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

...with Hannah Brownhill

To kick off the summer term, Hannah Brownhill, a positive psychology practitioner and former secondary teacher shares her insights into embedding wellbeing in to schools through positive psychology.

Following her Churchill Fellowship research in Australia, Hannah shares how schools can move beyond "wellbeing as an add-on" to create a culture of genuine flourishing. This episode explores the PERMA framework, the power of character strengths, and the systemic shifts needed in UK education. Hannah also offers practical, classroom-ready strategies for teachers, alongside honest reflections on the systemic challenges facing UK schools and encouragement to start small, prioritising your own wellbeing first.

• The Australian Model: Insights from schools successfully embedding positive education into their DNA.

• The PERMA Framework: Breaking down the five pillars of wellbeing: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment.

• Strengths-Based Teaching: How shifting our language from deficits to strengths transforms classroom dynamics.

• Staff First: Why teacher wellbeing is the essential foundation for student flourishing.

• The PERMA Framework: https://ppc.sas.upenn.edu/learn-more/perma-theory-well-being-and-perma-workshops

• Character Strengths Guide: https://www.viacharacter.org/character-strengths-and-virtues

• Churchill Fellowship Research: https://www.churchillfellowship.org/ideas-experts/fellows-directory/hannah-brownhill/

• Hannah Brownhill Linkedin: https://www.linkedin.com/in/hannah-brownhill-53a78919a/

Bullet point summary:

• Transition from secondary school teaching to positive psychology practice
• Definition and principles of positive psychology
• Application of positive psychology in education through positive education
• Overview of the PERMA framework (Positive Emotion, Engagement, Relationships, Meaning, Accomplishment)
• Importance of embedding wellbeing into the school culture rather than as an add-on
• Challenges and strategies for implementing positive education in secondary schools
• The concept of wellbeing literacy and its role in creating coherence among staff
• Use of character strengths in the classroom and their impact on student interactions
• Quick wins for teachers to incorporate positive education in their practice
• Measuring the impact of positive education initiatives and the complexities involved in assessing wellbeing

Kicking off the summer term, this episode features two brilliant sixth-form students sharing their passion for psychology. Estelle, a year 13 student unpacks the multi-store model of memory, offering teachers genuinely practical strategies around attention, rehearsal, and retrieval practice to support student learning. Then Charlie, a Year 12 student, explores the exciting and thought-provoking role of AI in psychotherapy, examining how technology is making mental health support more accessible and affordable. Together, they demonstrate just how dynamic and relevant psychology is today — a timely reminder of the incredible thinking happening in our classrooms.

A bullet point summary:

• Discussion of the multi-store model of memory (modal model) by Atkinson and Shiffrin.
• Explanation of sensory registers, short-term memory, and long-term memory.
• Importance of capturing student attention in the classroom for effective learning.
• Techniques for enhancing short-term memory retention, including rehearsal and elaborative rehearsal.
• Strategies for connecting new information to prior knowledge to strengthen long-term memory.
• Overview of the role of artificial intelligence (AI) in psychotherapy.
• Benefits of AI in mental health support, including accessibility, affordability, and reduced stigma.
• Limitations of AI therapy, such as lack of genuine empathy and privacy concerns.
• Potential for AI to complement human therapists in mental health care.
• Exploration of future possibilities for personalized therapy and improved access to mental health resources through AI.

...with Dr Tracy Edwards

In this episode, Tracy Edwards, senior lecturer at Leeds Beckett University and author of Severe and Profound and Multiple Learning Difficulties in Schools, explores the ethical and practical dilemmas teachers face when supporting learners with complex needs. Drawing on her experience in both mainstream and special education, Tracy discusses inclusion, differentiation, and the importance of reflective, learner-centred practice. She highlights the value of embracing difference, fostering choice, and maintaining high aspirations for all pupils. This insightful conversation offers practical guidance and reassurance for secondary teachers navigating the challenges of inclusive education in UK schools.

Useful Links:

Severe, profound and multiple learning difficulties in school: considering ethical and dilemma-based perspectives by Tracy Edwards: https://www.routledge.com/Severe-Profound-and-Multiple-Learning-Difficulties-in-School-Considering-Ethical-and-Dilemma-Based-Perspectives/Edwards/p/book/9781032888750

Beyond the 'Dilemma of difference': an analysis of stories from expereinced teachers about their inclusive practice: https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.4129

Simmons, B. (2021) 'How special are mainstream schools? Reflections on social spaces for children with profound and multiple learning difficulties.' : https://researchspace.bathspa.ac.uk/14531/

BBC Articles on the topics mentioned in the podcast:

https://www.bbc.co.uk/news/articles/cpr0xwx9e7jo

https://www.bbc.co.uk/news/articles/cx2r8y0v6l7o

https://www.bbc.co.uk/news/articles/cjw0e3zjx2lo

Bullet point summary:

• Special and inclusive education challenges for teachers.
• Dilemmas faced by educators working with learners with complex special educational needs.
• Inclusion versus exclusion in educational settings.
• Ethical considerations in teaching and decision-making.
• The role of special schools compared to mainstream schools.
• Importance of "craft knowledge" in navigating educational dilemmas.
• The impact of systemic failures on students with special needs.
• The significance of choice and flexible differentiation in pedagogy.
• The relationship between classroom practices and student engagement.
• The need for ongoing reflection and ethical engagement in inclusive education.

...with Andre Tomlin

In this episode, Andre from The Mental Elf discusses how we can make mental health research accessible and useful for teachers and practitioners. The conversation tackles the challenges of jargon, paywalls, and misleading headlines, sharing practical tips for spotting reliable studies and avoiding common pitfalls. Andre highlights the power of co-producing interventions with young people, the importance of prevention, and the value of focusing on emotions and relationships in schools.

*Trigger Warning* - the discussion is focussed on mental health and there is brief discussion of suicide.

Links to the resources mentioned are below:

• The Mental Elf: nationalelfservice.net/mental-health
• André Tomlin - LinkedIn https://www.linkedin.com/in/andretomlin/
• The ReSET Podcast Series https://resetproject.co.uk/the-reset-podcast/
• Schools in Mind — free, evidence-based resources specifically for schools: https://www.annafreud.org/resources/schools-and-colleges/schools-in-mind/
• Mentally Healthy Schools website — helps schools navigate what actually works https://www.mentallyhealthyschools.org.uk/
• Children and Young People's Mental Health Coalition https://cypmhc.org.uk/
• Kiva Podcast with Julia Badger: https://changingstatesofmind.libsyn.com/unpacking-the-complexities-of-bullying-from-counter-connecting-to-whole-school-solutions
• Kiva Podcast with Lucy Bowes: https://changingstatesofmind.libsyn.com/bullying-its-everybodys-problem
• More Mental Health podcasts from Psychology in the Classroom: https://changingstatesofmind.com/mental-health-%26-wellbeing

Bullet point outline:

• Challenges in making mental health research accessible to non-researchers, particularly educators and practitioners.
• The gap between published research and its practical application in real-world settings.
• Issues with paywalls, academic jargon, and the complexity of research language.
• Importance of critically evaluating research headlines and studies, including understanding correlation versus causation.
• Key factors for assessing research quality, such as peer review, study design, and effect size.
• The role of mixed methods research in providing a comprehensive understanding of mental health interventions.
• The significance of co-production with young people in developing effective mental health programs.
• The distinction between efficacy and effectiveness trials in evaluating interventions.
• Common myths about mental health research in schools and the importance of evidence-based prevention.
• Resources and platforms that help bridge the gap between mental health research and practical application for educators.

...With Professor Silke Paulmann

In this episode I am joined by Professor Silke Paulmann to discuss why how we sound matters just as much as what we say - the irony, as you will hear, being that my voice this week is far from fine! We often focus on the words we use to support student autonomy—offering choice and avoiding pressure—but Professor Paulmann's research reveals that our vocal tone is a primary carrier of psychological information.

Whether you are teaching Early Years or Secondary, the way you modulate your voice can directly impact a student's sense of autonomy, competence, and relatedness. From reducing classroom anxiety to helping students feel truly "heard," your voice is one of the most powerful psychological tools in your teaching toolkit. Learn some easy to implement strategies to help your vocal tone.

You can find out more here: https://www.tone4you.co.uk/

• Introduction to Professor Silke Paulmann: A look at her background in cognitive science and her research on voice as a biomarker.
• The "Why" Behind the Voice: Why tone carries as much weight as our actual words in autonomy-supportive teaching.
• Needs-Based Learning: How voice influences the three basic psychological needs: autonomy, competence, and relatedness.
• Controlling vs. Supportive Voices: The difference between a "rushed" voice and a "grounded" voice.
• Breathing Awareness: An exercise to find your breath and use it to reduce anxiety.
• Tension Release: Using the "Sigh of Relief" and "Motorboat" sounds to loosen the vocal apparatus.
• The Siren & Range: Stretching the voice to ensure it remains flexible rather than rigid.
• Finding Your "Centered" Voice: A trick to stop speaking at an unnaturally high pitch.
• The Practice Round: Lucinda tries out three different ways to say "Take your time" (Neutral, Pressuring, and Supportive).
• Impact on Student Memory: Why slowing down doesn't just improve wellbeing, but also helps students remember more.
• Closing Thoughts & Cool Down: A final breath exercise and a reminder that your voice is a psychological tool.

...With Protyasha Bhattacharyya

Kicking off 2026 this episode dives into the latest research on cyber aggression and its effects on young people. We explore new findings about how different parenting styles can influence online behaviour, and why fostering psychological safety in schools is more crucial than ever. Listeners will discover practical, up-to-date strategies for teachers to help students navigate digital spaces safely and kindly. The episode concludes with a curated list of fresh resources for continued learning, setting a positive tone for the year ahead and empowering everyone to create kinder, safer online communities.

• Background and qualifications of Protyasha Bhattacharya in psychology and criminology.
• Definition and implications of cyber aggression, including its distinction from traditional bullying.
• Impact of cyber aggression on young people's mental health, motivation, and academic performance.
• Influence of parenting styles on adolescents' experiences with cyber aggression.
• Overview of the four parenting styles and their potential relationship with cyber aggression.
• Challenges in researching cyber aggression, including data collection and sample size limitations.
• Demographic factors that may predict cyber aggression, such as educational attainment.
• Recommendations for educators to address and reduce cyber aggression in schools.
• Importance of ongoing research into cyber aggression, including cultural factors and digital environment influences.

Resources:

Childnet International: https://www.childnet.com/

UK Safer Internet Centre: https://saferinternet.org.uk/

UK Department for Education - Preventing Bullying: https://www.gov.uk/government/publications/preventing-and-tackling-bullying

DfE Online Safety Guidance: https://www.gov.uk/government/publications/teaching-online-safety-in-schools/teaching-online-safety-in-schools

Journals:

Computers in Human Behavior: https://www.sciencedirect.com/journal/computers-in-human-behavior

Journal of Adolescent Health: https://www.jahonline.org/

Cyberpsychology, Behavior, and Social Networking: https://journals.sagepub.com/home/cyba