In this episode of Between Two Psychs, we explore a question many educators quietly wrestle with: why do some children still struggle to engage, even when lessons are well planned, differentiated, and thoughtfully delivered?

Drawing on classroom observations, psychological research, and real conversations with teachers, we unpack what it really means to be ready to learn. We look beyond lesson plans and curriculum demands to the emotional, physiological and relational factors that shape how children show up in classrooms and how teachers are supported (or stretched) in holding all of this at once.

We reflect on the impact of stress, cognitive overload, post-pandemic baselines and rising expectations and why learning can’t be separated from nervous-system state, safety

and trust. At the heart of the conversation is a simple but powerful idea: learning sits on top of regulation, belonging and relationships.

In this episode, we discuss:

• Why strong lesson planning isn’t always enough to secure engagement
• How stress shifts the brain from learning to survival
• The impact of post-pandemic stress on children’s readiness to learn
• Dopamine, overstimulation and the learning brain
• Bruce Perry’s work and why emotional state drives cognitive access
• Polyvagal theory and the nervous system’s constant search for safety

Why This Episode Matters

This episode invites us to rethink what “preparedness for learning” really means. It reminds us that learning is not just a cognitive task it is a relational, emotional and physiological process.

When children feel safe, regulated and understood, they are far more able to tolerate challenge, uncertainty and moments of struggle. And when teachers are supported psychologically as well as professionally they are better able to hold the complex demands of modern classrooms.

Preparedness for learning doesn’t start with the lesson.
It starts with relationships, regulation and realistic expectations for children and for the adults who teach them.

Connect with Mike Lane

Website: https://www.ridgewaypsychology.co.uk/
LinkedIn: https://uk.linkedin.com/in/michael-lane-4304a3123

Connect with Me

Instagram: https://www.instagram.com/dradammcartney/
Website: https://www.dradammccartney.com/
YouTube: https://www.youtube.com/@Dr.AdamMcCartney

The transition into Key Stage 3 is often described as a fresh start but for many young people, it’s where things quietly begin to unravel.

In this episode of Between Two Psychs, we explore why the move from primary to secondary school can be such a vulnerable point, particularly for students who sit on the margins. We unpack the steady rise in exclusions between Years 7 and 9 and ask a deeper question: what does this transition feel like psychologically for children and what are schools unintentionally missing?

We talk about the shift from one secure relationship to many, from nurture to independence and from feeling known to feeling lost in a much bigger system. Along the way, we explore concepts like learned helplessness, acceptance, autonomy and happiness and why behaviour is often a signal of unmet needs rather than defiance.

This is a conversation about connection, belonging and helping young people develop a sense of direction inside a system that can feel overwhelming.

In this episode, we discuss:

• Why exclusions rise so sharply during Key Stage 3
• The psychological impact of moving from one key adult to many
• How independence, when introduced too quickly, can increase distress
• Learned helplessness and its link to disengagement and EBSA
• Why “promoting happiness” may be more useful than “reducing exclusions”
• The role of acceptance, shared identity and belonging in student wellbeing
• Why some students thrive in transition while others struggle
• Starting transition work earlier, including the role of Year 5
• Evidence based supports like Friends for Life and Coping Cat
• Using thoughts feelings behaviour models to support reflection and goal-setting
• Community-focused goals versus purely academic targets
• How small-group and coaching conversations can prevent exclusion
• Why teacher reflection, supervision and support matter just as much as student intervention

Why This Episode Matters

Key Stage 3 is often the most overlooked phase in education but it’s where identity, belonging and disengagement begin to crystallise.

This episode invites educators, leaders, and psychologists to look beyond behaviour and systems and instead focus on acceptance, connection and purpose. When young people can see where they fit, feel supported rather than dropped, and are helped to develop their own internal goals, school becomes something they can stay connected to not something they need to escape from.

Because behaviour is rarely about refusal.
More often, it’s about not feeling seen, safe or accepted.

Connect with Mike Lane

Website: https://www.ridgewaypsychology.co.uk/
LinkedIn: https://uk.linkedin.com/in/michael-lane-4304a3123

Connect with Me

Instagram: https://www.instagram.com/dradammcartney/
Website: https://www.dradammccartney.com/
YouTube: https://www.youtube.com/@Dr.AdamMcCartney

In this episode, we sit down with Gillian Airey Goodwin to explore what burnout really looks like in education and why understanding our own psychology may be key to keeping educators in the profession.

Drawing on Gillian’s Master’s research in mental health and wellbeing, alongside more than 30 years of experience in education, we reflect on the emotional demands teachers face, the role of emotional intelligence, and why coping alone is no longer enough. We explore how resentment, pressure and constant accountability can slowly erode wellbeing even in highly skilled, experienced professionals.

Together, we discuss why structured reflection, psychological safety and meaningful supervision may be essential for educators to thrive, not just survive.

In this episode, we discuss:

• What burnout looks like beyond exhaustion
• The role of emotional intelligence in managing pressure
• Why emotionally intelligent teachers still leave the profession
• Internal vs external support models in schools
• Trust, judgment and fear of being seen as “not coping”
• Why relationships with pupils keep educators going

Why This Episode Matters

This episode invites us to rethink how we support educators. When teachers understand their own psychology, feel safe to reflect, and are genuinely listened to, wellbeing improves and so does the experience of children in the classroom.

Educator wellbeing isn’t a “nice to have”. It’s fundamental to ethical decision-making, positive relationships and sustainable education systems.

Connect with Gillian Airey Goodwin (Guest)

LinkedIn: https://www.linkedin.com/in/gillian-airey-goodwin-b9b401239/
Instagram: https://www.instagram.com/gillianaireygoodwin?igsh=ZGsxd3NzMXh3MHN1

Connect with Mike Lane

Website: https://www.ridgewaypsychology.co.uk/
LinkedIn: https://uk.linkedin.com/in/michael-lane-4304a3123

Connect with Adam McCartney

Instagram: https://www.instagram.com/dradammcartney/
Website: https://www.dradammccartney.com/
YouTube: https://www.youtube.com/@Dr.AdamMcCartne