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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 we need to ask what a child can do, rather than focusing only on what they cannot do.How the education system can fall into a deficit model.Why strengths should form a bigger part of conversations about children and their support.How schools can build interventions around what already works for a child.How existing friendships can create opportunities for social communication.Why asking “Who likes my child, and why?” can provide important information.The importance of relationships for children who are at risk of exclusion.The importance of a relational approach to learning.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: What can the children you work with do well? How often do we focus on strengths when discussing a child’s needs? What can a positive relationship tell us about how that child experiences school? 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 https://uk.linkedin.com/company/next-link-consortium Instagram: @‌dradammcartneyWebsite: dradammccartney.comYouTube: @‌Dr.AdamMcCartney

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 What sensory processing actually meansWhy sensory needs affect everyone, not just neurodivergent childrenSensory processing vs sensory integrationSensory seeking, sensory avoiding and sensory thresholdsHow predictive processing changes the way we understand sensory needsThe relationship between uncertainty, anticipation and regulationWhy behaviour can be a form of communicationPredictability and participation in schoolSupporting children without making them feel different from their peersPractical approaches schools can use to create more predictable environments🎧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 https://uk.linkedin.com/company/next-link-consortium Connect with Me (Dr Adam McCartney) Instagram: @‌dradammcartneyWebsite: dradammccartney.comYouTube: @‌Dr.AdamMcCartney Connect with Sadie CharltonLinkdein: www.linkedin.com/in/sadie-charlton-99400a382/Website: www.sensorypie.comInstagram: www.instagram.com/scharlton_nspcc

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 What adaptive teaching really meansMoving beyond labels and focusing on barriersProactive and reactive teachinHinge questions and checking understandingAdaptive teaching and SENDTeacher autonomy and professional decision-makingCurriculum, engagement and belongingWhy relationships matter for learning📖 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 https://uk.linkedin.com/company/next-link-consortium Connect with Me (Dr Adam McCartney) Instagram: @‌dradammcartneyWebsite: dradammccartney.comYouTube: @‌Dr.AdamMcCartney Connect with Andrew YoungLinkedin: https://www.linkedin.com/in/andrew-young-a1a437111/

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 What reflective practice means and how it informs what we do next.Why psychologists use theory to interrogate what they are seeing.The bystander effect and the influence of other people on helping behaviour.How shared identity and in-group bias may affect whether people intervene.An undergraduate study involving students, lecturers and hundreds of dropped papers.What social identity theory can help us understand about behaviour.How shared interests and cultural heritage helped change relationships between children.Why changing relationships can sometimes change behaviour.The connection between reflective practice and reflexivity.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: What does reflective practice mean to you?How do you use psychological theory to understand what you see?Has an experience ever changed the way you approach your practice?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. https://www.nextlinkconsort.co.uk/ https://uk.linkedin.com/company/next-link-consortium Connect with Me (Dr Adam McCartney) Instagram: @‌dradammcartneyWebsite: dradammccartney.comYouTube: @‌Dr.AdamMcCartney

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 relationships and understanding the whole child are so important.How psychological theory can be applied to everyday practice.How reflective practice was used within an alternative provision.The different approaches to reflective practice, including talking, writing and thinking.How reflective practice connects with professional identity, values and self-awareness.Why reflective practice should not become a tick-box exercise.How recognising strengths and positive moments is also part of reflection.Why aspiring educational psychologists should focus on authenticity, values and how they have applied psychology.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: What does reflective practice look like for you?Do you find talking, writing or thinking most useful when reflecting?How does your own identity and values influence the way you work?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. https://www.nextlinkconsort.co.uk https://uk.linkedin.com/company/next-link-consortium Connect with Me (Dr Adam McCartney) Instagram: @‌dradammcartneyWebsite: dradammccartney.comYouTube: @‌Dr.AdamMcCartney Connect with Lois Harrold Linkedin: www.linkedin.com/in/lois-harrold-7b3bb019bInstagram: @loisthete

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 behaviour rarely exists in isolation.How systems theory helps us understand the bigger picture.How recognising and using staff strengths can change a school system.How motivation, relationships and identity influence behaviour and school culture.Why relationships and emotional regulation are central to learning.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: Which of these psychological theories resonates most with your own experience? How could you apply these ideas in your own school or workplace 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 https://www.sanctuarypersonnel.com You can also reach out directly to Kamruz Zaman at https://www.sanctuarypersonnel.com/consultants/kamruz-zaman/ and Suzi Couszins at https://www.sanctuarypersonnel.com/consultants/suzi-couszins/ Connect with Me (Dr Adam McCartney) Instagram: @‌dradammcartney Website: dradammccartney.com YouTube: @‌Dr.AdamMcCartney

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 safeguarding is about culture, not simply compliance.How organisational values influence everyday safeguarding decisions.The role of Values-Based Interviewing (VBA) in recruiting the right people.Why behaviour should always be understood as communication.The connection between relationships, trust, and effective safeguarding.How cognitive load reduces curiosity and increases safeguarding risks.Why staff wellbeing, reflective practice, and supportive leadership strengthen safeguarding cultures. 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 https://www.sanctuarypersonnel.com You can also reach out directly to Kamruz Zaman at Kamruz Zaman - Sanctuary Personnel and Suzi Couszins at Suzi Couszins - Sanctuary Personnel  Connect with Delyth Lynch LinkedIn: https://www.linkedin.com/in/delyth-lynch-6098b133/ Get Delyth Lynch's Book- Beyond Compliance: The DSL's guide to creating a school-wide culture of safeguarding Connect with Me (Dr Adam McCartney) Instagram: @‌dradammcartney Website: dradammccartney.com YouTube: @‌Dr.AdamMcCartney

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 the summer break should be about more than simply switching off.Practical CBT techniques teachers can use to manage stressful thoughts and emotions.The role of mindfulness and acceptance when dealing with uncertainty.How positive psychology and language influence resilience and wellbeing.The impact of Ofsted changes, SEND reforms, and increasing demands on schoolsWhy psychological safety and supportive leadership matter for staff wellbeing.How teachers can prepare mentally for a healthier and more sustainable new school year. 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: What has been your biggest source of stress this academic year? How do you switch off during the summer holidays? Which stress management strategies have worked best for you? What can school leaders do to better support staff wellbeing? How do you think the new Ofsted framework and SEND reforms will affect schools next year? 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 https://www.sanctuarypersonnel.com You can also reach out directly to Kamruz Zaman at Kamruz Zaman - Sanctuary Personnel and Suzi Couszins at Suzi Couszins - Sanctuary Personnel Connect with Mike Lane Website: ridgewaypsychology.co.uk LinkedIn: michael-lane Connect with Me Instagram: @‌dradammcartney Website: dradammccartney.com YouTube: @‌Dr.AdamMcCartney

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 The potential benefits and risks of a social media ban for young people.How social media influences friendships, relationships, and identity development.The impact of constant online availability and fear of missing out (FOMO).Why social communication and emotional regulation may be affected by online interactions.How social media can contribute to conflict escalation and cyberbullying.The opportunities young people may be missing when online activity replaces extracurricular experiences.The role of schools, families, and communities in supporting healthier social development. 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? Could limiting social media improve young people's wellbeing and relationships? How can schools, families, and communities support young people if online access is reduced? Are there benefits of social media that we risk losing if restrictions become more widespread? 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 http://sanctuarypersonnel.com . You can also reach out directly to Kamruz Zaman at https://www.sanctuarypersonnel.com/consultants/kamruz-zaman/ and Suzi Couszins at https://www.sanctuarypersonnel.com/consultants/suzi-couszins Connect with Mike Lane Website: ridgewaypsychology.co.uk LinkedIn: michael-lane Connect with MeInstagram: @‌dradammcartney Website: dradammccartney.com YouTube: @‌Dr.AdamMcCartney

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 What the Experts at Hand approach could mean for schools and SEND services.Why consultation is more than just a conversation.How consultation can empower teachers and school staff.The role of educational psychologists within emerging SEND reforms.The PIMS and SWAIR consultation models.The differences between consultation, supervision, and coaching.Why shared expertise and multi-agency working are essential for supporting children.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 https://www.sanctuarypersonnel.com You can also reach out directly to Kamruz Zaman at Kamruz Zaman - Sanctuary Personnel and Suzi Couszins at Suzi Couszins - Sanctuary Personnel Connect with Mike Lane Website: ridgewaypsychology.co.uk LinkedIn: michael-lane Connect with Me Instagram: @‌dradammcartney Website: dradammccartney.com YouTube: @‌Dr.AdamMcCartney

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 exclusions continue to rise despite increasingly strict behaviour policies.The difference between consequence-driven systems and relational approaches.How sensory, language, emotional, and cognitive development influence behaviour.Why neurodiverse pupils may find school environments particularly overwhelming.The role relationships play in helping young people regulate emotions.How restorative approaches can create genuine accountability and repair harm.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 Website: dradammccartney.com YouTube: @‌Dr.AdamMcCartney

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 What Lesson Study for Assessment is and where it originated.How educational psychologists, teachers, and school leaders can work collaboratively to improve learning.Why psychology and pedagogy should be viewed as complementary disciplines.How lesson study can support inclusion without becoming tokenistic.Ways to use peer relationships and collaboration to strengthen learning outcomes.How schools can develop meaningful and measurable targets for pupils with additional needs. 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 Website: dradammccartney.com YouTube: @‌Dr.AdamMcCartney

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 relationships must come before behaviour strategiesHow co-regulation helps prevent escalationA real case study from exclusion risk to full inclusionThe power of empathy, curiosity, and emotional attunementBuilding emotional literacy and helping children name feelingsWhy consistency across adults changes outcomesSupporting staff while working with complex pupilsHow everyday interactions become meaningful interventions 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

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 collaboration in schools is often harder than it appears.How different professionals interpret the same child in different ways.Why slowing meetings down can improve outcomes.How respectful disagreement strengthens collaborative thinking.How school leaders can keep the child central during complex discussions. 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 Website: dradammccartney.com YouTube: @‌Dr.AdamMcCartney

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 What schools can sometimes miss when supporting autistic childrenWhy behaviour is often linked to development, not defianceThe importance of cause and effect in early learningHow sensory experiences can impact communication and engagementWhy play-based learning remains essential in the early yearsThe role of executive functioning in preparing children for formal learning 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 LinkedIn: Michael Lane Connect with Me Instagram: @‌dradammcartney Website: dradammccartney.com YouTube: @‌Dr.AdamMcCartney