to strengthen your team or elevate your own career, visit sanctuarypersonnel.com . Connect with Mike Lane Website: ridgewaypsychology.co.uk Connect with MeInstagram: @dradammcartney | |||
| How to fix Experts At Hand | 23 Jun 2026 | 00:29:31 | |
In this episode, we explore one of the biggest questions emerging from the proposed S.E.N.D reforms: have we become too focused on assessments, reports, diagnoses, and labels, while overlooking the value of professional conversations? We discuss the growing focus on consultation within the Experts at Hand model and what this shift could mean for schools, educational psychologists, and wider S.E.N.D support services. As systems move towards greater collaboration, we examine how consultation can help professionals understand challenges, develop solutions, and empower the adults who support children every day. Throughout the conversation, we unpack what consultation actually is and why it is much more than simply having a discussion. We also explore consultation frameworks, including PIMS and the SWAIR model, and how systemic thinking can help schools look beyond individual needs. Alongside this, we examine the differences between consultation, supervision, and coaching, and consider how these approaches may support future models of inclusion and multi-agency working. Ultimately, we reflect on how collaboration, shared expertise, and professional conversations can help build confidence, strengthen practice, and improve outcomes for children. In This Episode, We Explore
Why This Episode Matters As S.E.N.D systems continue to evolve, schools are increasingly being encouraged to build capacity through collaboration rather than relying solely on assessment-led approaches. This episode explores how consultation can support inclusion by bringing together expertise from schools and professional networks, helping staff develop confidence, practical solutions, and stronger systems of support. Whether you're a teacher, school leader, educational psychologist, SENCO, therapist, or parent, this episode offers valuable insights into the role consultation may play in the future of S.E.N.D and inclusive practice. 🎧 Listen now to discover why some of the most powerful support for children may begin with the right conversation. I’d love to hear your thoughts on consultation-based approaches? How can schools balance assessment, intervention, and collaboration? Have consultation approaches helped improve inclusion in your setting? Share your thoughts and experiences; we'd love to hear from you. Episode Sponsor This episode of Between Two Psychs is proudly sponsored by Sanctuary Personnel. As a specialist recruitment partner across psychology services, education, social care, and healthcare, Sanctuary Personnel is dedicated to connecting talented professionals with organisations that truly value expertise. Their consultative approach means they understand the sectors they serve and the challenges faced by professionals across the UK. If you're looking to strengthen your team or elevate your own career, visit www.sanctuarypersonnel.com Connect with Mike Lane Website: ridgewaypsychology.co.uk Connect with Me Instagram: @dradammcartney | |||
| Why Are School Exclusions Rising When Behaviour Policies Are Clear? | 16 Jun 2026 | 00:23:54 | |
In this episode, I explore a question that many schools are grappling with: Why are exclusions continuing to rise despite behaviour policies becoming clearer and more structured than ever before? Drawing on my experience as an Educational Psychologist, I examine the growing reliance on consequence-driven behaviour systems and explore why these approaches often fail to create lasting change. While clear expectations and boundaries have their place, behaviour does not happen in isolation. Children's experiences of school are shaped by relationships, emotional regulation, and their sense of belonging. Throughout the episode, I discuss how behaviour is often viewed as the problem itself rather than a signal that something deeper may be happening. I explore the impact of sensory, emotional, and social development on a child's ability to regulate their behaviour, particularly for neurodiverse young people navigating busy and demanding school environments. I also share practical alternatives that schools can use to strengthen relationships, improve accountability, and reduce conflict. From restorative approaches to proactive regulation strategies, this episode focuses on creating school cultures where young people feel seen, supported, and understood. Ultimately, this episode challenges us to consider whether behaviour policies alone can solve behaviour challenges, or whether meaningful relationships remain the most powerful tool we have. In This Episode, I Explore
Why This Episode Matters Across education, schools are facing increasing challenges around behaviour, attendance, wellbeing and exclusion. While many systems focus on consequences and compliance, this episode explores a different perspective: that behaviour is deeply connected to relationships, emotional safety, and a child's experience of belonging. Understanding what sits beneath behaviour can help schools move beyond simply managing incidents and towards creating environments where young people are more able to engage, regulate, and succeed. If you're a teacher, school leader, educational psychologist, or parent, this episode offers practical insights into how relationships can become a powerful foundation for both behaviour and learning. 🎧 Listen now and discover why the strongest behaviour strategy may not be a policy at all but the relationships we build every day. I’d love to hear your thoughts on behaviour policies and exclusions? Have you seen relational approaches make a difference in your school or setting? Connect with Me Instagram: @dradammcartney | |||
| The Power of Lesson Study: Making Inclusion Work Through Collaboration | 09 Jun 2026 | 00:19:31 | |
In this episode, I explore one of the most effective approaches I use when working with schools: Lesson Study for Assessment. Originally developed in Japan, lesson study offers a collaborative framework that brings together teachers, educational psychologists, and school leaders to design, observe, evaluate, and refine teaching in a way that benefits all learners. Rather than relying on expert-driven recommendations, this approach places psychology and pedagogy side by side, creating a shared process of inquiry and problem-solving. Through real examples from my own practice, I explore how lesson study can strengthen inclusion, support pupils with additional needs, and help schools create learning experiences that are both meaningful and engaging. I discuss how collaboration between professionals can lead to better outcomes for children, while also giving teachers greater ownership of the learning process. A key theme throughout the episode is that effective support comes from psychology and pedagogy working together. When professionals bring different perspectives to the same challenge, they are better able to understand children's needs, build on their strengths, and create opportunities for genuine participation and success. Ultimately, this episode is about creating classrooms where every child feels valued, included and able to thrive. In This Episode, I Explore
Why This Episode Matters As schools work to create more inclusive learning environments, collaboration has never been more important. Lesson Study for Assessment provides a practical way for teachers, psychologists, and school leaders to work together, better understand pupils' needs, and design learning that supports everyone. When professionals think and plan together, children are more likely to feel included, valued, and able to succeed. 🎧 Listen now and discover how psychology and pedagogy can work together to create better learning opportunities for every child. Connect with Me Instagram: @dradammcartney | |||
| From Crisis to Connection | 26 May 2026 | 00:42:39 | |
In this episode, we sit down with teaching SENCO Tom Hodgson to explore why relationships sit at the heart of successful inclusion and how emotionally attuned practice can completely change a child’s journey in school. Drawing on real classroom experience, we reflect on the emotional demands of supporting children with complex needs and why connection must come before correction. Through a powerful case study, we unpack how one pupil moved from the brink of permanent exclusion to full integration through co-regulation, consistency, and a strong team around the child. Together, we discuss why meaningful relationships, emotional literacy, and shared staff values are essential for long-term change in schools. In This Episode, We Discuss
Why This Episode Matters This conversation invites educators to rethink behaviour through the lens of connection and safety. When children feel understood and supported by consistent adults, meaningful progress becomes possible both emotionally and academically. It also highlights the emotional load educators carry and why reflective practice, shared training, and strong professional relationships are essential for sustainable, inclusive education. Connect with Mike Lane Website: ridgewaypsychology.co.uk Connect with Me Instagram: @dradammcartney | |||
| How to Fix Inclusion | 19 May 2026 | 00:16:53 | |
In this episode, I explore something that quietly shapes almost every school setting, why collaboration between professionals can feel so difficult, even when everyone around the table genuinely wants to help. Whether it’s a SENCO, pastoral lead, educational psychologist, speech and language therapist, autism specialist, or school leader, meetings often begin with good intentions but end with uncertainty. Everyone leaves believing something slightly different was agreed, and the child at the centre of the conversation can easily get lost within the process. Drawing on my own research into collaborative working around autistic children at risk of exclusion, I explore why this happens and what schools can do differently. One of the key themes throughout the episode is that tension in meetings is not necessarily a bad thing. In fact, when professionals see a child through different lenses, behaviour, anxiety, communication, trauma, sensory needs, relationships, that complexity is often a sign that meaningful thinking is happening. I also discuss how schools can move beyond rushed problem-solving and instead create space for deeper understanding. Because the best collaborative teams do not race toward solutions. This explores the importance of understanding professional roles properly. Too often, professionals work alongside one another without fully understanding the expertise each person brings. When that understanding improves, collaboration becomes less defensive and more productive. Alongside this, I reflect on the emotional side of professional disagreement, why psychological safety matters in meetings, and how respectful challenge can strengthen decision-making rather than damage relationships. Ultimately, this episode is about leadership, not leadership as having all the answers, but leadership as creating the conditions where people can think well together in service of children. In This Episode, I Explore
Why This Episode Matters In education, we often focus heavily on outcomes, but far less on the process that gets us there. This is a reminder that effective collaboration is not about everyone agreeing immediately. It is about professionals being willing to stay curious, tolerate complexity, and build shared understanding together. Because when adults think better together, children are far less likely to fall through the cracks. Connect with Me Instagram: @dradammcartney | |||
| Talking about the Real Stuff! | 12 May 2026 | 00:30:11 | |
In this episode, we explore the realities many teachers face when supporting children with emerging autistic traits in mainstream classrooms, particularly in the early years, where needs are still being understood. The conversation centres around a reception teacher supporting a young child who struggles with communication, social interaction, routines, and engagement during classroom activities. Rather than focusing purely on behaviour, the episode looks deeper at development, asking what foundational skills may still need support before formal learning can truly begin. A key part of the discussion explores cause and effect, the early developmental understanding that “if I do this, something happens.” Mike and Adam unpack why this matters so much for communication, play, attention, and learning, especially for children who may experience the world very differently through sensory processing and social communication challenges. Its explores why play-based learning remains so important, particularly for children who are not yet ready for more formal teaching approaches. Instead of expecting children to immediately adapt to classroom structures, the conversation highlights the value of entering the child’s world first and building learning from there. Alongside this, there’s an honest reflection on the pressures teachers face. Managing large class sizes, differentiation and increasingly complex needs can feel overwhelming, especially when resources and support staff are limited. Importantly, this episode is not about “fixing” children. It’s about understanding development, adapting approaches and helping teachers find meaningful ways to support progress through curiosity, structure and connection. In This Episode, We Discuss
Why This Episode Matters Many teachers are trying to meet increasingly diverse needs without always having the time, training, or resources they need. This episode offers a compassionate and practical discussion about understanding children developmentally rather than simply behaviourally. It’s a reminder that meaningful progress often starts with understanding where a child truly is, rather than where we expect them to be. Connect with Mike Lane Website: ridgewaypsychology.co.uk Connect with Me Instagram: @dradammcartney | |||
| Why Key Stage 3 Transitions Matter More Than We Think | 05 May 2026 | 00:28:35 | |
The transition into Key Stage 3 is often described as a fresh start, but for many young people, it’s where things quietly begin to unravel. In this episode of Between Two Psychs, we explore why the move from primary to secondary school can be such a vulnerable point, particularly for students who sit on the margins. We unpack the steady rise in exclusions between Years 7 and 9 and ask a deeper question: what does this transition feel like psychologically for children, and what are schools unintentionally missing? We talk about the shift from one secure relationship to many, from nurture to independence, and from feeling known to feeling lost in a much bigger system. Along the way, we explore concepts like learned helplessness, acceptance, autonomy, and happiness and why behaviour is often a signal of unmet needs rather than defiance. This is a conversation about connection, belonging and helping young people develop a sense of direction inside a system that can feel overwhelming. In this episode, we discuss:
Why This Episode Matters Key Stage 3 is often the most overlooked phase in education but it’s where identity, belonging, and disengagement begin to crystallise. This episode invites educators, leaders and psychologists to look beyond behaviour and systems, and instead focus on acceptance, connection, and purpose. When young people can see where they fit, feel supported rather than dropped, and are helped to develop their own internal goals, school becomes something they can stay connected to not something they need to escape from. Because behaviour is rarely about refusal. Connect with Mike Lane Website: ridgewaypsychology.co.uk Connect with Me Instagram: @dradammcartney | |||
| ADHD: Over diagnosed? | 28 Apr 2026 | 00:22:59 | |
In this episode, I explore a question that keeps coming up in education: Is Attention Deficit Hyperactivity Disorder over diagnosed or are we missing something deeper? To make sense of that, I take a step back into the history of mental health and how diagnosis became so focused on criteria and checklists. While systems like the DSM brought structure, they also shaped how we interpret behaviour, sometimes reducing complex experiences into a set of symptoms. I also touch on the Rosenhan study, which challenged how reliable those diagnoses can be and how much of a role perception plays. From there, the focus shifts to what this looks like in real life. When a child presents with inattention, impulsivity, or hyperactivity, it’s easy to label it. But it’s more useful to ask what’s sitting underneath. Research into adverse childhood experiences (ACEs) shows how much a child’s environment and experiences can shape how they behave and engage. There’s a biological side too, particularly around dopamine and regulation, but even that connects back to the environment. The level of stimulation children are exposed to today plays a big role in how they focus and respond. So where does that leave us? For me, it comes back to relationships. Whether there’s a diagnosis or not, children need to feel safe, understood, and connected. Small, consistent actions in the classroom can make a bigger difference than we often realise. In This Episode, I Explore
Why This Episode Matters This isn’t about dismissing ADHD. It’s about widening the lens. When we look beyond the label, we’re more likely to respond with curiosity rather than judgment and that’s where meaningful support begins. Connect with Me Instagram: @dradammcartney | |||
| Is It Unreasonable to be Relational? | 21 Apr 2026 | 00:28:15 | |
In this episode, we explore a question many secondary teachers quietly wrestle with, is a relational approach actually realistic in such a complex, high-pressure environment? The conversation centres on a powerful classroom moment, where what appears to be defiance begins to reveal something deeper about identity, belonging and what sits beneath behaviour. It challenges the idea of behaviour as the problem, instead reframing it as a signal. We also unpack the realities of secondary school life. With large class sizes and over 100 students a week, meaningful connection can feel out of reach. This creates a tension between what we know works relationally and what the system allows. A key theme is identity. As peer influence grows, behaviour can become a way for students to gain recognition, maintain status, or cope with challenges beyond the classroom. Alongside this, the episode rethinks resilience, not as toughness, but as something built through relationships and support. Importantly, this is not about removing structure. It is about balance. Small, intentional actions like consistent routines, simple greetings and moments of curiosity can create meaningful impact, even in busy classrooms. In This Episode, We Discuss
Why This Episode Matters Secondary teachers are constantly balancing behaviour, curriculum, and connection. This episode offers a grounded perspective on how relational practice can still exist within those pressures. It’s a reminder that being relational doesn’t always mean doing more, sometimes it’s about doing things differently. Connect with Mike Lane Website: ridgewaypsychology.co.uk Connect with Me Instagram: @dradammcartney | |||
| LETS GO! Coaching in Education | 14 Apr 2026 | 00:27:57 | |
In this episode, we explore what happens when coaching enters the education system not as a quick fix, but as a way to make schools feel more human again. The conversation begins with Sam’s personal journey. From a young teacher struggling with anxiety and burnout, to a moment of vulnerability in the classroom that changed everything, coaching became the turning point. Not because it gave him all the answers, but because it gave him something simple and powerful a space to be heard. From there, the discussion opens up into a bigger question…what’s missing in education right now? Sam shares a clear and honest view that many students and teachers feel disconnected from themselves, from each other and from the system they’re part of. And while there are great things happening in schools, the pressure, workload and constant push for performance often get in the way of real connection. We also dive into the role of coaching with young people. At its core, it’s about giving students responsibility, helping them realise they have more control than they think and creating space for reflection and action. But it’s not always easy especially when students are reluctant or already struggling. What stands out is how powerful even one conversation can be when someone truly feels listened to. A particularly powerful moment in the episode highlights this impact. A young person in crisis, on the edge of giving up, finds just enough space and support to begin moving forward again. It’s a reminder that while coaching isn’t a replacement for deeper therapeutic work, it can play a crucial role in helping young people reconnect with the present and take their next step. The conversation also turns to teachers. Many are carrying huge emotional and professional loads, often without the time or space to process it. Coaching, even in its simplest form, can create that pause something many teachers don’t realise they need until they finally experience it. Running through all of this is a bigger tension in the system. Curriculum overload, limited time and increasing demands make it difficult to prioritise relationships, even though they are at the heart of effective education. The question becomes not just what we add to schools, but what we take away to create space for what really matters. Ultimately, this episode is about shifting perspective. From fixing problems to building connection. From pressure to presence. And from surviving the system to reimagining what it could be. In This Episode, We Discuss
Why This Episode Matters Education is at a crossroads. With rising pressure on both students and teachers, this episode offers a different lens one that focuses less on adding more and more on creating space. It reminds us that meaningful change doesn’t always come from big reforms, but from simple, human conversations that help people feel seen, heard and able to move forward. Connect with Sam Moinet. (Guest) Instagram: @bora_education Connect with Mike Lane Website: ridgewaypsychology.co.uk Connect with Me Instagram: @dradammcartney | |||
| What does it take to achieve an Inclusive Curriculum? | 07 Apr 2026 | 00:21:19 | |
In this episode, we unpack the Department for Education’s latest push on inclusion and ask a big question… is this the turning point schools have been waiting for or another ambitious idea that may struggle in reality? The conversation begins with the growing expectation on schools to embed inclusion into everything they do from leadership and culture to curriculum and classroom practice. While the vision is clear, there’s an immediate tension between ambition and practicality, especially when funding and time feel limited. We explore what “inclusion” really means in practice. It’s not just about placing children in mainstream settings it’s about adapting the environment so every child can genuinely access learning. That raises deeper questions about whether the current curriculum allows for that flexibility, or whether it unintentionally limits it. A key theme throughout the episode is expertise. But rather than placing that responsibility on one individual, the discussion reframes it as a shared effort. Teachers, leaders, specialists, and external professionals all bring something essential and it’s only through collaboration that meaningful inclusion can happen. There’s also an honest look at the pressures teachers face. High expectations, rigid curriculum demands, and accountability systems can sometimes restrict creativity rather than support it. Without space and trust, even the most skilled educators can feel constrained. At its core, this episode is about balance finding a way to hold onto ambition while creating systems that genuinely support the people delivering it. In This Episode, We Discuss
Why This Episode Matters Inclusion is no longer a side conversation it’s becoming central to how schools operate. But real change won’t come from policy alone. It depends on how well professionals work together, how much flexibility schools are given and whether teachers are truly supported to meet the diverse needs in their classrooms. This episode offers a grounded, honest perspective on what it will take to turn inclusion from an expectation into a reality. Connect with Mike Lane Website: ridgewaypsychology.co.uk Connect with Me Instagram: @dradammcartney | |||
| Experts at Hand… But Is the System Ready? | 31 Mar 2026 | 00:30:46 | |
In this episode, we explore whether the “expert at hand” model can truly improve the S.E.N.D system, or whether it risks becoming another strong idea that struggles in practice. The conversation starts with a simple but important question… who actually is the expert? Rather than placing that label on one professional, the discussion reframes expertise as something shared. Teachers, SENCOs, specialists, families, and even the child all bring valuable insight and it’s only when those perspectives come together that meaningful support can happen. We also dig into the reality behind the policy. While the move towards inclusion and early intervention sounds promising, there are real concerns about how it will work in practice. Questions around funding, structure and collaboration remain unclear, and without those foundations, even the best intentions can fall apart. A key theme running throughout is relationships. When professionals know each other and understand how they work, support becomes more effective and families feel reassured. Without that, the system can feel fragmented, leaving parents and schools to navigate challenges alone. The episode also shifts perspective to the child’s voice, asking: what do you need to know and what are you going to do to help me? This question cuts through the complexity and brings the focus back to what really matters. Ultimately, the conversation highlights that real change won’t come from policy alone. It depends on people, on collaboration and on keeping the child at the centre of every decision. In This Episode, We Discuss
Why This Episode Matters The S.E.N.D system is under pressure, and change is needed. This episode reminds us that inclusion isn’t just about new frameworks it’s about how people work together, how trust is built and how consistently we focus on the needs of the child. Connect with Mike Lane Website: ridgewaypsychology.co.uk Connect with Me Instagram: @dradammcartney | |||
| The Neuroscience of Learning ( Inspired by The Little Book of Big Stuff About the Brain) With Dr. Andrew Curran | 24 Mar 2026 | 00:32:47 | |
In this episode of Between Two Psychs, we’re joined by paediatric neurologist and author Dr. Andrew Curran to explore what the science of the brain can teach us about learning, relationships and emotional connection in education. Dr. Andrew shares insights from decades of studying the neurobiology of learning, explaining how the brain forms connections between nerve cells and why those connections depend heavily on emotional engagement. One of the central ideas in this conversation is that learning is not driven purely by intellectual processes. Instead, it is deeply influenced by the emotional brain. When students feel safe, understood and connected to the person teaching them, the brain becomes biologically primed to learn. We also explore the role of dopamine in forming new neural connections and how emotional relationships in the classroom can activate the systems that allow learning to happen. Dr. Andrew explains why the connection between teacher and student is not simply helpful it is central to how the brain processes and stores knowledge. The conversation also touches on the impact of trauma, stress, and attachment on both students and educators. These experiences can shape the patterns stored in the brain and influence behaviour, learning and emotional responses in the classroom. A powerful metaphor discussed in the episode is the idea of “facing the tiger,” representing the internal emotional patterns we all carry from earlier experiences. Understanding and reflecting on these patterns can help educators become more aware of what they bring into the classroom and how it affects the learning environment. When classrooms are built on trust, safety and understanding, they create the conditions where both students and staff can thrive. In This Episode, We Discuss
Why This Episode Matters Education is often discussed in terms of curriculum, assessment and performance. Understanding how the brain forms connections helps us see why trust, safety and emotional engagement are not optional extras in education they are the foundation that learning is built upon. When schools create environments where both students and staff feel understood and supported, the conditions for meaningful learning become possible. Connect with Dr. Andrew Curran (Guest) LinkedIn: Andrew Curran Connect with Mike Lane Website: ridgewaypsychology.co.uk LinkedIn: Michael Lane Connect with Mike Lane Instagram: @dradammcartney | |||
| More S.E.N.D Places Won’t Fix the System | 17 Mar 2026 | 00:30:27 | |
In this episode of Between Two Psychs, we explore a key question emerging from the S.E.N.D White Paper: Is creating more S.E.N.D places enough, or are we overlooking the workforce needed to support them? While significant funding has been announced to expand provision, we reflect on whether enough attention is being given to developing the professionals who make inclusion work in practice. Schools may gain more places, but without confident and supported staff, the pressure on the system could simply increase. A central theme in our conversation is capacity versus demand. We discuss the difference between sufficiency planning and workforce development and why focusing only on infrastructure risks missing the bigger picture. Inclusion is not just about creating space in the system it depends on skilled teachers, strong leadership, and collaborative professional support. We also explore how the role of educational psychologists may evolve. Rather than relying solely on traditional assessment models, we highlight the value of consultative approaches that help teachers understand the child’s perspective and build solutions together. This kind of work focuses on empowerment, helping school staff develop confidence and insight in their everyday practice. In This Episode, We Discuss:
Why This Episode Matters The S.E.N.D system is at a turning point. The direction of reform suggests a move toward greater inclusion and belonging in schools, but the success of that vision will depend on how well professionals are supported to deliver it. Ultimately, meaningful reform is not just about expanding provision it’s about strengthening the people and systems that support children every day. Connect with Mike Lane Website: ridgewaypsychology.co.uk Connect with Me Instagram: @dradammcartney | |||
| How Autism in Girls Slips Past Everyone | 10 Mar 2026 | 00:33:24 | |
In this episode of Between Two Psychs, we explore a growing and important area of understanding within education and psychology autism in girls. Drawing directly from our reflections in practice, we talk about why this conversation feels relatively recent, and why so many girls have historically gone unseen. Much of what professionals were trained to recognise was based on more stereotypical presentations. In this episode, we challenge ourselves to look again. A central theme in our discussion is masking. We reflect on how many girls develop strong language skills and learn social scripts that help them blend in at school. On the surface, things can look settled and successful. Yet when we triangulate with home, a very different picture can emerge exhaustion, anxiety, emotional overwhelm and behaviours that seem to “appear” only outside of the classroom. We explore the idea of cognitive demand not just academically, but socially and emotionally. For many girls, navigating friendships, reading social nuance and maintaining control in uncertain situations carries a significant invisible load. In This Episode, We Discuss:
We also move into practical support. We talk about the importance of triangulation between school and home, noticing subtle patterns in play and interaction, and strengthening identity rather than focusing solely on social correction. Practical approaches discussed include:
A key message we return to is simple: Autistic practice is good practice. When we prioritise communication, emotional literacy, predictability and identity, we improve outcomes not only for autistic girls, but for all children. Why This Episode Matters If we only look for loud or stereotypical presentations, we risk missing girls who are quietly coping until they can no longer sustain it. This episode encourages us to look beneath the surface, to question assumptions and to recognise that behaviour is often a strategy for managing uncertainty and demand. Understanding autism in girls requires curiosity, reflection and collaboration and this conversation is part of that ongoing shift. Connect with Mike Lane Website: ridgewaypsychology.co.uk LinkedIn: Michael Lane Connect with Me Instagram: @dradammcartney Website: dradammccartney.com YouTube: @Dr.AdamMcCartney | |||
| Is This Reform or Just More Pressure for Schools? | 03 Mar 2026 | 00:32:04 | |
In this episode of Between Two Psychs, we respond to the newly published SEND White Paper and ask a question we don’t think is being asked clearly enough: If supervision isn’t part of the reform, are we simply increasing pressure on schools without increasing support? We explore the emphasis on inclusion, the proposed “expert at hand” approach, and the acknowledgement that many teachers do not feel confident supporting pupils with S.E.ND. Drawing on our combined experience and Gillian’s research into emotional wellbeing and teacher retention we reflect on what this reform could mean in practice. In This Episode, We Discuss
Why This Episode Matters We all recognise that the S.E.N.D system is under strain. Reform is needed. But reform without clarity, containment, and relational safety risks repeating familiar patterns under new language. I believe that if we want confident teachers, we must create spaces where they feel safe to reflect, question, and grow. Supporting children with S.E.N.D starts with supporting the adults around them. This episode offers a grounded reflection hopeful where there is potential, cautious where experience tells us to pause and focused on what we can do now to strengthen schools from within. Read the full S.E.N.D white paper here>> Supervision in Education Quality Standards Framework pdf Connect with Gillian Airey Goodwin (Guest) LinkedIn: Gillian Airey GoodwinInstagram: @gillianaireygoodwin Connect with Mike Lane Website: ridgewaypsychology.co.uk LinkedIn: Michael LaneConnect with Me Instagram: @dradammcartney Website: dradammccartney.com YouTube: @Dr.AdamMcCartney | |||
| S.E.N.D Reform Leaked: Opportunity or Crisis? | 21 Feb 2026 | 00:16:24 | |
In this special episode of Between Two Psychs, we respond to the recent SEND White Paper leak and unpack what it could mean for schools, families, and professionals. With the clear understanding that this is speculative, we walk through the key themes emerging from the leak, including the proposed move toward a tiered system, the possibility of EHCPs being reserved for the most complex cases, and what reassessment at key transition points, particularly age 11, might signal for secondary schools. Drawing on our combined experience across education, we reflect on whether this is meaningful reform or a familiar cycle of policy returning in a new form. We explore the potential impact on inclusion, funding, accountability, and multi agency working, and ask the bigger question: will this actually strengthen collaboration between education, health and social care? In This Episode, We Explore
Why This Episode Matters SEND reform affects real children, real families, and real professionals. While policy language can sound hopeful, meaningful change depends on structure, funding, and genuine collaboration. This episode offers a balanced, grounded reflection. Hopeful where it makes sense to be hopeful, cautious where experience tells us to be cautious. Above all, it reinforces the need for proper support around schools, shared responsibility across systems, and an approach that empowers professionals rather than overwhelming them. Connect with Mike Lane Website: ridgewaypsychology.co.uk LinkedIn: Michael Lane Connect with Me Instagram: @dradammcartney Website: dradammccartney.com YouTube: @Dr.AdamMcCartney | |||
| Strong Relationships Create Real Change | 17 Feb 2026 | 00:42:49 | |
In this episode, we sit down with teaching SENCO Tom Hodgson to explore why relationships sit at the heart of successful inclusion and how emotionally attuned practice can completely change a child’s journey in school. Drawing on real classroom experience, we reflect on the emotional demands of supporting children with complex needs and why connection must come before correction. Through a powerful case study, we unpack how one pupil moved from the brink of permanent exclusion to full integration through co-regulation, consistency and a strong team around the child. Together, we discuss why meaningful relationships, emotional literacy and shared staff values are essential for long-term change in schools. In This Episode, We Discuss
Why This Episode Matters This conversation invites educators to rethink behaviour through the lens of connection and safety. When children feel understood and supported by consistent adults, meaningful progress becomes possible both emotionally and academically. It also highlights the emotional load educators carry and why reflective practice, shared training and strong professional relationships are essential for sustainable, inclusive education. Connect with Mike Lane Website: ridgewaypsychology.co.uk LinkedIn: Michael Lane Connect with Me Instagram: @dradammcartney Website: dradammccartney.com YouTube: @Dr.AdamMcCartney | |||
| The Power of Early Years Connection | 10 Feb 2026 | 00:27:35 | |
In this episode of Between Two Psychs, we explore the realities of early years provision and the incredible work practitioners do despite increasing demands and limited resources. Drawing on experiences from educational psychology and early settings, we reflect on the pressures staff face and the psychological foundations that help young children feel safe, connected and ready to learn. A central theme is “reach before you teach” the idea that relationships, emotional safety, and connection sit at the heart of effective early years practice. We discuss how behaviour often communicates underlying needs such as anxiety, sensory differences or communication challenges, and why play remains essential for cognitive, social and emotional development. Alongside these reflections, we share practical strategies that support engagement and independence, including paired reading, attention buckets, visual timetables and pictorial communication systems. In this episode, we discuss:
Why This Episode Matters Early years practice lays the foundation for lifelong learning. This episode highlights that meaningful progress starts with connection, regulation and realistic expectations for both children and the adults supporting them. When children feel safe and understood, learning becomes possible and when practitioners feel supported, they are better able to meet the complex needs within modern early years settings. Connect with Mike Lane Website: ridgewaypsychology.co.uk LinkedIn: Michael Lane Connect with Me Instagram: @dradammcartney Website: dradammccartney.com YouTube: @Dr.AdamMcCartney | |||
| The Learning that Comes Before the Lesson | 03 Feb 2026 | 00:27:26 | |
In this episode of Between Two Psychs, we explore a question many educators quietly wrestle with: why do some children still struggle to engage, even when lessons are well planned, differentiated, and thoughtfully delivered? Drawing on classroom observations, psychological research, and real conversations with teachers, we unpack what it really means to be ready to learn. We look beyond lesson plans and curriculum demands to the emotional, physiological and relational factors that shape how children show up in classrooms and how teachers are supported (or stretched) in holding all of this at once. We reflect on the impact of stress, cognitive overload, post-pandemic baselines and rising expectations and why learning can’t be separated from nervous-system state, safety and trust. At the heart of the conversation is a simple but powerful idea: learning sits on top of regulation, belonging and relationships. In this episode, we discuss:
Why This Episode Matters This episode invites us to rethink what “preparedness for learning” really means. It reminds us that learning is not just a cognitive task it is a relational, emotional and physiological process. When children feel safe, regulated and understood, they are far more able to tolerate challenge, uncertainty and moments of struggle. And when teachers are supported psychologically as well as professionally they are better able to hold the complex demands of modern classrooms. Preparedness for learning doesn’t start with the lesson. Connect with Mike Lane Website: ridgewaypsychology.co.uk Connect with Me Instagram: @dradammcartney | |||
| Is Key Stage Three the Problem? | 27 Jan 2026 | 00:28:35 | |
The transition into Key Stage 3 is often described as a fresh start but for many young people, it’s where things quietly begin to unravel. In this episode of Between Two Psychs, we explore why the move from primary to secondary school can be such a vulnerable point, particularly for students who sit on the margins. We unpack the steady rise in exclusions between Years 7 and 9 and ask a deeper question: what does this transition feel like psychologically for children and what are schools unintentionally missing? We talk about the shift from one secure relationship to many, from nurture to independence and from feeling known to feeling lost in a much bigger system. Along the way, we explore concepts like learned helplessness, acceptance, autonomy and happiness and why behaviour is often a signal of unmet needs rather than defiance. This is a conversation about connection, belonging and helping young people develop a sense of direction inside a system that can feel overwhelming. In this episode, we discuss:
Why This Episode Matters Key Stage 3 is often the most overlooked phase in education but it’s where identity, belonging and disengagement begin to crystallise. This episode invites educators, leaders, and psychologists to look beyond behaviour and systems and instead focus on acceptance, connection and purpose. When young people can see where they fit, feel supported rather than dropped, and are helped to develop their own internal goals, school becomes something they can stay connected to not something they need to escape from. Because behaviour is rarely about refusal. Connect with Mike Lane Website: https://www.ridgewaypsychology.co.uk/ Connect with Me Instagram: https://www.instagram.com/dradammcartney/ | |||
| Is Supervision the Cure to Burnout? | 20 Jan 2026 | 00:31:15 | |
In this episode, we sit down with Gillian Airey Goodwin to explore what burnout really looks like in education and why understanding our own psychology may be key to keeping educators in the profession. Drawing on Gillian’s Master’s research in mental health and wellbeing, alongside more than 30 years of experience in education, we reflect on the emotional demands teachers face, the role of emotional intelligence, and why coping alone is no longer enough. We explore how resentment, pressure and constant accountability can slowly erode wellbeing even in highly skilled, experienced professionals. Together, we discuss why structured reflection, psychological safety and meaningful supervision may be essential for educators to thrive, not just survive. In this episode, we discuss:
Why This Episode Matters This episode invites us to rethink how we support educators. When teachers understand their own psychology, feel safe to reflect, and are genuinely listened to, wellbeing improves and so does the experience of children in the classroom. Educator wellbeing isn’t a “nice to have”. It’s fundamental to ethical decision-making, positive relationships and sustainable education systems. Connect with Gillian Airey Goodwin (Guest) LinkedIn: https://www.linkedin.com/in/gillian-airey-goodwin-b9b401239/ Connect with Mike Lane Website: https://www.ridgewaypsychology.co.uk/ Connect with Adam McCartney Instagram: https://www.instagram.com/dradammcartney/ | |||
| Beyond Behaviour: The Conversations That Change Everything | 06 Jan 2026 | 00:28:00 | |
In this episode, we explore why behaviour systems work for many students but not for those who sit outside the middle of the bell curve and what changes when we genuinely listen to a child’s story. We look at how timing, nervous-system regulation, curiosity, and relational repair help us move from confrontation to connection. We also reflect on the post-COVID social gap, why some young people struggle to engage with traditional approaches, and how simple relational moments greetings, attunement, and authenticity create safety in small but powerful ways. In this episode, we discuss:
Why This Episode Matters This episode invites us to rethink behaviour support through a relational lens. When we create space for young people to tell their story, conflict becomes a chance to understand, repair, and strengthen trust. Instead of focusing on control or consequences, we focus on connection, timing, and insight, because real change happens when students feel safe, heard, and valued. When we honour a child’s story, we open the door to growth, for them and for us. Connect with Mike Lane Website: https://www.ridgewaypsychology.co.uk/ Connect with Me Instagram: https://www.instagram.com/dradammcartney/ | |||
| Bonding & Attunement: The Art of Teaching | 30 Dec 2025 | 00:30:25 | |
In this episode of Between Two Psychs, we explore one of the most essential aspects of classroom life: Bonding and Attunement. We look at why relationships come before learning, how children “borrow” our nervous systems, and the practical ways we can help students move from emotional overwhelm into the calm, thinking brain. Drawing on attachment theory, polyvagal theory, developmental psychology, and real school examples, we break down what bonding and attunement look like in practice and why they matter now more than ever. What We Cover 1. Why Relationships Matter
2. Brains & Learning
3. Attunement Skills
4. Building Bonds
Key Ideas We Discuss
Why This Episode Matters Learning can only happen when children feel safe, calm, connected, and understood. When we prioritise relationships, we make learning possible. Connect with Mike Lane Website: https://www.ridgewaypsychology.co.uk/ Connect with Me | |||
| Celebrating Difference: How Identity Shapes Inclusion in Schools | 16 Dec 2025 | 00:31:50 | |
In this episode of Between Two Psychs, Adam McCartney and Mike Lane explore one of the most fundamental yet often overlooked aspects of school life: Individual Differences. From personality traits and identity development to group dynamics, belonging and routine, they unpack how children understand themselves, how they fit into a group, and how teachers shape that journey every single day. Drawing on psychological frameworks including the Big Five personality model, Self-Determination Theory, Tajfel’s social identity research, Bandura’s social learning theory, Bruner’s narrative identity, and early years work by Rogers and Dan Siegel, Adam and Mike show how inclusion is built in the subtle everyday moments: acceptance, modelling, routine, and relationships. This episode moves beyond labels or “learning styles” and examines the deeper question behind them: How do we create classrooms where every child feels seen, valued and able to be themselves without losing the cohesion that helps groups thrive? Through real school casework, practical examples, and warm reflection, they explore the challenges teachers face in balancing thirty personalities, diverse needs, and a curriculum and the surprising power of shared experiences, role play, collaborative tasks, and even simple rituals to build identity and belonging.In this episode, we discuss: ✨ Why “individual differences” are really about identity, personality, and development Practical strategies for teachers:
This episode invites educators to reflect on: How do we cultivate classrooms where differences aren’t just accommodated they’re celebrated? Because when children experience belonging, safety, acceptance and clarity, their identity can flourish and so can their learning. Connect with Mike Lane Website: https://www.ridgewaypsychology.co.uk/ Connect with Me Instagram: https://www.instagram.com/dradammcartney/ | |||
| Beyond Behaviour: Why Students get Excluded | 09 Dec 2025 | 00:43:41 | |
In this episode of Between Two Psychs, Adam McCartney and Mike Lane take on one of the most debated areas in education: School Exclusions. Moving beyond headlines and assumptions, they explore what the data really shows, why so many young people reach crisis point, and crucially how schools can intervene earlier, more compassionately, and more effectively. Drawing on casework, psychological models and years of school-based practice, Adam and Mike unpack how factors like identity, belonging, trust, developmental stage and social context intersect with behaviour and why the story of exclusions is rarely just about “poor choices.” From the challenges of transition in Year 7 to the pressures of adolescence, resource limitations, and the complexities of trust and relationships in secondary settings, this conversation brings together data, humanity, and practical insight. It reminds us that when schools create predictable, relational, inclusive environments, young people are more able to engage, participate, and thrive. In this episode, we discuss: ✨The data behind exclusions and what changed after 2014 and again post-pandemic ✨Why secondary pupils are far more likely to be excluded than primary pupils ✨ How identity development in adolescence can impact behaviour, belonging, and wellbeing ✨Why transitions and unpredictability can fuel anxiety, avoidance, and disruption ✨The role of acceptance, competency and peer approval in shaping behaviour ✨How social communication needs (e.g., autism, ADHD) interact with expectations in secondary school ✨Why exclusion is often linked to trust, self-worth, and unmet emotional needs ✨How socioeconomic factors and wider community contexts affect exclusion rates ✨The power of consistent relationships and predictability at Key Stage 3 ✨Resource bases, alternative provision, and how schools can build relational practice even without specialist spaces ✨Practical approaches that help build connection and safety: – Emotion coaching – Motivational interviewing – Pastoral investment – Inquiry-based and cooperative learning ✨Why restorative conversations need training, time, and structure not just good intentions ✨How policies move from punitive to relational when they centre clarity, empathy, and shared responsibility This episode invites teachers, leaders, and SEN professionals to reflect on: How do we make school a place where students feel seen, safe, connected and competent? When that foundation is secure, behaviour improves not because young people fear sanctions, but because they feel they belong. Inclusion is not just about preventing exclusion it is about building environments where young people want to participate. Connect with Mike Lane Website: https://www.ridgewaypsychology.co.uk/ LinkedIn: https://uk.linkedin.com/in/michael-lane-4304a3123 Connect with Me Instagram: https://www.instagram.com/dradammcartney/ Website: https://www.dradammccartney.com/ | |||
| Supporting Parents of Neurodiverse Children | 02 Dec 2025 | 00:35:54 | |
In this episode of Between Two Psychs, Mike and Adam explore what it really means to support neurodiverse children at home not from a textbook, but from the everyday realities of parenting, psychology and growing together. After exploring how schools and leaders can champion neurodiversity in earlier episodes, this time we bring the focus home. Drawing on Mike’s experience running parent programmes and Adam’s own reflections as both a psychologist and parent, we look at how small, consistent routines can help families create calm and connection in what can sometimes feel like chaos. Adam and Mike talk honestly about what happens when plans fall apart, when predictability disappears and when all you can do is pause, co-regulate and try again. Because every parent neurodiverse household or not knows that perfection isn’t the goal. Presence is. In this conversation, you’ll hear about:
This episode is a gentle reminder that no one parents alone. Connect with Mike Lane Website: https://www.ridgewaypsychology.co.uk/ LinkedIn: https://uk.linkedin.com/in/michael-lane-4304a3123 Connect with Me (Dr. Adam McCartney) Instagram: https://www.instagram.com/dradammcartney/ Website: https://www.dradammccartney.com/ | |||
| The Psychology of Leading: Building Inclusive Schools | 21 Nov 2025 | 00:37:28 | |
In this episode of Between Two Psychs, Adam McCartney and Mike Lane continue their three-part series exploring psychology in education this week turning the spotlight on leadership. Moving beyond models and hierarchies, they unpack how psychological principles can shape more compassionate, empowered and inclusive school cultures. Drawing from Adam’s research on empowerment and communities of practice and Mike’s application of Maslow’s Hierarchy of Needs and the SCARF model, this episode explores how understanding human motivation, belonging and autonomy can transform the way leaders engage their teams and sustain inclusive practice. From headteachers navigating role identity to teachers finding their professional voice, this conversation bridges theory and lived experience reminding us that great leadership begins with self-awareness, trust and a shared sense of purpose. In this episode we talk about: ✨How school leaders can apply psychological theory not just management frameworks to lead more effectively ✨Adam’s empowerment model: aligning identity, role and control to create autonomy and trust ✨Using communities of practice (Wenger, 1998) to understand how professionals learn and evolve together ✨Why micromanagement undermines inclusion and innovation and how leaders can foster agency instead ✨Mike’s application of Maslow’s Hierarchy of Needs to leadership: meeting physical and emotional needs before introducing change ✨Exploring the SCARF model (Status, Certainty, Autonomy, Relatedness, Fairness) as a practical framework for safe, motivated teams ✨The psychological importance of belonging and how fairness, recognition, and connection create cultures where staff thrive ✨Why clarity of vision and ethos helps align every role in a school toward inclusion ✨How leadership psychology mirrors what we know about supporting students: safety, trust and meaningful connection This conversation invites leaders, SENCOs and educators alike to look inward to understand not just what they lead, but how they lead. When schools build systems grounded in psychological safety, fairness and belonging, inclusion stops being a directive and becomes part of the culture. ✨Resources Mentioned:
Connect with Mike Lane Connect with Me: Instagram: https://www.instagram.com/dradammcartney/ Website: https://www.dradammccartney.com/ Thank you for joining this episode of Between Two Psychs. Leadership begins with understanding people and psychology gives us the tools to lead with empathy, clarity and purpose. | |||
| Building Neurodiverse Friendly Classrooms | 07 Nov 2025 | 00:37:23 | |
In this episode, we sit down for a thoughtful conversation on what it truly means to create learning spaces where neurodiverse students can feel seen, safe, and supported. This conversation weaves personal experiences with practical tools exploring how small, intentional shifts in classroom practice can create profound ripples of inclusion. We explore how predictable structures, emotional safety, and sensory awareness can shape not just how students learn, but how they belong. From the power of ritual and routine to the nuance of identity in adolescence, this episode offers both grounding wisdom and actionable strategies for educators, caregivers, and anyone passionate about inclusive education. In this episode we talk about: This conversation is an invitation to slow down, see the classroom through the eyes of neurodiverse learners, and remember that inclusion begins with relationship, trust, and structure. When classrooms become spaces of safety and predictability, learning transforms from a task into a shared human experience. ✨Resources Mentioned:
Inclusion is not just about who is in the room it’s about how the room is built. Connect with Mike Lane Connect with Me: Thank you for listening and for being part of a movement that centers care, connection, and true inclusion in education. | |||