Curtis Worrell, Director of Class 13, joins In This Together to discuss the transformative power of equity-focused practice and how educators can move away from deficit ideology.

In this episode, Curtis shares his journey from sixteen years in youth work to founding an organization dedicated to helping teachers unpack racial and gender biases. We explore the systemic shift from compliance-based discipline to relational practice, highlighting how traditional school structures can inadvertently cause harm or increase a young person's vulnerability to outside influences like gangs or misinformation. By centering critical thinking, community, and democracy, Curtis demonstrates how we can create safer, more human educational environments where every child feels a true sense of belonging and wellbeing.

Takeaways

• Article 13 and Freedom of Expression: Class 13 is named after the UN Convention on the Rights of the Child, advocating for a child's right to express themselves freely within safe boundaries.
• Moving Beyond Deficit Ideology: Shift the focus from "fixing" or blaming the student to examining how the environment and adult practices contribute to challenging situations.
• Mitigating Harm Over Intent: While teacher intentions are almost always positive, we must prioritize the impact of our actions to ensure school isn't a site of emotional or systemic harm.
• The Power of Relationships: Genuine connection is the most effective form of "behavior management," making professional life easier for staff and safer for students.
• Critical Thinking as Safeguarding: Encouraging students to ask questions and engage in critical dialogue builds the "muscle" they need to navigate the complexities of the outside world.

Sharing is Caring

Curtis recommends these essential resources for educators looking to deepen their understanding:

• Teaching to Transgress by bell hooks
• Pedagogy of the Oppressed by Paulo Freire
• The work of Paul Gorski and Richard Valencia on dismantling deficit ideology.



To learn more about the work Curtis does with schools, visit the Class 13 website or follow their mission to promote equality in the UK education system.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

Chapters

00:00 - Introduction: Meeting Curtis Worrell and the mission of Class 13.

01:10 - Why Class 13?: Linking Article 13 of the UNCRC to freedom of expression.

02:53 - Shifting Responsibility: Moving from "fixing the child" to improving the environment.

04:41 - Redefining Abuse in Schools: Challenging the normalization of harmful discipline.

06:01 - The Cost of Compliance: How over-reliance on control increases student vulnerability.

09:03 - Collective Punishment: Why "ruining it for others" creates toxic narratives.

12:31 - The Importance of Reflection: Creating space for teachers to process complex interactions.

16:25 - Understanding Deficit Ideology: How we inadvertently blame the victims of inequality.

22:54 - Impact Over Intention: Why "meaning well" isn't enough in safeguarding.

31:00 - The Four Core Principles: Equity, Community, Critical Thinking, and Democracy.

38:08 - Belonging and Identity: Why children seek community outside of school when it’s missing inside.

41:02 - How to Start: Simple steps for leaders to humanize the classroom.

49:08 - Sharing is Caring: Curtis’s top book recommendations.

Navigating the complexities of Relationship and Sex Education (RSE) doesn't have to be a source of anxiety for educators. Laura Turner joins In This Together to explore how delivering RSE with joy, laughter, and vulnerability can transform classroom dynamics and foster genuine wellbeing for both students and staff.

In this episode, we sit down with Laura Turner, founder of Rabbit RSE, to discuss the vital importance of wellbeing within pastoral care. Laura shares her journey from science teacher to RSE specialist, highlighting why we must move away from "doom and gloom" delivery. We delve into the upcoming 2026 RSE guidance, viewing it not as a hurdle, but as a unique opportunity to strengthen partnerships with parents and carers. By prioritising empathy, open communication, and professional development, schools can ensure every young person feels safe, included, and empowered to navigate the modern world.

• Laura invites listeners to learn more about the "Make It Mandatory" movement for post-16 RSE at amnesty.org.uk.
• Discover Rabbit RSE: Visit rabbitrse.com for specialist training and student workshops.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

• Vulnerability as Expertise: Educators don't need to have every answer; admitting "I don't know, let's find out" builds trust and models lifelong learning.

• Laughter for Learning: Creating a "safe vibe" where students can giggle at awkward topics reduces anxiety and increases engagement.

• Relational Over Informational: RSE is most effective when it focuses on building healthy relationships rather than just delivering biological facts.

• Specialist Support: Recognizing when to use external speakers for sensitive topics like mental health or suicide ideation ensures a trauma-informed approach.

• Staff Wellbeing: Open communication between leadership and staff about comfort levels is essential for delivering authentic and impactful lessons.

00:00 - Vulnerability in Teaching - Why being "human" in the classroom matters.

01:32 - The Birth of Rabbit RSE - Moving from science to specialist pastoral support.

03:49 - Leading with Laughter - Why RSE shouldn't be "doom and gloom."

08:45 - Addressing Self-Doubt - Advice for non-specialist teachers delivering PSHE.

14:53 - The 2026 RSE Guidance - Opportunities for parent-school partnerships.

23:34 - Trauma-Informed Delivery - When to bring in external specialists.

28:58 - Leadership Strategies - Making RSE a priority rather than an "add-on."

33:14 - Supporting Staff - Managing sensitive topics and teacher comfort.

36:33 - Sharing is Caring - Laura’s top resource recommendations.

Cath Knibbs, CEO of Children and Tech, consultant, and trauma psychotherapist, joins In This Together to explore the complex intersection of trauma, technology, and wellbeing. This episode moves beyond the common scaremongering around screens to look at the evidence-based science of how digital spaces impact a child's nervous system. Cath discusses the vital importance of co-regulation and meaningful conversations in supporting young people's mental health in an increasingly virtual world.

• The "Digital City Park" Metaphor: View the internet as a public space where adults must assess the environment and risks rather than just focusing on the "time" spent there.
• Cyber Trauma is Real Trauma: Online harms produce visceral, physiological responses in children—such as anxiety and nightmares—that are just as significant as physical-world events.
• Move Beyond "Screen Time": Focus on the medium and the interaction (the people and content) rather than the physical property of the device or the clock.
• Therapeutic Power of Gaming: Meeting children in their digital world—like playing Fortnite or using digital sand trays—can break down power hierarchies and help them express complex emotions.
• Conversations over Bans: Strict bans often drive children to "secret" or darker spaces; an open, non-shaming dialogue is the best tool for safeguarding.

Sharing is Caring

Cath Knibbs recommends the following resources for parents and professionals:

• The Cyber Trauma Book Series by Cath Knibbs: Academic and practical guides on understanding online harms and sexual exploitation.
• Managing Your Gaming and Social Media Habits: A practical book with chapters specifically designed for parents and adolescents to resolve digital habits.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

Chapters

• 00:01 - Introduction – Meeting Cath Knibbs and defining the "middle lane" approach to tech.
• 
  
• 02:13 - Redefining Mental Health – Why "health" and "regulation" are better lenses than nebulous labels.
• 06:12 - What is Cyber Trauma? – Understanding the impact of graphic content and physiological dysregulation.
• 
  
• 09:33 - The Myth of Communal Tech – Challenging the history of "personal" devices and the taxonomy of research.
• 
  
• 12:25 - Trauma: Virtual vs. Corporeal – Why online trauma is unique due to its repeatability and reality.
• 
  
• 21:17 - Gaming as Therapy – Using Xbox, PS, and Fortnite to build rapport and observe attachment patterns.
• 
  
• 30:12 - The Problem with "Screen Time" – Using the "Digital City Park" and "Shopping Centre" metaphors to assess risk.
• 
  
• 38:23 - The Danger of Bans – Why age-based restrictions can play into the hands of online perpetrators.
• 
  
• 42:32 - Technological Hope – Celebrating the "technological geniuses" of the next generation and finding parental compassion.
• 
  
• 49:09 - Sharing is Caring – Recommendations for age-appropriate digital conversations.

Roger Mitchell, Headteacher of Ripple Primary School, joins In This Together to discuss "How do we create emotionally available schools?". Roger shares his twenty-year journey of transforming a fragmented school into an "Outstanding" setting rooted in kindness and professional generosity. This episode explores the vital shift from punitive discipline to relational practice, emphasising that creating a sense of belonging for pupils, staff, and families is the foundation of educational success.

• The "Why" Before the "What": Always investigate the reasons behind a behavior or action before deciding how to respond to it.
• Professional Generosity and Maturity: Building a culture where staff look out for one another and act with integrity ensures a stable, kind environment for pupils.
• Relationships Over Sanctions: Meaningful change in behavior is driven by the connections built between adults and children, not by the punishments imposed.
• Belonging is Inclusion: True inclusion means every individual feels they have a rightful place in the school community.
• Consistency in Leadership: Headteachers must model the emotional availability and kindness they expect to see throughout the entire school.
• Contextualized Justice: Similar to a court of law, school "judgments" should consider personal circumstances and remorse rather than following a zero-tolerance, one-size-fits-all approach.

Roger Mitchell recommends three essential books for educators looking to transform their school culture:

• The Kindness Principle by Dave Whitaker: A highly accessible guide to using unconditional positive regard in education.
• When the Adults Change, Everything Changes by Paul Dix: A foundational text on how adult behavior dictates the culture of the classroom.
• Becoming a Trauma-Informed Restorative Educator by Joe Brummer and Margaret Thorsborn: A practical resource for implementing restorative justice and relational practice.
• 
  

More information on emotionally available schools can be found on Roger’s website

https://emotionallyavailableschool.com/

Don't forget to follow us on your podcast platform and if you feel able to, give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk..

00:01 - Introduction - Meeting Roger Mitchell and the focus on emotionally available schools.

00:47 - The 20-Year Journey - Transforming a fractured school into a community.

01:50 - Professional Generosity & Maturity - Core values that frame the school's mission.

04:50 - Recruiting for Kindness - Smothering the school with love and hiring the right people.

07:52 - Removing Detentions - Moving away from "policing" and exiting children from class.

11:04 - Relationship Building - Treating children with the same decency as adults.

13:42 - Belonging and Identity - Why belonging is the most powerful word in inclusion.

16:11 - Academic Success - Proving that a relational approach leads to high academic outcomes.

18:40 - Teaching Behavior - Why behavior should be taught just like maths or spelling.

21:50 - The "Professionally Lazy" Option - Critiquing zero-tolerance and context-free sanctions.

25:58 - Supporting Staff - Applying Maslow's hierarchy to a teacher's readiness to teach.

33:53 - Scaffolding Emotional Intelligence - Moving from student anger to sadness and worry.

39:19 - Engaging Families - Removing the "yellow line" and welcoming parents as clients.

47:19 - Sharing is Caring - Roger’s top three book recommendations for educators.

The In This Together podcast welcomes Nicola Lace, HeadTeacher, and Mia Casey, SENDCo, from Learning Partnership West CIC. They delve into the significant impact of adopting a zero-exclusion, trauma-informed methodology within alternative provision settings. Drawing on their experience at an "Outstanding" rated school, they explore how creating emotional safety and prioritizing relationships can rewire neural pathways for students with complex needs. The episode explores the practicalities of restorative practice, the necessity of staff wellbeing, and how mainstream schools can adapt these core principles to support the most vulnerable learners.

Takeaways

• Safety as a Foundation: For students who have experienced adverse childhood experiences (ACEs), emotional safety is a prerequisite for any academic learning to occur.
• 
  
• Consistency and Predictability: Reliable, positive interactions—such as consistent greetings at the school door—help build the trust necessary for student regulation.
• 
  
• Reflective Practice: Moving away from punitive systems requires staff to be "reflective practitioners" who can apologize to students and hold each other accountable when triggered.
• 
  
• The "Triangle of Trust": Every student should have at least three emotionally available adults of their own choosing to advocate for them.
• 
  
• Individualized Success: Measuring progress through personalized "fresh starts" every lesson and daily "briefs and debriefs" to adjust the curriculum to the student’s immediate needs.
• 
  

Nicola Lace and Mia Casey recommend several resources for those looking to deepen their inclusive practice:

• Masculinity in Schools by Lewis Wedlock: A look at the experiences of young men in education and helping them navigate the complexities of adolescence.
• Research by Dr. Craig Johnson: Insights into marginalized communities in alternative provision and how to improve their representation.
• Level 5 Diploma in Trauma-Informed Schools UK: A transformative training course that provides the psychological grounding for relational practice.



Don't forget to follow us on your podcast platform and if you feel able to, give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

00:00 - Introduction - Nicola Lace and Mia Casey's background in neuro-inclusion.

01:45 - The "Outstanding" Ofsted - Discussing the impact of a glowing report on a non-traditional setting.

03:56 - Building Emotional Safety - Why vulnerability and apologizing to students is a leadership tool.

05:57 - Fresh Starts and Reliability - Modeling regulation and discussing behavior, not the student.

07:42 - Challenging Punitive Systems - Why students "test" boundaries and how to stay emotionally safe as staff.

09:00 - Staff Wellbeing and Supervision - The role of external supervision and massage in tackling secondary trauma.

12:18 - The PACE Approach - Using Playfulness, Acceptance, Curiosity, and Empathy. 14:41 - Rewiring the Blueprint - How one trusted adult can change a child’s internal working model of relationships.

21:57 - Zero Exclusion in Practice - Using diverse spaces like farms and adventure playgrounds to co-regulate.

24:30 - Restorative Breakfasts - Why "rewarding" a student after an incident is actually vital reflective work.

28:49 - Daily Briefs and Debriefs - The importance of team communication for daily flexibility.

32:38 - Mainstream Applications - How large schools can implement "emotionally available adults".

37:31 - The Triangle of Trust - Student-led choice in finding advocates within the school. 44:01 - Sharing is Caring - Professional recommendations for trauma-informed practice.

Dr. Nicole Ponsford, CEO of the Global Equality Collective, joins Becky Dawson to discuss how "kaleidoscopic data" can transform inclusion and belonging in schools.

This episode explores the move from static, "past tense" data to a multi-dimensional approach that surfaces the hidden voices of students and staff. Dr. Nic shares her journey from being a student who found school to be her "safe place" to becoming a researcher and EdTech founder dedicated to making that experience a reality for everyone. We dive into the "Global Equality Collective" (GEC) framework, which uses anonymous, intersectional data to help school leaders move beyond tick-box exercises and toward meaningful, sustainable culture change.

The discussion covers the vital role of "linking social capital," where leadership strategically gives power and resources to all groups to foster true belonging. From testing internal biases to leveraging "tech for good" like assistive technologies, this conversation provides a roadmap for brave leaders ready to get "sticky in the middle" of uncomfortable but necessary conversations.

• Shift to Kaleidoscopic Data: Move beyond static "past tense" metrics like attendance and grades to understand the fluid, lived experiences of your school community.
• Prioritize Psychological Safety: Use technology to create anonymous, safe spaces where staff and students can share truths they might otherwise hide from line managers or teachers.
• Understand Social Capital: Recognize the three types of social capital—bonding, bridging, and linking—and ensure leadership is actively "linking" groups to prevent siloed inclusion efforts.
• Design with Participants: Improve data reliability by involving students and staff in the design of surveys and audits, ensuring the methodology centers on their specific needs.
• Adopt "Tech for Good": Leverage assistive technologies and AI to unlock curriculum accessibility for neurodivergent and multilingual learners.
• Be a Brave Leader: Accept that school improvement takes time (2–3 years) and requires leaders to be comfortable with uncomfortable feedback to surface hidden voices.

Dr. Ponsford recommends exploring "GEC Know-How" on the Global Equality Collective website, which features the UK's largest collection of inclusion and wellbeing resources, including diverse booklists for all ages, playlists, and e-learning playbooks.

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

• 00:00 - Introduction: Meet Dr. Nicole Ponsford, CEO of the GEC.
• 01:19 - Core Inspiration: School as a safe place and the mission for inclusion.
• 03:42 - Defining Belonging: Moving from EDI "buzzwords" to Maslow’s hierarchy.
• 06:20 - The Inclusion Index: Why only 18% of students strongly feel they belong.
• 08:30 - Mapping the Field: Moving from academic research to lived experience.
• 10:57 - The Problem with Static Data: Why "past tense" metrics leave kids invisible.
• 15:05 - What is Kaleidoscopic Data?: A 360-degree view of the school ecosystem.
• 20:37 - Participatory Research: Designing surveys with students and staff.
• 24:54 - Impact vs. Intention: Handling uncomfortable feedback from students.
• 31:56 - Social Capital in Schools: Bonding, bridging, and linking for leaders.
• 40:53 - Hope for the Future: Tech for good and inclusive curriculum changes.
• 43:17 - Sharing is Caring: GEC Know-How and diverse library resources.

Education consultant and author Zahara Chowdhury joins Becky Dawson to discuss the essential role of belonging in education. This episode explores how fostering a sense of community and validation for every student's identity is the foundation for academic and pastoral success. Zahara shares practical insights on diversity, equity, and inclusion (EDI), moving beyond "fitting in" to creating spaces where students and staff feel safe, seen, and heard.

The discussion delves into the power of appreciative inquiry, a strength-based approach that focuses on what is working well within a school rather than defaulting to a deficit model. Zahara emphasizes the importance of authenticity and "being real" with students to build deep rapport. From navigating the complexities of social media to the simple power of a smile, this conversation offers a roadmap for leaders and teachers to cultivate a genuine culture of belonging.

• Distinguish Between Fitting In and Belonging: Understand that true belonging allows students to remain themselves while being part of a community, rather than forcing them to change to fit a mold.
• Utilize Appreciative Inquiry: Improve EDI by centralizing and scaling what is already working in your classroom or school, rather than only focusing on barriers and deficits.
• The Power of "Being Real": Students value truth and authenticity; building rapport often starts with being honest about expectations and school realities.
• Foster Equitable Belonging: Recognize that every student has a different lived experience and may need different "belonging bites" or communication styles to feel included.
• Middle Leadership as the Pillar: Senior leaders should focus on supporting the relationship between middle managers and teachers to sustain a healthy school culture.
• Incorporate Simple Acts of Kindness: Small interactions like smiling and saying hello are powerful, low-barrier tools for nurturing a sense of belonging among both staff and students.

Zahara recommends the book "Bringing Up Race: How to Raise a Kind Child in a Prejudiced World" by Uju Asika for its deep dive into lived experiences and practical advice on navigating multicultural and multilingual identities. You can also find more of Zahara's work in her book, "Creating Belonging in the Classroom".

Don't forget to follow us on your podcast platform and give us a rating and review to help more educators find these crucial conversations. Share your thoughts, comments, questions, or brilliant work by emailing the team at teamwellbeing@twinkl.co.uk.

• 00:00 - Introduction: Meet Zahara Chowdhury, EDI consultant and author.
• 02:33 - Defining Belonging: Why it is essential for student success and school culture.
• 05:34 - Fitting In vs. Belonging: Insights from Brene Brown on the pressure to conform.
• 09:24 - Equitable Belonging: Using the school uniform analogy to understand individuality.
• 10:57 - Innovation in the Classroom: How a sense of belonging leads to student engagement and success.
• 14:10 - "Tell Us the Truth": What students taught Zahara about authenticity and rapport.
• 18:44 - Navigating Social Media: The challenge of multiple "versions of truth" for teenagers.
• 20:34 - Appreciative Inquiry in EDI: Focusing on success stories to drive school-wide change.
• 25:11 - Multilingualism vs. EAL: Reframing language skills from a deficit to a strength.
• 28:10 - Collective Learning: Building a team environment in the classroom.
• 31:10 - Kindness as a Strategy: Simple interactions that foster community.
• 32:40 - Advice for Leaders: Walking the corridors and supporting middle leadership.
• 37:30 - Sharing is Caring: A recommendation for "Bringing Up Race" by Uju Asika.