In this episode, host Becky Dawson sits down with Kieran Smith, founder of SEMH Education and an experienced Education Officer in youth justice, to explore practical approaches for supporting children with Social, Emotional, and Mental Health (SEMH) needs. Kieran shares his journey from mainstream teaching to specialist settings, offering unique insights into how educators can bridge the gap between these environments to improve student outcomes. The conversation focuses on a whole-school approach to wellbeing, the necessity of trauma-informed practices, and the vital role of multi-agency collaboration in supporting our most vulnerable learners.

Kieran discusses the reality of high-pressure environments, such as classrooms with high EAL and SEMH populations, and provides tangible strategies for behaviour management through regulation and pacing. Educators can expect to learn how to design a school day that prioritises mental health and student agency, moving away from rigid structures toward flexible, relationship-focused education. This episode is a must-listen for teachers looking for "nuggets" of wisdom to help co-regulate with pupils and reduce classroom crisis points.

• Pacing the school day for regulation: Alternating high-demand and low-demand lessons ensures that both students and staff remain regulated and ready to learn.
• The "wasted time" paradox: Investing 10 minutes in regulation breaks—such as box breathing, sensory activities, or calm transitions—saves significant time by preventing crises later.
• Proactive identification of Stage One behaviours: Spotting a child's unique "micro-signals" (like tapping a pen or stretching) allows for early intervention before an escalation occurs.
• Designing "Soft Landings": Creating a 15–30 minute window at the start of the day for check-ins and low-pressure activities supports children coming from difficult home environments.
• Multi-agency puzzle building: Collaborating with social care, police, and health professionals via email chains or meetings is essential to create a full picture of a child’s needs.
• The value of specialist experience: Mainstream teachers should consider "testing the waters" in specialist SEMH settings to rediscover autonomy and learn advanced regulation techniques.

00:05 - Introduction - Becky Dawson introduces Kieran Smith and the SEMH Education Substack.

01:33 - Kieran’s Journey - Moving from a class of 36 in Wrexham to specialist SEMH settings.

09:55 - Specialist vs. Mainstream - Discussing the freedom, autonomy, and flexibility found in alternative provision.

11:46 - The Birth of SEMH Education - Why Kieran started writing his newsletter to capture teaching tips.

13:52 - Biggest Challenges for Educators - Mental energy, micro-decisions, and environmental stressors in the classroom.

17:42 - Designing an SEMH-Friendly Day - Pacing, regulation breaks, soft landings, and calm transitions.

26:41 - Multi-Agency Collaboration - The importance of shared information and tapping into local authority resources.

33:14 - Top Tip: The Six Stages of Crisis - How to identify and act on "Stage One" behaviours to prevent escalation.

Connect with us: If you enjoyed this episode, please follow the podcast and leave us a rating or review to help other educators find these important conversations. For feedback, questions, or to share the brilliant work you are doing in your setting, email us at: teamwellbeing@twinkl.co.uk.

In this episode, host Becky Dawson is joined by Kemi Omijeh, a psychotherapist, supervisor, and children's mental health expert with over 15 years of experience. Kemi shares her professional journey from teaching to therapy and discusses the vital necessity of supervision for educators to prevent burnout and improve practice. The conversation explores moving beyond performative actions toward genuine equity, anti-racism, and culturally informed practice to foster a true sense of belonging for all students and staff.

This deep dive addresses the systemic barriers that prevent school leaders from implementing wellbeing support and the "what about me-ism" that often hinders progress in diversity and inclusion. By focusing on behaviour management through a lens of wellbeing and psychological safety, Kemi explains how schools can transition from rigid equality to nuanced equity. Whether you are a senior leader or a classroom teacher, this episode provides the vocabulary and framework to begin a radical change in how your school handles professional growth and identity.

• The Transformational Power of Supervision: Supervision is not about accountability or "checking up" on staff; it is a vital space for slowing down, reflecting on practice, and supporting professional wellbeing.
• Moving Beyond Performative Anti-Racism: Schools must move past posters and policies to active, curious engagement with lived experiences, recognizing that anti-racism is a continuous journey rather than a destination.
• Equity as a Systemic Responsibility: Equity is not a "tick-box" add-on for minorities; it is a relationship-based approach that benefits the entire school community by fostering emotional intelligence and belonging.
• Culturally Informed Practice: Shifting from "cultural competence" to "culturally informed practice" acknowledges that understanding different cultural norms is an ongoing collaborative process rather than a static qualification.
• The "Lifeguard" Analogy for Privilege: Understanding that while we all "swim" in the same systemic waters, our proximity to privilege dictates how we must dive in to support others and challenge structural barriers.

00:00 - Introduction - Becky Dawson introduces Kemi Omijeh and her background in mental health and education.

01:34 - From Teaching to Therapy - Kemi discusses her career path and why she shifted from the classroom to therapeutic support.

04:36 - The "Gym" Analogy for Supervision - Why educators feel they are "too busy" for the very thing that helps them sustain their careers.

07:06 - Accountability vs. Process - Defining what professional supervision actually looks like in practice compared to management.

09:24 - Systemic Barriers in Schools - Exploring why leaders and governors struggle to fund or prioritize supervision.

12:13 - Understanding Equity and Belonging - How to view equity as a benefit for every child and staff member, not just a minority.

16:59 - Active Anti-Racism - Moving beyond 2020's performative trends toward radical change and curiosity.

27:17 - The Journey vs. The Destination - Why schools shouldn't stop the work just because they've "ticked a box".

34:40 - Culturally Informed Practice - A deep dive into widening the lens to recognize different norms and cultural identities.

41:13 - Navigating "What About Me-ism" - How to acknowledge specific celebrations like Ramadan while maintaining community cohesion.

In this episode of In This Together, host Becky Dawson sits down with Alan Fazakerley, a highly respected expert in psychoeducational support and comprehensive sex education. With over 30 years of experience, Alan discusses his unique approach to supporting children and young people with vulnerabilities, such as autism and acquired brain injuries, using tailored communication tools. The conversation explores the critical need for early, accessible education on healthy relationships and personal boundaries to safeguard vulnerable learners.

Alan challenges the misconceptions surrounding sex education for students with disabilities, emphasizing that withholding information only increases their vulnerability. He provides practical strategies for teaching complex concepts like consent through visual aids and safe/not-safe scenarios. Educators will gain valuable insights into integrating RSE across the curriculum and fostering a school-wide culture of respect and bodily autonomy.

• Challenging the "Perpetual Child" Myth: Parents and educators must overcome the misconception that vulnerable children will not grow up to have sexual feelings or relationships; withholding knowledge "disables" them further.
• Teaching Consent via Safety: Since consent is a complex, shifting concept, it is often more effective to teach vulnerable learners to distinguish between "safe" and "not safe" situations.
• Adapting Communication Styles: Utilizing visual aids like "green thumbs up" and "red thumbs down" allows non-verbal students or those with cognitive challenges to effectively communicate boundaries.
• Intimate Care as a Learning Opportunity: Routine personal care should be used as a practical time to teach privacy, the right to say "no," and respect for one's own body.
• A Modular Spiral Curriculum: RSE should start early in a non-sexual way—focusing on body parts and privacy at age five—and gradually increase in detail as students reach puberty.
• Whole-School Integration: Rather than being an isolated subject, relationship education should be woven into all areas, from math to sports, to normalize conversations and reduce shame.

00:01 - Introduction - Becky Dawson introduces Alan Fazakerley and his background in psychoeducational support.

01:20 - Alan’s Journey - The history of Alan's independent work in sex education since the 1990s.

03:33 - Defining Vulnerability - Discussion on communication as the common denominator across various disabilities.

04:33 - Major Misconceptions - Addressing the negative messages and lack of aspirations often given to parents of children with disabilities.

06:20 - Teaching Consent - Why consent is the hardest concept to teach and how to simplify it for safeguarding.

10:00 - Visual Communication Tools - Using symbols and "thumbs up/down" to support non-verbal communication.

14:04 - Privacy and Intimate Care - The importance of teaching bodily autonomy during personal care routines.

16:32 - Assessing Sexualized Behavior - Differentiating between sensory exploration, internet influence, and potential trauma.

19:59 - The Impact of the Internet - Educating vulnerable young people on online risks and predatory interactions.

26:14 - Educator Blind Spots - Overcoming the "fear of the ton of bricks" from parents and building teacher confidence.

32:03 - The Spiral Curriculum - Advice for schools on delivering age-appropriate, continuous RSE.

35:27 - CPD and Specialist Roles - The need for investment in staff training and a whole-school approach.

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