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To wrap up season 4, educators share books, films, and tools to inspire other teachers, students, and learning communities at the start of the new school year. Nina shares some highlights in the episode, and the full list is below. Thank you to everyone who sent in their recommendations. Books In the Small Places: Stories of Teacher Changemakers and the Power of Human Agency by Fred Mednick, recommended by Katharine Young.Reaching and Teaching Children Who Hurt: Strategies for Your Classroom by Susan E. Craig, recommended by Trinidad Arellano. Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants by Robin Wall Kimmerer, recommended by Rosina Dorelli.The Hidden Balance of Things: Family constellations, shamanism, and other ways to prevent our extinction by Guillermo Leone, recommended by Rocio Garcia SolcaSchools That Learn: Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares about Education by Peter Senge, recommended by Carlos Chiu.Creative Schools: The Grassroots Revolution That’s Transforming Education by Ken Robinson, recommended by Joanna Marriott.Another Way Is Possible: Becoming a Democratic Teacher in a State School by Derry Hannam, recommended by Richard Fransham.The Secret of Spinoza by Jose Rodrigues dos Santos, recommended by Ingrid Delange.Films and videos Spare Parts, recommended by Carlos Chiu. Lunana: A Yak in the Classroom, recommended by Trinidad Arellano. Suvemae: Pioneer of Possibility, recommended by Richard Fransham.The Boy Who Harnessed the Wind, recommended by Katharine Young.The Story of Stuff and the original, recommended by Rosina Dorelli.Kiss the Ground, recommended by Rocio Garcia Solca.The Literacy Shed, recommended by Silvana Gili.Hichki, recommended by Meesha Arora.Find the rest of the recommendations on BOLD Guests Katharine Young: LinkedIn Trinidad Arellano: LinkedIn, Instagram Rosina Dorelli: LinkedIn Carlos Chiu: LinkedIn Richard Fransham: LinkedIn Meesha Arora: LinkedIn Toyin Awofeso: LinkedIn Atukunda Samuel: LinkedIn Joanna Marriott: LinkedIn Join the Teachers’ Voices WhatsApp group and read the community guidelines.

In what ways do students vary? How can teachers take account of variability when students develop at different paces and across different dimensions of learning? In this episode, Nina speaks with Sarah Bichler, Associate Professor of Psychology at the University of Passau in Germany. Sarah says children grow and learn in different ways, sometimes steadily, sometimes through abrupt shifts. Recognizing individual learning timelines allows teachers to “design the instruction that matches the learner’s developmental stage”. Nina then hears from Meesha Arora, an economics teacher at an international school in New Delhi, India. Meesha sees students' confidence, analytical skills, and academic performance change over time with guidance, one-on-one attention, and use of AI in formative assessment. For Meesha, differentiating instruction is important because students come from different curricula and places. “I often spend the first six months just getting to know the child a little bit better”, she says, so she can cater to them. Finally, Nina speaks to Karmen Linnamägi, a music therapist and primary school teacher in Estonia. Karmen works with children with intellectual and developmental disabilities and uses participatory, creative teaching methods. Children “might have hidden skills and capacities, which suddenly at certain particular moments reveal themselves”, she says.  Join the Teachers' Voices WhatsApp group and read the community guidelines. Guests Sarah Bichler: LinkedIn Meesha Arora: LinkedIn Karmen Linnamägi: Facebook

What role do families play in children’s learning as they grow into adolescence? How can teachers build partnerships with parents and caregivers? What happens when schools work with families? In this episode, Nina speaks with Elisabetta Aurino, Associate Professor of Economics at the University of Barcelona in Spain. Elisabetta shares findings from her research in Ghana showing how caregivers can support their teens, even with limited resources. She discusses why some parents hold back from getting involved and how teachers can communicate with empathy. “Parents still remain the main factor driving the children's learning and development, especially in the early adolescent years”, Elisabetta says. Nina then hears from Shereen Abdullah, who teaches language and literature at an IB school in Cairo, Egypt. She specialises in supporting students with special educational needs. Shereen says that consistent, open communication between parents and schools can impact a student’s learning experience. Shereen says that just “a 10-minute talk with their parents on a daily basis” can help a student be well-rounded. Next, Nina hears from Wendy McKenzie and Cheryl McKenzie, sisters with extensive teaching experience in Trinidad, the USA, and beyond. Wendy, who teaches at an all-boys secondary school in Trinidad, shares stories of deep parental engagement, from project mentoring to guidance sessions led by parents. She says that “those boys whose parents have been present in school, they are usually the boys who excel at school”. Cheryl, a middle school teacher, tells Nina that parental involvement evolves as children mature. They can offer strategies to support teenagers’ emotional and social development alongside their academic growth. “We should have talks with parents encouraging them to be there for their child socially, be there for their child academically,” Cheryl says. Join the Teachers' Voices WhatsApp group and read the community guidelines.  Guests Elisabetta Aurino: LinkedIn Shereen Abdullah: LinkedIn, Instagram Wendy McKenzie: BOLD profile Cheryl McKenzie Eugene: Facebook

How can educators recognise and build on the strengths children gain from adversity? What happens when teachers shift from seeing deficits to seeing potential? How are children changing their own narratives with the support of educators? In this episode, Nina explores children’s resilience and the strength they gain from living in difficult circumstances. Nina first speaks with Gabriele Paone, a researcher in Oxford in the UK who studies how children in high-stress environments in different parts of the world develop strengths that are often overlooked. Gabriele focuses not on what students lack, instead recognising how they adapt, cope, and grow in the face of adversity. “Shifting from a deficit perspective to an adaptive one encourages educators to see potential strengths in differences”, Gabriele says. Nina then speaks with Murimi Nyaga, known as Turi, a teacher and Teach For Kenya fellow working in Machakos, Kenya. Turi teaches in a rural community where students face family hardships, poverty, and emotional challenges. Despite this, he has seen students thrive when given support and creative outlets. Through projects like arts and music, children are building confidence and discovering hidden talents. “The learners that have been engaged in the project have gained esteem”, Turi says. “They're able to take up responsibilities. They're able to take up leadership in the school.” Finally, Nina talks with Gilson Penha, a teacher and coordinator in Rio de Janeiro, Brazil. Gilson works in schools that serve neighbourhoods impacted by inequality and violence. Gilson developed a story with Turi’s students about a young warrior who uses a magical spear to free his people from oppression. This story helped his students see themselves as protagonists of a story of change. “I really believe that education can change the social context within our neighborhood, within our community”, says Gilson. Join the Teachers' Voices WhatsApp group and read the community guidelines. Guests  Gabriele Paone: Website Murimi Nyaga (Turi): LinkedIn Gilson Penha: Instagram

How can teachers support students in emergencies or difficult contexts? In this bonus episode, Nina hears advice for teaching in challenging conditions from four educators. First Nina meets Diana Suárez, a teacher in Colombia and an expert in multilingualism and multiculturalism. Diana says that safe play spaces let children reconnect, express themselves, and feel joy again. Next, Nina speaks to Gilson Penha, who teaches in a public school in Rio de Janeiro, Brazil. Gilson believes in building a welcoming school environment to support community involvement and hands-on, real-life activities that keep students motivated. Murimi Nyaga, known as Turi, is a middle school teacher from Machakos, Kenya. He tells Nina about connecting students with nature through school gardens and conservation projects. These experiences help students develop a sense of belonging and purpose, even if they struggle academically or face difficult home lives. Finally, Nina meets Antonio Castillo, a recent graduate from Spain, who works in afterschool programs for youth at risk of dropping out. He builds trust through authenticity and humility. By letting his students teach him first, he is able to truly connect. Join the Teachers’ Voices WhatsApp group and read the community guidelines. Guests and resources Diana M. Suárez: LinkedIn Gilson Penha: Instagram Murimi Nyaga (Turi): LinkedIn Antonio Castillo Teachers Without Borders: website

What makes leadership and innovation critical in education during emergencies? How do local educators overcome challenges with limited resources? How can communities and technology help sustain learning in crisis contexts? In this episode, Nina first speaks to Katy Noble, Head of Education in Emergencies at Teach For All, based in Palestine. Katy shares insights from 15 years working with crisis-affected communities, reflecting on how leadership in emergencies requires both adaptability and care. She believes in distributed, human-centered leadership. Katy says: “We need to question long held sector norms, like the obsession of focusing on access to education over quality learning outcomes, or this laser focus on student wellbeing at the expense of teacher wellbeing.” Nina also hears from Atukunda Samuel, Head Teacher of Navikale Refugee Settlement Secondary School in Uganda. Samuel tells Nina about the daily realities of leading a school under extreme pressure, including limited resources, overcrowded classrooms, and the emotional toll on both students and teachers. He also talks about the strength of the community: “The entire community plays a role. The school principals look for ways to recruit additional teachers amongst the internally displaced populations.” Join the Teachers' Voices WhatsApp group and read the community guidelines. Guests and resources Katy Noble: LinkedIn Teach For All video: Education in Emergencies: Connecting across borders Atukunda Samuel: LinkedIn

Why is evidence so important in education solutions? How is evidence incorporated into large-scale educational solutions? How can evidence lead to greater equity in education? In this episode, Nina first speaks to Vicky Colbert, from Colombia. Vicky is the founder of Fundación Escuela Nueva, an NGO that has shaped the way multigrade classrooms operate. Vicky tells Nina how they use evidence to ensure their work is effective, equitable, and scalable. Evidence improves outcomes, by showing what works and what doesn’t work. Teachers are the agents of change in their solution, as they get together to learn. Vicky says that “teachers sometimes learn more from other teachers than from experts”.  Next, Nina meets Karen Levesque, Head of Research at Imagine Worldwide. Imagine Worldwide is an NGO making education accessible through technology and self-directed learning. They strongly believed that personalised EdTech had the potential to make a difference in Sub-Saharan Africa, but they wanted to prove it could make a difference before implementing their solution. “Having an evidence base can help schools and systems decide: what is best for our children?” Karen says. Both NGOs are winners of the 2024 Klaus J. Jacobs Best Practice Prizes, in recognition of institutions and individuals implementing evidence-based solutions aimed at promoting child development and learning in practice. Join the Teachers' Voices WhatsApp group and read the community guidelines. Guests and resources Vicky Colbert: LinkedIn, X Fundación Escuela Nueva: website, Facebook, YouTube  Karen Levesque: LinkedIn Imagine Worldwide: website, short introduction video, LinkedIn, Facebook, Instagram, and Twitter

Should arts and science come closer together? How are teachers bringing these subjects together in the classroom? In this episode, Nina talks to Pamela Burnard, Professor of Arts, Creativities and Educations at the University of Cambridge in the UK. “When we look at creative industries, real world practitioners are not sitting in expert siloes, they are collaborating, they are co-authoring,” Pamela says. In medicine, culture, and technologies, people are connecting, she says.  Next, Nina meets Silvana Baico, a primary educator in Uruguay. Silvana connects learning with art and movement, looking for the math and geometry in dance. Silvana also trains teachers in this. ”Teacher training is essential because you give them the kind of fresh air, a sort of renewed desire to do things, to imagine new things,” says Silvana. Ingrid Delange is a secondary teacher working in Luxembourg. “If you mix art and mathematics, you can definitely develop creativity,” Ingrid tells Nina. For Ingrid, the surrealist artist Salvador Dalí is a source of inspiration and she uses his work in the classroom. Students are able to see beyond the painting and create their own interpretations of this art. Lastly, Nina speaks to Akina Lam, a teacher librarian in Hong Kong. “ I believe that by blending maths with stories, we can make it more engaging and accessible for everyone.” She recommends storybooks to children that incorporate mathematical concepts, such as The Curious Incident of the Dog in the Night-Time, The Hitchhiker's Guide to the Galaxy, and Alice's Adventures in Wonderland.  Join the Teachers' Voices WhatsApp group and read the community guidelines. Guests and resources Pamela Burnard: LinkedIn, Instagram, X, Sculpting New Creativities in Primary Education (book) STEAM gardens  Silvana Baico: Instagram  Ingrid Delange: LinkedIn Akina Lam: LinkedIn HK Gorden Dragon Book Awards organized by Akina Lam

What is high sensitivity? How many children in a classroom are highly sensitive? How can teachers support highly sensitive children? In this bonus episode, Nina talks to  Michael Pluess, Professor of Developmental Psychology at the University of Surrey. Michael has been studying children’s individual differences in sensitivity for more than 10 years. Around 30% of children are highly sensitive, he says, which means they are more affected by their environment, whether that’s positive or negative. Michael and his team have developed free resources for teachers which will help teachers learn about sensitivity and provide a classroom environment suited for those children. There’s a questionnaire to help teachers identify sensitive children in the classroom, and an online training course for teachers to complete which comes with a certificate. Join the Teachers' Voices WhatsApp group and read the community guidelines. Guest and resources Michael Pluess: University profile, LinkedIn, X sensitivityresearch.com: Test your student, Teacher training How to support highly sensitive children in class - Michael Pluess and Cherry Hirst share strategies for teachers and caregivers to help highly sensitive children thrive

Should learning be easy or effortful? What’s the zone of failure and why is it useful for learning? How can teachers design tasks for deep learning? In this episode, Nina talks to  Manu Kapur, Professor of Learning Sciences and Higher Education at ETH Zurich in Switzerland. When Manu was a teacher of grade 12 mathematics, he noticed that student understanding was quite shallow, even when explanations were very clear. This inspired him to study why that happens, and what can be done about it. The science shows that deep learning happens “in that zone which is beyond your current skill sets and abilities”, Manu says. Tasks need to be in that zone of failure for students to learn something new. Next Nina hears from primary school teacher Katharine Young who works in Spain. Katherine sees a move away from teachers simply passing on information. “We have to present meaningful learning situations”, she says. Katherine focuses on active, project-based learning, where students learn by doing. Nina also meets Toyin Awofeso from Rwanda DOS International Montessori School in Rwanda. In Montessori classrooms, lots of autonomy is given to the students, but teachers plan for every child. Toyin lets her students figure things out on their own in their projects, leading to aha moments. “Having them discover the concept you are trying to teach them makes the memory everlasting for them”, Toyin says. Join the Teachers' Voices WhatsApp group and read the community guidelines. Guests and resources Manu Kapur: website, book, PDF book chapter, LinkedIn, Instagram Katharine Young: LinkedIn Toyin Awofeso: LinkedIn

Why is sleep important as children grow? Are young people getting enough sleep? How can schools work with families to make sure children get the sleep they need? In this episode, Nina talks to Jared Saletin, Associate Professor of Psychiatry and Human Behavior at Brown University and the Associate Director of the E.P. Bradley Hospital Sleep Research Laboratory in Rhode Island, the US. “Sleep is critical across the entire lifespan”, Jared says. “And it's critical for mental health. It's also critical for physical health.” Jared tells Nina about the ‘perfect storm’ of adolescence, whereby teenagers’ lives are scheduled in opposition to their biology. Even one night of insufficient sleep compromises memory, attention, and mood, he says. Nina hears from three teachers who share experiences from their classrooms. Ganiyat Muritala Wuraola from Nigeria helped a student who was sleeping in class by talking to her family, who then made sleep a priority. Rocío García Solca, a Chemistry teacher from Argentina, discovered that many of her students were getting just five hours’ sleep a night. She encourages them to sleep well the night before an important or difficult lesson. Kawita Thani teaches teenagers in Vietnam. At Kawita’s school, they’re making a change in the schedule in response to the sleepiness students feel at different times of the day, in the hope it helps students to learn. Join the Teachers' Voices WhatsApp group and read the community guidelines. Guests and resources Jared Saletin: LinkedIn, website, Frontiers for Young Minds article Ganiyat Muritala Wuraola: LinkedIn Rocío García Solca: LinkedIn Kawita Thani: LinkedIn 

In this episode, Nina first meets Chaitra Murlidhar, in Boston in the US. Chaitra is the Global Lead of Leadership Development at Teach For All. Teach For All developed a Teaching as Collective Leadership Framework, which puts growing student leadership at the core of its approach to education. “Nobody can do this alone”, Chaitra says. “We are all connected with the common challenges we face in education.” Next, Nina speaks to Hamlet Khachatryan, who teaches English as a foreign language in Armenia. He noticed that students in his classroom weren’t listening to each other, so he encouraged them to listen to each other’s voices and understand that everyone’s ideas matter. Hamlet says, “listening is an indicator of being a good leader”. Finally, Nina meets Nicole Ames Chipana, who shares her experiences teaching science in a rural school in Peru. Nicole gave students challenges that mattered to them in their real lives, not just for school. “Leadership is about taking action and believing in your own power to create change.” Join the Teachers' Voices WhatsApp group and read the community guidelines. Guests and resources Chaitra Murlidhar on LinkedIn, on X Teach For All on LinkedIn Teaching as Collective Leadership Hamlet Khachatryan on LinkedIn, on Instagram, and on Facebook Teach For Armenia on LinkedIn, and on X Nicole Ames Chipana on LinkedIn, and on Instagram Enseña Perú on Facebook, and on X

In this short bonus episode, teachers Magdalena Balica, Kawita Thani and Sanja Vičević Ivanović share their tips for supporting teacher and student wellbeing in the classroom. Magdalena Balica and Sanja Vičević Ivanović, who were guests on the full episode about teacher wellbeing, suggest using mindfulness techniques for stress relief, cultivating the social side of wellbeing, and focusing on your purpose and meaning as an educator. Practitioners also shared with Nina the following ten ideas for slowing down and nurturing wellbeing in the classroom. Guide students through some deep breaths as they sit comfortably. Inhale for 4 counts, hold for 4, and exhale for 4. It can help young students to suggest smelling a flower for 4 counts, freezing for 4, and then gently blowing out a candle for 4.Lead the class in some simple body stretches to release tension. Include neck rolls, shoulder shrugs, and side bends.Ask students to tense and relax their muscles. Inhale for 4 counts, tense all the muscles for 4, then exhale and relax all the muscles for 4. Repeat 4 times. On the last go, tense all muscles to their maximum. For a variation, guide them to breathe in while moving the neck to one side, and breathe out coming to a neutral position. Repeat the exercise using different parts of the body.As students inhale, they draw the breath with a crayon. When they exhale, they move the crayon in a different direction. For a variation, students draw a circle whenthey inhale, and a line when they exhale. Start with 10 breaths or set a timer for 3 minutes.Ask students to concentrate on the sensory details of something in nature, ideally outdoors. If you’re indoors, provide something from nature such as a flower. Ask students to observe and feel the texture, the colours, the patterns, the smell etc. Read a story aloud for 5 minutes each day or play an engaging audiobook.Challenge students to find and count items of a certain colour or shape they can see in the classroom within 2 minutes. For a variation, ask students to close their eyes and focus on the sounds around them for 1 minute. They can share them with the class or keep them in a journal.On a rainy day, or as you play the sound of rain, ask students to close their eyes for 30 seconds as they concentrate on the rhythm of the rain. In pairs, one student gently taps with the tip of their fingers on the wrists of their partner, mimicking the rhythm of rain falling. Each partner does this for 30 seconds.In pairs, students lay on their backs, placing a small stuffed animal or a book on their stomachs, focusing on the item rising and falling with their breath.What am I doing well (in my life, at home, in school, anywhere?) Write a note of appreciation for yourself in the centre of the page - what are you doing well in life, at home, in school, or elsewhere? Scribble a continuous line around it, twisting and turning, in and out, left and right.Join the Teachers' Voices WhatsApp group and read the community guidelines. Guests and resources Magdalena Balica on LinkedIn Sanja Vičević Ivanović on LinkedIn Kawita Thani 

What supports teachers’ wellbeing? Can improving teacher wellbeing impact students’ wellbeing and their learning? In this episode, made in collaboration with the International Baccalaureate Organization (IB), Nina first talks to IB researcher Magdalena Balica from the Hague in the Netherlands. Magdalena looks at three elements of teacher wellbeing: Satisfaction with school life, positive emotions, a sense of purpose and meaning. Teachers’ wellbeing is often considered a personal matter, says Magdalena, but “in many cases, it’s a systemic problem that we need to support and address”. Nina stays in the Netherlands to meet Claudia Casalino-Korevaar, a chemistry teacher and coordinator of the middle school years program at a school in Amsterdam. “When teachers take care of their own wellbeing, they are better positioned, leading to a more supportive and productive learning environment”, Claudia says. Finally, Nina meets Sanja Vičević Ivanović, a language teacher and primary school years IB program coordinator in a school in Dubai in the United Arab Emirates. They take wellbeing very seriously at their school, including for teachers. “Taking care of our own wellbeing is absolutely the key when it comes to taking care of students’ wellbeing,” Sanja says. Join the Teachers' Voices WhatsApp group and read the community guidelines. Guests and resources Magdalena Balica on LinkedIn, policy research paper What is well-being? Claudia Casalino-Korevaar on LinkedIn Sanja Vičević Ivanović on LinkedIn International Baccalaureate Research Well-being for schoolteachers, Why well-being matters during a time of crisis, Supporting student well-being in a digital learning environment Podcast episode Teacher Wellbeing: The Key to Student Success HundrED’s Spotlight on Wellbeing in Schools report

What support do teachers need from their leadership teams? How does school leadership impact children’s learning? In this episode, Nina first hears from Shulammite Ajayi, a science teacher in Nigeria. Encouragement from her school leader helps Shully to motivate her students. “ When teachers are encouraged, when teachers are well-equipped with tools, with 21st century strategy, teachers want to work.” Jazzera Muneer is a special educator in India. “Inclusive education should not be a privilege, but a standard practice across all schools”, she tells Nina. Jazzy believes that inclusive education starts with inclusive school leadership. Next, Nina hears from Egoitz Etxeandia, a Spanish teacher. “School principals and school leaders are one of the pillars and the most important stakeholders to transform education.” Leaders build the environment for teachers to innovate in, he says. Nina then speaks to four members of the African Centre for School Leadership in Rwanda. Regional coordinator Fay Hodza tells Nina that “effective school leaders brings back the dignity to the teacher”. Nina also hears from technical lead Chantal Kabanda Dusabe, and education advisors Joselyne Cyiza Kirezi and Etienne Ntawigira. They tell Nina how strengthened school leadership can improve learning outcomes and wellbeing for teachers and learners. Join the Teachers' Voices WhatsApp group and read the community guidelines. Guests and resources Shulammite Ajayi on LinkedIn Jazzera Muneer on LinkedIn Egoitz Etxeandia on LinkedIn Fay Hodza on LinkedIn Chantal Kabanda Dusabe on LinkedIn Joselyne Cyiza Kirezi on LinkedIn Etienne Ntawigira on LinkedIn African Centre for School Leadership website, on LinkedIn, on Facebook, on X VVOB Rwanda website, on Facebook, VVOB on X School leadership in Africa School Leadership for Equitable Quality Education