Psychology In The Classroom podcast

#Lucinda powell #Psychology #Classroompractice #Educationalpsychology #Teachers #Teaching #Science #Social Sciences #Podcasting Education

39:04

For the first time, Skip Intro goes to The Paris Theater in Manhattan to sit down with Rebecca Ferguson who stars as Captain Olivia Walker in A HOUSE OF DYNAMITE . Directed by Oscar-winning Kathryn Bigelow, the film was screened this month at the historic 535-seat theater — NYC’s longest-running arthouse cinema. Ferguson shares what it was like to read the powerful script written by Noah Oppenheim and how working with Bigelow was unlike any other experience on set. The Mission Impossible actor also talks about jumping off the roof of the Vienna State Opera with Tom Cruise, Denis Villeneuve’s love of veils and jingle jangles in Dune , and teases Netflix’s upcoming Peaky Blinders movie with Cillian Murphy. Video episodes available on Still Watching Netflix YouTube Channel. Listen to more from Netflix Podcasts .…

Psychology in the Classroom

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The show that takes psychological research and translates it for classroom teachers so they can effectively apply it to their teaching practice to help improve outcomes for their students. Interviews with leading psychologists and other experts in the field of education, as well as deep dives into educational theory and a little bit of neuromyth busting.

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Psychology in the Classroom

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#Lucinda powell #Psychology #Classroompractice #Educationalpsychology #Teachers #Teaching #Science #Social Sciences #Podcasting Education

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Psychology in the Classroom

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Creating Safer Spaces: How Schools Can Foster Mental Wellbeing for All Students 41:17

for 20 dage siden41:17

41:17

With Jade Davies, Dr Ola Demkowicz, Dr Khathustshelo Muluvhu-Malanga and Dr Laura Oxley In this final episode from the BPS Psychology of Education Setion's conference we hear from four experts on different elements of mental health in schools. We explore how social media impacts teenagers' wellbeing, the unique mental health challenges faced by adolescent girls, effective counseling models for supporting students towards academic excellence, and the importance of teacher wellbeing. The guests share research insights and practical advice, emphasising the need for open conversations, systemic change, and collaborative support. Together, they highlight the complexities of mental health in education and the importance of empathetic, evidence-based approaches for both students and teachers. Key points from the episode: Mental health in schools Impact of social media on young people's mental health Adolescent girls' mental health challenges Gender mental health gap and contributing factors Counseling models to support student wellbeing Teacher wellbeing and its relationship to student behavior Systemic changes needed to improve mental health support in schools Importance of open conversations between adults and young people regarding social media Strategies for teachers to manage student conduct and support mental health Collaboration among educators, parents, and institutions to enhance student support systems Time stamps Jade Davies: 2mins 6secs Ola Demkowicz: 14mins 28 secs Khathustshelo Muluvhu-Malanga: 25mins 16 secs Laura Oxley: 32mins 34secs…

Psychology in the Classroom

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Why Students Want AI Feedback but Crave Human Connection in Learning 19:42

for 27 dage siden19:42

19:42

...with Professor Louise Taylor and Professor Silke Paulmann In this episode of Psychology in the Classroom , Professor Louise Taylor discusses students' perceptions of using generative AI for assessment feedback, highlighting its benefits and the continued need for human connection in the marking and feedback process. In part two Professor Silke Pohlmann shares research on how a teacher's tone of voice shapes students' classroom experiences. Both conversations, recorded at the British Psychological Society's conference, offer practical insights for educators on integrating AI thoughtfully and using voice effectively to support student wellbeing and engagement. Subscribe to my newsletter: https://changingstatesofmind.com/contact-me Key discussion points: Students' perceptions of generative AI in formative assessment feedback. Benefits and limitations of AI-generated feedback compared to human feedback. The role of human interaction in the feedback process and its impact on student wellbeing. Potential applications of AI in secondary education for developing writing and critical thinking skills. The influence of a teacher's tone of voice on student emotions and engagement. The relationship between voice tone and student behavior in the classroom. Strategies for teachers to manage their voice tone effectively. The use of AI tools to analyse and provide feedback on teachers' voice tones. The impact of emotional susceptibility on how students perceive voice tones. Practical tips for teachers to enhance communication and support student engagement through voice modulation.…

Psychology in the Classroom

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Evaluating Mental Health in Schools: Tools, Challenges, and Collaborative Solutions for Success 20:05

for 5 weeks siden20:05

20:05

…with Dr Charlotte Bagnall and Annie O'Brien In this episode, Charlotte and Annie discuss the complexities of mental health and wellbeing interventions in schools with me. We explored the challenges of evaluating these programs in real-world settings, the development of child-centered measurement tools, and the decision-making processes schools use when selecting interventions. Our conversation highlighted the importance of stakeholder collaboration, context-sensitive evaluation, and balancing evidence with practical realities. We agreed that while there are no easy answers, ongoing research and co-production with educators and students are essential for creating effective, sustainable mental health support in schools. Key discussion points: Discussion on mental health and wellbeing programs in schools. Evaluation and measurement of school-based interventions. Challenges in implementing mental health interventions in real school settings. Development of new measurement tools for children's emotional wellbeing. Importance of context in evaluating the effectiveness of interventions. Decision-making processes for selecting mental health interventions in schools. Role of stakeholder collaboration in designing relevant programs. Consideration of opportunity costs in intervention implementation. Recognition of gradual and long-term benefits of social-emotional learning. Need for qualitative feedback to inform intervention adaptations and improvements. To hear Prof Neil Humphrey's interview here is the link: https://changingstatesofmind.libsyn.com/beyond-social-media-and-smartphones-factors-affecting-youth-mental-health-with-prof-neil-humphrey…

Psychology in the Classroom

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From words to action: how teacher language shapes student success 28:11

for 6 weeks siden28:11

28:11

...with Prof David Putwain, Dr Laura Nicholson and Mahdi Moazzen This episode is a lively discussion with educational researchers Prof. David Putwain, Dr. Laura Nicholson, and Mahdi Moazzen. We explored how teachers' language and message framing influence student motivation, engagement, and resilience. The conversation covered research on positive messaging in science classes, the impact of gain- versus loss-framed messages, and the role of coping strategies in academic buoyancy. We also discussed practical implications for teachers in the classroom and the potential of technology to support personal reflection and positive communication. The episode offered valuable insights into fostering student success through thoughtful, adaptive teacher messaging and support. For David's previous interview you can listen here: https://changingstatesofmind.libsyn.com/where-education-and-psychology-meet Key points: Impact of teacher messaging on student motivation and engagement Importance of positive, value-laden language in science education Relationship between teacher messaging and students' academic resilience Differences in student responses to positive versus negative messaging Role of individual differences in student sensitivity to messaging Coping strategies and academic buoyancy in upper secondary students Distinction between positive and negative coping strategies Influence of socioeconomic status and cultural factors on student perceptions Need for teacher training to promote positive messaging Practical implications for supporting students through academic challenges and transitions…

Psychology in the Classroom

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The Benefits of Reading for Pleasure: Unlocking a World of Opportunities 24:00

for 7 weeks siden24:00

24:00

...with Prof. Teresa Cremin. In this episode, Professor Teresa Cremin from the Open University, an expert on reading for pleasure, talks about why encouraging children to read voluntarily is so important. We explored the academic, social, and emotional benefits of reading, discussed the challenges posed by technology and changing family habits, and highlighted the crucial roles teachers, schools, and libraries play in fostering a love of reading. Teresa shared research insights and practical strategies for building positive reader identities and creating supportive, social reading environments that inspire lifelong engagement with books. In summary: Importance of voluntary reading for children and its benefits Academic, social, and emotional advantages of reading Consequences of not developing reading habits on cognitive and emotional growth Challenges in encouraging reading among young people Role of educators and schools in promoting reading habits Impact of technology and societal factors on reading preferences Significance of libraries in fostering a reading culture Misconceptions about reading as an individual activity versus a social practice Need for diverse reading materials that reflect student interests Importance of creating supportive environments for reading discussion Find out more: Teresa Cremin: https://profiles.open.ac.uk/teresa-cremin Reading for Pleasure: https://ourfp.org/…

Psychology in the Classroom

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Unpacking the Complexities of Bullying: From Counter Connecting to Whole-School Solutions 31:21

for 8 weeks siden31:21

31:21

...with Dr Julia Badger In this episode of #Psychologyintheclassroom bullying expert Dr Julia Badger, from Oxford University discusses her conference talk, "Peer Power: Understanding and Changing Bullying Dynamics in Mainstream and Specialist Special Schools." Bullying is a public health priority. As teachers we need to know about bullying involvement and its impact. In this conversation Julia explores the challenges of defining bullying, introduces the concept of "counter connecting," and highlights the unique experiences of children with SEND. She shares evidence-based strategies, including the KIVA program and its SEND adaptation, emphasizing whole-school approaches and community involvement. Definition and complexity of bullying in educational settings. Proposal of a new inclusive definition of bullying, particularly for children with special educational needs and disabilities (SEND). Introduction of the concept of "counter connecting" and its implications in bullying dynamics. Differences in bullying experiences between mainstream and special schools. The disproportionate impact of bullying on children with SEND. Variations in bullying types (verbal, physical, relational, cyberbullying) across different school environments. The psychological and emotional effects of bullying on victims, perpetrators, and bully-victims. Importance of whole-school anti-bullying programs and community involvement. Evidence-based interventions for bullying prevention, such as the KIVA program. The need for clear policies and shared understanding of bullying among educators, parents, and students. Links: Dr Julia Badger: https://www.education.ox.ac.uk/person/julia-badger/ KIVA: https://www.kivaprogram.net/ WISDOM Network: https://wisdom.mhid.org.uk/ Podcast with Lucy Bowes: https://changingstatesofmind.libsyn.com/bullying-its-everybodys-problem Podcast with Chris Tayloe: https://changingstatesofmind.libsyn.com/constructive-deviance-with-chris-taylor…

Psychology in the Classroom

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Beyond Social Media and Smartphones: Factors Affecting Youth Mental Health 28:54

for 9 weeks siden28:54

28:54

...with Prof. Neil Humphrey In this episode Professor Neil Humphrey from the University of Manchester, discusses trends in youth mental health, the rise in internalising issues like anxiety, and the impact of societal changes such as sleep hygiene and service cuts. He critiques current research methods, advocates for evidence-based, cost-effective school interventions, and emphasizes the importance of promoting well-being through arts, physical activity, and sleep. The episode offers practical insights for teachers and highlights the need for nuanced, whole-community approaches. Key points: Current state of child and adolescent mental health Decline in young people's mental health over the past 30 years Distinction between internalising (anxiety, depression) and externalising (behavioural issues) problems Societal factors influencing mental health, including sleep hygiene and funding cuts to services Critique of current mental health measurement tools and the need for updated assessments Discussion on the effectiveness of universal mental health interventions in schools Importance of promoting overall well-being and positive mental health, not just addressing difficulties Role of creative arts and physical activity in enhancing mental health Need for evidence-based approaches in school mental health support Challenges faced by teachers in addressing mental health within the educational system Useful links: Prof Neil Humphrey:https://research.manchester.ac.uk/en/persons/neil.humphrey Education for Wellbeing In conjunction with Anna Freud: https://www.annafreud.org/research/current-research-projects/education-for-wellbeing/ Youth Futures Foundation: Understanding Drivers of recent trends in young people's mental health: https://youthfuturesfoundation.org/publication/report-understanding-drivers-of-recent-trends-in-young-peoples-mental-health/ Podcast with Prof Jess Deighton: https://changingstatesofmind.libsyn.com/navigating-mental-health-issues-in-schools-strategies-for-teachers-and-students-with-prof-jess-deighton…

Psychology in the Classroom

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Navigating Friendships: The Hidden Struggles of School Transitions 40:03

for 10 weeks siden40:03

40:03

In this episode Lucy Keller, a PhD researcher in psychology, discusses her work on improving friendship and social connectedness among young people during the critical transition from primary to secondary school. Lucy shares insights on the impact of social connectedness on mental health, In addition she touches on the unique challenges faced by neurodivergent and gender-questioning students. She advocates for inclusive school environments, student-led clubs, and systemic education reform. Lucy highlights the importance of extracurricular activities amongst other practical tips and resources for supporting students are discussed. Useful Links: World Health Organisation on social connection: https://www.who.int/groups/commission-on-social-connection NSPCC building Connections website: https://learning.nspcc.org.uk/services/building-connections Red Cross Social Connection: https://www.redcross.org.uk/get-involved/connected-communities In summary: Research on improving friendship experiences and social connectedness among young people. The significance of social connectedness and its impact on mental health. Challenges faced by young people during the transition from primary to secondary school. The emotional and social complexities of moving to a larger school environment. The importance of maintaining friendships during school transitions. Practical strategies for schools to support students, including listening to their perspectives. The specific difficulties faced by neurodivergent students during this transition. The role of extracurricular activities in fostering social connections. The need for systemic changes in the education system to better support young people's social and emotional needs. Resources and support systems available for young people struggling with social connections.…

Psychology in the Classroom

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Navigating Mental Health Issues in Schools: Strategies for Teachers and Students with Prof. Jess Deighton 35:06

for 12 weeks siden35:06

35:06

In this episode, Professor Jess Deighton, a leading children's mental health expert, discusses the growing mental health challenges facing young people today and what this means for educators and schools. We dive into how student mental health impacts learning outcomes, the unique challenges teachers encounter in the classroom, and the critical importance of adopting a whole-school approach to wellbeing. Jess offers evidence-based insights on effective mental health strategies for schools, highlighting what truly works (and what doesn't) when supporting students. We discuss the power of fostering a sense of belonging, practical ways to build student resilience, and how teachers can support mental health without needing to be experts themselves. Jess also give actionable tips and resources for promoting wellbeing in your school community, and why supporting student mental health is a shared responsibility for everyone in education. This episode is for anyone passionate about making a positive impact on student wellbeing and academic success. Further resources mentioned: Jess Deighton: https://www.ucl.ac.uk/brain-sciences/research/research-strengths/mental-health/meet-professor-jessica-deighton Anna Freud Mentally Healthy Schools Website: https://www.mentallyhealthyschools.org.uk/ Youth Futures Foundation Report: https://youthfuturesfoundation.org/wp-content/uploads/2025/07/Understanding-drivers-of-recent-trends-in-young-peoples-mental-health-July-2025-final.pdf UCL Research into breaktimes: https://www.nuffieldfoundation.org/sites/default/files/files/Baines%2042402%20BreaktimeSurvey%20-%20Main%20public%20report%20(May19)-Final(1).pdf Growing up in the 2020s: https://growingup2020s.ipsos.com/#:~:text=our%20contact%20details.-,The%20Study,London%20(UCL)%20and%20Ipsos . Listen to the mini-series on the Myriad Trial: https://changingstatesofmind.com/mindfulness-miniseries-1…

Psychology in the Classroom

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Exploring the Intersection of Psychology and Education: Insights for Teachers 31:21

for 13 weeks siden31:21

31:21

In this episode, Dr Andrew Holliman, Associate Professor at UCL's Institute of Education and chair of the BPS's Psychology of Education Section discusses the upcoming annual conference focused on psychological well-being in education, highlighting its inclusive, supportive atmosphere for teachers, researchers, and students. Andy shares insights on how psychology informs teaching, learning, and motivation, and emphasizes the importance of teacher and student well-being. Practical advice for engaging with psychological research and self-care is offered, along with conference details. The episode concludes with encouragement for educators to prioritize self-compassion and mental health. To find out more about the conference please use this link: https://www.bps.org.uk/event/psychology-education-section-annual-conference-2025…

Psychology in the Classroom

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Emotionally Based School Avoidance: A Personal Story 48:33

for 14 weeks siden48:33

48:33

In this deeply personal episode, I'm joined by Harriet Ennis, a psychology teacher from York and this year's winner of the British Psychological Society's Pre-Tertiary Education Psychology Teacher of the Year (PEPTOTY). Harriet reached out to share her personal experience of Emotionally Based School Avoidance (EBSA), previously referred to as school refusal. Harriet brings both professional insight and a powerful parental perspective to the conversation, as she opens up about her daughter J's journey through this challenging experience. EBSA describes children who are unable—not unwilling—to attend school due to overwhelming emotional or mental health difficulties. It's estimated that 1–5% of students experience EBSA, though this number may be even higher post-COVID. It's not about truancy or defiance—it's about real, often invisible, distress. 🎧 In this episode: Harriet shares what EBSA looked like for her family We learn about how schools can help through deeper understanding of the issues, and strong communication with parents. J shares a symbolic moment: cutting her hair on Saturday 26th July 2025 as a sign of starting fresh—and fundraising for a cause close to her heart 💬 "I went into a burnout for 6 months and at first, for weeks, I couldn't face light and I spent every day in a dark room... Coping with my sensory processing differences day after day had overloaded me... But I'm getting better and better." – J If you would like to learn more about EBSA this article from the Psychologist magazine is a useful 5 minute read: https://www.bps.org.uk/psychologist/cant-not-wont-rethinking-school-avoidance J is raising money for Thornberry Animal Sanctuary in Yorkshire—a nod to some fellow "hairy" friends—by cutting off her tangled hair and starting again. If you'd like to support her campaign, the JustGiving link is here . 👨‍👦If you would like further advice or support Harriet has suggest these links may be of use: https://daisychainproject.co.uk/autism-central/ (North of England) or https://www.childautism.org.uk/for-families/ (more broadly). ⚠️ A quick note: This episode was recorded under less-than-ideal internet conditions, so you may notice a few audio hiccups. I've done my best to smooth things out—thanks for bearing with us.…

Psychology in the Classroom

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Learning from Failure: The Biological Case for Embracing Mistakes 35:21

for 20 weeks siden35:21

35:21

In this episode of Psychology in the Classroom, Dr. Lauren Margulieux helps explore why failure isn't just a learning opportunity—but a biologically powerful one. Drawing on neuroscience, Lauren explains how our brains react to failure, the role of neurotransmitters like epinephrine and acetylcholine, and why moderate emotional discomfort can actually prime the brain for better memory and attention. We discuss: How to help students frame failure positively Why emotional regulation is key to learning Practical strategies for secondary teachers to support learning in the face of setbacks The impact of daily cycles, sleep, exercise, and nutrition on focus and cognitive performance Packed with practical tips and grounded in cutting-edge science, this episode is a must-listen for any teacher supporting adolescent learners through challenges—especially during exam season. Resources & Links 🔗Margulieux, Lauren & Prather, James & Rahimi, Masoumeh. (2025). The Biological Benefits of Failure on Learning and Tools to Manage the Fallout. Educational Psychology Review. 37. 10.1007/s10648-025-10013-7. https://link.springer.com/article/10.1007/s10648-025-10013-7 🔗L. E. Margulieux, J. Prather, M. Rahimi and G. C. Uzun, "Leverage Biology to Learn Rapidly From Mistakes Without Feeling Like a Failure," in Computing in Science & Engineering, vol. 25, no. 2, pp. 44-49, March-April 2023, doi: 10.1109/MCSE.2023.3297750.,(practitioner-focused paper, 5 pages): https://doi.org/10.1109/MCSE.2023.3297750 🔗Learn more about Dr. Lauren Margulieux's work: https://laurenmarg.com/…

Psychology in the Classroom

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The Perils of Perfectionism: Understanding Its Impact on Mental Health in Education 42:17

for 22 weeks siden42:17

42:17

In this episode we explores the impact of perfectionism on exam anxiety, particularly among neurodivergent individuals. Dr. Tracey Donachie, a lecturer in sports and exercise psychology, discusses the components and prevalence of perfectionism, highlighting its psychological and behavioral effects. Maciej Matejko, from the Re-Star Project, shares his perspective on perfectionism in relation to autism, while consultant Julia Gudinchet offers strategies for managing perfectionistic tendencies in individuals with ADHD and autism. The episode provides valuable insights and practical advice for educators and students to foster healthier attitudes towards achievement. Find out more: Dr Tracy Donachie: https://www.ncl.ac.uk/psychology/people/profile/tracydonachie.html Julia Gudinchet, Sunflower Autism Consultancy: https://sunflowerautismconsultancy.co.uk Pomodoro Technique: https://changingstatesofmind.libsyn.com/how-effective-is-the-pomodoro-technique RE-STAR project (Maciej Matejko): https://www.kcl.ac.uk/research/re-star Time Stamps: Expert Insight on Perfectionism (00:01:15) Dr. Tracey Donachie discusses her extensive experience with managing exam stress and perfectionism & explains two main components of perfectionism: high standards and self-criticism. Prevalence of Perfectionism (00:02:58) Discussion on the rising rates of socially prescribed perfectionism among students and its debilitating effects. Good vs. Bad Perfectionism (00:06:00) Exploration of the spectrum of perfectionism, distinguishing between striving for excellence and harmful perfectionism. Long-Term Psychological Effects (00:07:39) Discussion on burnout and other psychological issues linked to chronic perfectionism. Impact Beyond Academics (00:09:31) Perfectionism's effects on sports, body image, and interpersonal relationships are examined. Strategies for Teachers (00:13:49) Recommendations for teachers to help students manage perfectionism and foster a growth mindset. Advice for Students During Exam Season (00:16:15) Practical tips for students to combat perfectionism during high-stress exam periods. Understanding Autism and Perfectionism (00:19:00) Discussion on autism and its relationship with perfectionism, featuring insights from Maciej. Understanding Perfectionism in Neurodivergent Individuals (00:20:02) Discussion on how perfectionism can stem from positive qualities but become problematic, especially for neurodivergent individuals. Perfectionism as a Coping Mechanism (00:22:20) Exploration of how perfectionism can serve as a response to social difficulties and low self-esteem. Personal Experiences with Perfectionism (00:23:36) Insights into the speaker's personal struggles with perfectionism and its draining effects. Advice on Managing Perfectionism (00:29:30): Changing Relationships with Failure (00:30:09) , Exploring Interests to Reduce Pressure (00:32:14), The Need for Recovery Time (00:34:17), Exploring Neurodiversity (00:35:15), Seeking Mental Health Support (00:38:02) Final Thoughts on Perfectionism (00:40:07) Reflection on the need to help students foster a healthy relationship with failure and imperfection.…

Psychology in the Classroom

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First do no harm: Universal Mental Health Interventions in Schools 28:53

for 28 weeks siden28:53

28:53

Summary In this episode Dr. Carolina Guzman Holst is a NIHR Research Fellow at the University of Oxford, discusses her recent paper titled Scoping review: potential harm from school-based group mental health interventions. Where the authors 'examine three areas: the types of potential harms and adverse events reported in school-based mental health interventions; the subgroups of children and adolescents at heightened risk; and the proposed explanations for these potential harms.'The conversation explores the rising mental health issues among young people in schools, focusing on universal interventions like mindfulness and CBT. Carolina Guzman discusses her scoping review on the potential negative effects of these interventions, emphasising the importance of understanding their impact on vulnerable groups. The discussion highlights the need for careful implementation and monitoring of mental health programs in educational settings, advocating a tailored approach rather than a one-size-fits-all solution. Links: Guzman-Holst C, Streckfuss Davis R, Andrews JL, Foulkes L. Scoping review: potential harm from school-based group mental health interventions. Child Adolesc Ment Health. 2025 Mar 18. doi: 10.1111/camh.12760. Epub ahead of print. PMID: 40101758: https://pubmed.ncbi.nlm.nih.gov/40101758/ Learn more about the Myriad Trial on a universal mindfulness intervention on the Mindfulness Mini Series: https://changingstatesofmind.com/mindfulness-miniseries-1 The link to the DfE technical report mentioned is here: https://www.gov.uk/government/publications/education-for-wellbeing-programme-findings Key takeaways: Mental health issues among young people are rising. Universal interventions aim to help all students, regardless of need. Mindfulness and CBT are common school interventions. Negative effects of interventions can occur, especially in vulnerable groups. High quality implementation quality is crucial for intervention success. Long-term benefits of interventions are often not well-studied. Schools should monitor the effects of mental health programs. A hybrid approach may be more effective than universal interventions alone. Teachers should consult evidence before implementing programs. Tailored support is essential for students with specific needs. Timestamps 01:45 Introduction to Mental Health in Schools 04:17 Understanding Universal Interventions 07:25 Exploring Mindfulness and CBT Interventions 09:41 Negative Effects of Universal Interventions 16:01 Identifying Vulnerable Groups 19:45 Long-term Effects and Benefits 25:07 Conclusions of the Scoping Review 27:11 Implications for Schools and Teachers…

Psychology in the Classroom

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The Process of Learning is Uncomfortable 36:23

for 36 weeks siden36:23

36:23

This month Dr Katy Burgess, Senior Lecturer in Psychology at Cardiff University, talks about her research into students' learning - what they do and how effective they think this is - this is useful for us, as teachers, to understand how, what we are teaching them in school about learning and revision, is being interpreted and used by students. We discuss the best ways to revise but perhaps more importantly what we should be telling our students to get them to use more effective strategies. Plus additional thoughts on where we could slip retrieval practice when students don't even notice (some good advice for parents!), forward testing effect and that we need to remember that learning involves an awful lot of forgetting before students actually remember everything they need to know. If you'd like to learn more about Dr Katy Burgess or read her publications you can do so here: https://profiles.cardiff.ac.uk/staff/burgesskv T-FUN Network - https://t-fun.co.uk/…

Psychology in the Classroom

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Peer Support for Neurodivergent pupils 37:38

for 43 weeks siden37:38

37:38

The NEurodivergent peer Support Toolkit (NEST) is a set of free resources for staff in mainstream secondary schools who wish to facilitate peer support for neurodivergent young people. The toolkit was co-created by researchers at the University of Edinburgh, neurodivergent young people and a neurodiverse group of adults who work with neurodivergent young people. The project was funded by the Salvesen Mindroom Research Centre Scientific Advisory Board. In this episode Katie Cebula and Catherine Crompton talk about how the NEST came about, what it involves and how it could support pupils in your school. You can find out more and download the resources here: https://salvesen-research.ed.ac.uk/our-projects/nest-neurodivergent-peer-support-toolkit…

Psychology in the Classroom

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RE-STAR - From Emotional Dysfunction to Emotional Burden 44:51

for 51 weeks siden44:51

44:51

This is the 7th podcast from the RE-STAR team and Professor Edmund Sonuga-Barke and Dr Georgia Pavlopoulou share the findings from work package one. This episode explores how the RE-STAR team has collected qualitative data through innovative methods that really allow the voices of young people with ADHD and Autism to be heard. They also share the findings about the upsetting experiences of young people with ADHD and Autism, what these experiences are (and if you are a teacher you might be surprised) and the intensity of those emotional experiences and as well as how these differ for neurotypical, ADHD and Autistic groups. The team is also considering the long term impact of this emotional burden on depression and anxiety. If you would like to hear more from the RE-STAR team please do take a listen here: https://changingstatesofmind.com/re-star-project If you would like to read the paper the link is: https://acamh.onlinelibrary.wiley.com/doi/10.1002/jcv2.12287 A second paper is also available: https://osf.io/preprints/osf/dras7 Why do attention-deficit/hyperactive disorder and/or autism traits place adolescents at risk for depression? Protocol for a longitudinal comparison of the mediating role of deficits in emotional processing and control versus emotional burden…

Psychology in the Classroom

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Improving Mental Fitness in Schools with Vi Gandhi 19:04

for 51 weeks siden19:04

19:04

In this week's episode Purvi (Vi) Gandhi shares her knowledge about implementing effective and evidence based strategies to improve mental health or mental fitness in schools. Vi has recently published a book 'A little guide for teachers: Student Mental Health' with lots of ideas of how teachers can support the mental health and fitness of the young people in schools. In this interview we discuss the language we use around mental health, why mental health is so important in school and how we can support our pupils to thrive and much more. If you would like to find out more about her book here is the link: uk.sagepub.com/en-gb/eur/author/purvi-gandhi If you want to hear more podcasts on mental health from Psychology in the classroom here is the link: https://changingstatesofmind.com/mental-health-%26-wellbeing…

Psychology in the Classroom

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Reframing Mindfulness for Teachers 41:33

for 1 year siden41:33

41:33

On World Mental Health day 2024 Psychology in the Classroom discusses Mindfulness. We eschew the 'Crystals and Muesli' version and reframe it to ask how to be more attentive, calmer, more grounded, more aware, more responsive, less anxious. Willem Kuyken and Maggie Farrar join me to discuss, how we can make moments in our day to be mindful and how this can help us align ourselves better with our personal values. You can find the podcasts on the Myriad Trial into Mindfulness in schools via this link: https://changingstatesofmind.com/mindfulness-miniseries This is the link to Willem's website and book: https://mindfulnessforlife.uk/ This is the link to Maggie's website and book: https://www.empoweringleadership.co.uk/…

Psychology in the Classroom

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What have we learned about failure? 34:35

for 1 year siden34:35

34:35

In this final summary interview with Prof. Dr. Suzanne Narciss, we review all our learning about failure over the last few months. There is much we can do to encourage our students to learn from errors, including interactive formative assessment and feedback strategies, prompting reflection and adaptive strategies for dealing with errors and using other people's errors. As teachers we need to help students overcome their fear of failure by creating a positive error climate and supporting students to develop a more positive error mindset. But this is an area that is challenging to research and we still have much to learn.…

Psychology in the Classroom

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What do parents communicate about failure? 31:01

for 1 year siden31:01

31:01

More than one in 10 children 'almost always' or 'often' fear failure. But where do they learn this from? This fear can often pass from parents to children. Parental communication about failures and setbacks plays a critical role in shaping a child's perception of mistakes. In her research Dr Elizabeth Peterson found that: Clear action plans without discussion of collaborative resources increased children's fear of making mistakes. When mothers acknowledged their child's emotions and discussed collaborative problem-solving, there was a notable decrease in the child's fear of mistakes. Many mothers minimally acknowledged or dismissed their child's emotions (40%), rarely discussed action plans (55%), or collaborative resources (79%). Effective parental communication involving emotional acknowledgment and collaborative problem-solving can help reduce children's fear of making mistakes. In this interview we discuss the consequences of this research for the classroom and how we as teachers can have positive conversations with our students about failure. You can find Elizabeth's paper here: Peterson, E. R., Sharma, T., Bird, A., Henderson, A. M. E., Ramgopal, V., Reese, E., & Morton, S. M. B. (2024). How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure. British Journal of Educational Psychology. Advance online publication. https://doi.org/10.1111/bjep.12685 https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12685…

Psychology in the Classroom

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The Impact of Teacher Failure Mindsets 40:07

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40:07

Today's discussion focuses on our perceptions, as teachers, of failure. When as a teacher we watch our lessons back on film where do we see failure and how do we respond? Reflecting on our own relationship with failure could be important in informing our practice in the classroom. For example our personal relationship with failure will inform how we respond to student failure and this in turn could hinder or facilitate student growth and learning. In this episode Dr Amber Simpson and Dr Alice Anderson discuss their paper 'Identifying and shifting educators' failure pedagogical mindsets through reflective practices'. The details and link to the paper is here: Simpson A, Anderson A, Goeke M, Caruana D, Maltese AV. Identifying and shifting educators' failure pedagogical mindsets through reflective practices. Br J Educ Psychol. 2023 Dec 23. doi: 10.1111/bjep.12658. Epub ahead of print. PMID: 38140824. Informalscience.org Failure in Making: https://sites.google.com/binghamton.edu/failureinmaking/home?pli=1…

Psychology in the Classroom

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Teachers v Pupils: differing views of failure 40:03

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How students and teachers navigate and prioritise different learning processes after encountering impasses during learning can be complex. Recognising that failure moments can be multifaceted, today's episode explores how classroom discourse reveals varied valued learning processes, such as problem-solving, preventing future issues, and developing troubleshooting skills. The research being discussed identifies five valued learning processes in debugging: resolving the immediate issue, preventing future bugs, developing skills for novel problems, engaging with authority, and calibrating self and collective efficacy. It explores the tensions between pursuing different learning outcomes and how these decisions are negotiated between teachers and students. It also addresses the classroom culture, including fostering growth mindsets and addressing racial inequities in learning environments. DeLiema D, Hufnagle A, Ovies-Bocanegra M. Contrasting stances at the crossroads of debugging learning opportunities. Br J Educ Psychol. 2024 Feb 16. doi: 10.1111/bjep.12666.…

Psychology in the Classroom

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Errors and Alienation 32:47

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32:47

How errors are handled in the classroom is an important aspect of teaching and has a variety of consequences for students' own dealing with errors, their learning and their performance. In classrooms with a negative error climate, students are more likely to experience fear of making mistakes and feel alienated from their teachers. Teachers' unsupportive behaviours, such as negative reactions to errors, may increase students' alienation. Unsupportive teacher behaviours may also indirectly contribute to the development of fear of failure by influencing students' self-beliefs and motivation to do well in school. Positive and supportive student–teacher relationships have been shown to alleviate school alienation, suggesting that student–teacher interactions have a strong impact on academic as well as social learning experiences. In this episode we will learn how to ensure we create a positive error climate where students feel safe and that reduces the chances of alienation. Steuer G, Grecu AL, Mori J. Error climate and alienation from teachers: A longitudinal analysis in primary school. Br J Educ Psychol. 2024 Jan 2. doi: 10.1111/bjep.12659. https://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1111/bjep.12659 If you would like to learn more about alienation please do take a listen to my podcast with Dr Ben Looker (20th June 2022) about student-teacher relationships.…

Psychology in the Classroom

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Creating a Positive Error Learning Orientation 30:44

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30:44

In order to learn from errors it is important that pupils regulate their emotions. The emotions that they feel when they make an error is underpinned by their Error Learning Orientation - whether they see errors as positive and an opportunity to learn or as a negative thing that brings shame. In this interview Rahel Schmid discusses her paper about emotions pupils feel when they make errors and how this may be linked to error learning orientation. This episode includes lots of great tips to help teachers develop a positive error learning orientation in their pupils. Schmid R, Smit R, Robin N, Strahl A. The role of momentary emotions in promoting error learning orientation among lower secondary school students: An intervention study embedded in a short visual programming course. Br J Educ Psychol. 2024 Mar 19. doi: 10.1111/bjep.12681. Available : https://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1111/bjep.12681…

Psychology in the Classroom

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Motivating Students to Learn from Errors 36:48

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36:48

This week find out how you can encourage students to persist with learning and engage with metacognitive strategies when they make mistakes. Dr Maria Tulis talks about her experiments that aimed to find a causal link between beliefs about errors, how these beliefs maintain motivation and how students then adapt their actions to effectively analyse and correct errors. In study two during learning students were given encouragement to persist and prompts about what action to take immediately after they had made the error. Might this increase persistence, metacognitive control and effort? What are the implications for our classrooms? Paper and link: Tulis M, Dresel M. Effects on and consequences of responses to errors: Results from two experimental studies. Br J Educ Psychol. 2024 May 8. doi: 10.1111/bjep.12686 https://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1111/bjep.12686…

Psychology in the Classroom

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Learning from Errors 36:49

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This is the 3rd episode in the failure series of podcasts this term. We are staying with the theme of feedback to errors this week. Professor Janet Metcalfe discusses her paper on learning from errors and in particular how one teacher uses an interactive approach, encouraging students to work out why they made an error rather than simply correcting them, and the impact it had on the students' learning. But as always there is discussion plenty of wide ranging discussion on this topic. If you wish to access the paper here is the link: Metcalfe J, Xu J, Vuorre M, Siegler R, Wiliam D, Bjork RA. Learning from errors versus explicit instruction in preparation for a test that counts. Br J Educ Psychol. 2024 Jan 11. doi: 10.1111/bjep.12651. Epub ahead of print. PMID: 38212139.…

Psychology in the Classroom

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Using Smileys in Error Feedback 41:03

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41:03

When students receive error feedback it usually causes a negative emotional response, this in turn can impact learning. If we could somehow elicit a positive emotional response to error feedback, research suggests that this will increase motivation, enhance the desire to continue on a learning task and promote the use of efficient metacognitive strategies. In today's podcast with Dr Annalisa Soncini we discuss how using a simple smiley in written error feedback can nuance the feedback so that the emotional reaction is more positive and the surprising impact this has on a student's learning experience. Annalisa's paper 'Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students' is open source and can be found on this link: https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/bjep.12679 You can find out more about Hattie's Visible Learning here: https://visible-learning.org/…

Psychology in the Classroom

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Introduction to failure 37:53

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Failure - a word that is taboo in education and yet is part and parcel of the learning experience. As teachers, dealing with errors in the classroom can fundamentally change so much of the learning experience. The beliefs teachers and students hold about failure and errors changes behaviour and can cause students to persist and grow or to avoid risk and challenge. This term Psychology in the Classroom will be exploring Failure with the help of researchers and the British Journal of Educational Psychology(BJEP). This first episode introduces several key concepts with the editors of the BJEP Special Issue on failure: Gabriele Steuer , Elizabeth Peterson and Maria Tulis…

Psychology in the Classroom

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Final Exam Preparation with Jonny Wainman 27:10

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