…With Amy Sayer

Amy Sayer is a mental health and neurodiversity consultant and former secondary school senior leader. This episode discusses the growing mental health crisis among young people, highlighting challenges in accessing CAMHS support, with only 36% of referrals receiving help. Amy emphasises schools' critical role in supporting student wellbeing, advocating for both a meaningful mental health curriculum and a positive whole-school culture. Amy also addresses staff wellbeing, inclusivity for neurodivergent students, and funding gaps. The conversation centres on her book, How to Build a Meaningful Mental Health Curriculum: A Practical Guide for Schools, offering practical support for educators.

Amy's Book - How to Build a Meaningful Mental Health Curriculum: A Practical Guide for Schools: https://www.sagepub.com/shop/buy-a-book/how-to-build-a-meaningful-mental-health-curriculum-1-292569

Amy's Website: https://amy-sayer.com/

Hub of Hope: https://hubofhope.co.uk/

Episode with Reinhard Pekrun: https://changingstatesofmind.libsyn.com/exploring-the-complex-role-of-emotions-in-student-motivation-performance-and-well-being

Episode in bullet points:

• Amy Sayer's background in education and mental health leadership.

• Overview of her book, "How to Build a Meaningful Mental Health Curriculum: A Practical Guide for Schools."

• Current state of young people's mental health and challenges in accessing services like CAMHS.

• Societal factors contributing to mental health issues among youth, including poverty and social media.

• The role of schools and teachers in supporting mental health, especially when external services are limited.

• Importance of staff mental health and creating a supportive school environment.

• Strategies for developing a positive mental health culture in schools.

• The need for an inclusive mental health curriculum that addresses diverse student needs.

• Systemic barriers to delivering effective mental health support in educational settings.

• The significance of funding for mental health training and resources in schools.

…with Professor Reinhard Pekrun

In this episode, Professor Reinhard Pekrun discusses the critical role emotions play in academic settings. Drawing on his Control-Value Theory, he explains how emotions influence students' learning, motivation, and well-being. Pekrun challenges the oversimplified view that positive emotions always help and negative ones always hinder learning, emphasising context and intensity as key factors. He also highlights teachers' emotional impact on students and outlines six instructional strategies to foster positive emotional experiences. The episode concludes with practical insights for educators on supporting students' emotional health while maintaining their own enthusiasm and avoiding burnout.

Links:

Reinhard Pekrun: https://www.essex.ac.uk/people/PEKRU37203/Reinhard-Pekrun

Book: Emotion in Education. by Paul Schutz (Editor), Reinhard Pekrun (Editor), Gary D. Phye (Series Editor): https://www.amazon.co.uk/Emotion-Education-Educational-Psychology/dp/0123725453

Emotions in Learning, Unesco: https://unesdoc.unesco.org/ark:/48223/pf0000227679

Episode in Bullet points:

• The role of emotions in education and their impact on learning and academic performance.

• The relationship between students' emotional states and their motivation, self-regulation, and engagement.

• The categorization of emotions into positive and negative, and their effects on learning outcomes.

• The significance of context, intensity, and task demands in understanding emotional impacts on students.

• The historical focus of educational research on cognitive processes, with a recent shift towards recognizing the importance of emotions.

...with Professor David Putwain

In this episode, Professor David Putwain, from Liverpool John Moores University, shares his expertise and insights into test anxiety. Drawing on over 23 years of research, David explains the distinction between stress and anxiety, debunks the myth that moderate anxiety improves performance, and estimates that up to 20% of secondary students are significantly affected. He discusses how the UK's high-stakes exam culture amplifies pressure and outlines practical, evidence-based strategies to support students, including breathing techniques and cognitive-behavioural approaches. David also highlights available resources for teachers, parents, and students.

Links mentioned:

David's Book: Understanding and Helping to Overcome Exam Anxiety: What Is It, Why Is It Important and Where Does It Come From? https://www.amazon.co.uk/Understanding-Helping-Overcome-Exam-Anxiety/dp/103271638X

BPS Toolkit: https://cms.bps.org.uk/sites/default/files/2025-04/Teachers%20Toolkit%20-%20Effective%20Coping%20With%20Exam%20Pressure.pdf

Ofqual Guidance: Coping with exam pressure - a guide for students: https://www.gov.uk/government/publications/coping-with-exam-pressure-a-guide-for-students/coping-with-exam-pressure-a-guide-for-students

Lucinda's Book Overcoming exam anxiety and stress: https://www.hachette.co.uk/titles/lucinda-powell/overcoming-exam-anxiety-and-stress/9781408783450/

Episode in Bullet points:

• Definition and prevalence of test anxiety among students.
• Differences between stress and anxiety, particularly in the context of exams.
• The impact of the education system on exam anxiety, including high-stakes testing.
• Recognition of test anxiety by teachers and the cultural shift towards discussing mental health.
• The distinction between moderate stress and harmful anxiety in academic performance.
• Cognitive-behavioral strategies for managing exam anxiety.
• The role of sports psychology in understanding stress and anxiety.
• Practical interventions for students experiencing high levels of anxiety.
• Resources available for teachers, parents, and students to address exam anxiety.
• The need for systemic changes in education to reduce pressure and support student well-being.

...with Angela Myers

In this episode, Angela, an educator with 60 years of experience spanning primary, secondary, further and community education shares her thoughts on classroom observations. Having held roles from classroom teacher through to Deputy Principal at Solihull College, Angela brings a remarkable depth of knowledge to one of the most talked-about — and often dreaded — aspects of teaching: the lesson observation. Whether you're a classroom teacher who feels a knot in your stomach every time someone walks through your door with a clipboard, a middle leader tasked with observing your colleagues for the first time, or a senior leader trying to build a culture where professional learning is genuinely valued, this episode has something for you.

What we cover:

• The history of lesson observations: Angela takes us back to the introduction of the first national inspection framework in 1992, explaining how grading and observation became intertwined from the very beginning — and why that legacy still shapes how many teachers feel about being observed today.
• From quality assurance to coaching: We explore how the purpose of lesson observations has shifted dramatically over the decades, moving away from a model of judgement and towards one rooted in professional dialogue, reflection and genuine improvement.
• What to look for when observing a lesson: Angela shares the five key areas she identified through visits to over 100 colleges, offering practical guidance for anyone stepping into an observation role for the first time. This includes why talking to students during a lesson can be one of the most revealing things an observer can do. **Observing lessons for your own development** Not all observations are about giving feedback. Angela discusses how to approach watching a colleague's lesson when your aim is to improve your own practice — including a fascinating example of the "narrative approach" as an alternative to traditional lesson objectives.
• How to give effective feedback: From the outstanding lesson where you're not sure what to say, to the lesson where learning has broken down entirely, Angela offers a clear framework for feedback that prioritises partnership, teacher agency and sustainable change.
• Professional dialogue explained: Angela unpacks the model of professional dialogue she helped develop — drawing on learning conversations and the work of Chris Argyris — and walks us through a detailed, real-world example of how it works in practice.
• Building a culture where observations are welcomed: Perhaps most importantly, Angela makes a compelling case for what schools and colleges look like when observation becomes an organic, ongoing part of the way everyone talks about learning — rather than an annual event to be endured.

...with Dr Diana Sorrentino

In this episode, Dr. D, an expert on gender diversity and transgender identities with over 40 years of experience, explores gender identity's neurobiological foundations, social influences, and evolving terminology. Dr. D shares her personal journey, explains foetal development and intersex variations, and discusses support strategies for transgender youth. She highlights the critical role of family acceptance, outlines age-appropriate medical guidelines, and emphasises that gender diversity is a natural, biological phenomenon. The episode encourages educators to examine their biases and seek reliable resources to better support gender-diverse individuals.

Paradoxes of Gender Podcast can be found here: https://paradoxesofgender.com/podcasts-1 or on whichever platform you get your podcasts.

Dr D's Books are available via her website: https://paradoxesofgender.com/books

WPATH website is: https://wpath.org/

Episode in bullet points:

• Understanding gender identity and its complexities
• Neurobiological foundations of gender identity
• Evolution of gender-related terminology and language
• The impact of socialization and culture on gender roles
• Experiences and challenges faced by transgender and gender-diverse individuals
• The spectrum of biological sex characteristics and intersex variations
• The role of family and community support for transgender youth
• Current medical guidelines for gender-affirming care in youth
• The significance of non-binary identities and fluid gender expression
• The importance of education and awareness in supporting gender diversity

With Prof Edmund Sonuga Barke and Dr. Susie Chandler.

This episode marks the end of the series of podcasts on the RE-STAR project. In this final episode we discuss the four-and-a-half-year research initiative supporting neurodivergent adolescents with ADHD and autism. The discussion covers how the project shifted focus from internal emotion dysregulation to the school environment's role in mental health, introducing the concept of "emotional burden." Key findings include the importance of teacher understanding, consistent accommodations, and moving away from deficit-based language. The episode concludes with an introduction to their intervention, Place Positive, designed to foster inclusive school cultures and reduce emotional burden for neurodivergent students.

More information about the RE-STAR project and Place Positive can be found here: https://www.kcl.ac.uk/research/re-star

You can listen to the 8 other episodes in the RE-STAR series here: https://changingstatesofmind.com/re-star-project

The episode in bullet points:

• Overview of the RE-STAR Project and its focus on neurodivergent adolescents, particularly those with ADHD and autism.
• Discussion of the increased risk of mental health issues, such as depression and anxiety, among neurodivergent youth.
• Shift in research focus from intrinsic emotion dysregulation to environmental factors, particularly the school environment.
• Introduction of the concept of "emotional burden" and its implications for understanding neurodivergent experiences.
• Importance of interdisciplinary collaboration and community involvement in research.
• Insights on the needs of neurodivergent students in educational settings, including the need for understanding and consistency from teachers.
• Challenges faced by neurodivergent students in schools, including reliance on formal diagnoses for support.
• Development of the Place Positive intervention aimed at creating inclusive school environments.
• Discussion on the impact of language and terminology used in relation to ADHD and autism.
• Long-term goals for the RE-STAR Project and its potential influence on UK schools.

...with Ann-Kathrin Krause

In this episode, Ann-Katrin Krause, a PhD student in educational psychology at the Leibniz Institute for Research and Information in Education in Frankfurt, discusses her research on the role of habits in students' learning strategy use, exploring why students often default to ineffective strategies like rereading despite knowing better alternatives exist. The conversation covers how environmental cues trigger habitual behaviours, the distinction between automaticity and effectiveness, and practical strategies like habit stacking and if-then planning. Ann-Katrin also highlights how teachers can foster effective study habits by embedding strategies into classroom routines.

Ann-Kathrin Research can be found here: https://link.springer.com/article/10.1007/s10648-025-10087-3

Futher reading is available here:

Gardner, B., & Rebar, A. L. (2019). Habit formation and behavior change. Oxford Research Encyclopedia of Psychology. Oxford University Press. https://doi.org/10.1093/acrefore/9780190236557.013.129

Gardner, B., Rebar, A. L., De Wit, S., & Lally, P. (2024). What is habit and how can it be used to change real-world behaviour? Narrowing the theory–reality gap. Social and Personality Psychology Compass, 18(6), 1–17. https://doi.org/10.1111/spc3.12975

Podcast bullet points:

• Research on students' self-regulated learning skills
• The role of habits in learning and strategy use
• The gap between knowledge of effective strategies and actual behavior
• Environmental cues and their influence on habit formation
• The distinction between automaticity and effectiveness in study habits
• The impact of motivation and self-discipline on study behaviors
• The importance of teacher support in developing effective study habits
• Strategies for habit formation, including "habit stacking" and implementation intentions
• The role of rewards in reinforcing study habits
• The need for self-awareness and reflection in changing study behaviours