In this episode of Between Two Psychs, Adam McCartney and Mike Lane take on one of the most debated areas in education: School Exclusions. Moving beyond headlines and assumptions, they explore what the data really shows, why so many young people reach crisis point, and crucially how schools can intervene earlier, more compassionately, and more effectively.

Drawing on casework, psychological models and years of school-based practice, Adam and Mike unpack how factors like identity, belonging, trust, developmental stage and social context intersect with behaviour and why the story of exclusions is rarely just about “poor choices.”

From the challenges of transition in Year 7 to the pressures of adolescence, resource limitations, and the complexities of trust and relationships in secondary settings, this conversation brings together data, humanity, and practical insight. It reminds us that when schools create predictable, relational, inclusive environments, young people are more able to engage, participate, and thrive.

In this episode, we discuss:

✨The data behind exclusions and what changed after 2014 and again post-pandemic

✨Why secondary pupils are far more likely to be excluded than primary pupils

✨ How identity development in adolescence can impact behaviour, belonging, and wellbeing

✨Why transitions and unpredictability can fuel anxiety, avoidance, and disruption

✨The role of acceptance, competency and peer approval in shaping behaviour

✨How social communication needs (e.g., autism, ADHD) interact with expectations in secondary school

✨Why exclusion is often linked to trust, self-worth, and unmet emotional needs

✨How socioeconomic factors and wider community contexts affect exclusion rates

✨The power of consistent relationships and predictability at Key Stage 3

✨Resource bases, alternative provision, and how schools can build relational practice even without specialist spaces

✨Practical approaches that help build connection and safety:

– Emotion coaching

– Motivational interviewing

– Pastoral investment

– Inquiry-based and cooperative learning

✨Why restorative conversations need training, time, and structure not just good intentions

✨How policies move from punitive to relational when they centre clarity, empathy, and shared responsibility

This episode invites teachers, leaders, and SEN professionals to reflect on:

How do we make school a place where students feel seen, safe, connected and competent?

When that foundation is secure, behaviour improves not because young people fear sanctions, but because they feel they belong.

Inclusion is not just about preventing exclusion it is about building environments where young people want to participate.

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 of Between Two Psychs, Mike and Adam explore what it really means to support neurodiverse children at home not from a textbook, but from the everyday realities of parenting, psychology and growing together.

After exploring how schools and leaders can champion neurodiversity in earlier episodes, this time we bring the focus home. Drawing on Mike’s experience running parent programmes and Adam’s own reflections as both a psychologist and parent, we look at how small, consistent routines can help families create calm and connection in what can sometimes feel like chaos.

Adam and Mike talk honestly about what happens when plans fall apart, when predictability disappears and when all you can do is pause, co-regulate and try again. Because every parent neurodiverse household or not knows that perfection isn’t the goal. Presence is.

In this conversation, you’ll hear about:

• Why routine and predictability are powerful for creating calm and reducing anxiety
• How visual timetables and social stories help children feel safe and prepared
• What co-regulation looks like in practice (and why it’s different for every child)
• The importance of forewarning and gentle communication during change
• Why consistency not complexity makes the biggest difference
• And how teamwork between parents, schools and psychologists helps every child thrive

This episode is a gentle reminder that no one parents alone.
Predictability and consistency aren’t just strategies they’re acts of love.

Connect with Mike Lane

Website: ⁠https://www.ridgewaypsychology.co.uk/

LinkedIn: ⁠https://uk.linkedin.com/in/michael-lane-4304a3123⁠⁠

Connect with Me (Dr. Adam McCartney)

Instagram:⁠ ⁠⁠https://www.instagram.com/dradammcartney/

⁠Website: ⁠⁠https://www.dradammccartney.com/

In this episode of Between Two Psychs, Adam McCartney and Mike Lane continue their three-part series exploring psychology in education this week turning the spotlight on leadership. Moving beyond models and hierarchies, they unpack how psychological principles can shape more compassionate, empowered and inclusive school cultures.

Drawing from Adam’s research on empowerment and communities of practice and Mike’s application of Maslow’s Hierarchy of Needs and the SCARF model, this episode explores how understanding human motivation, belonging and autonomy can transform the way leaders engage their teams and sustain inclusive practice.

From headteachers navigating role identity to teachers finding their professional voice, this conversation bridges theory and lived experience reminding us that great leadership begins with self-awareness, trust and a shared sense of purpose.

In this episode we talk about:

✨How school leaders can apply psychological theory not just management frameworks to lead more effectively

✨Adam’s empowerment model: aligning identity, role and control to create autonomy and trust

✨Using communities of practice (Wenger, 1998) to understand how professionals learn and evolve together

✨Why micromanagement undermines inclusion and innovation and how leaders can foster agency instead

✨Mike’s application of Maslow’s Hierarchy of Needs to leadership: meeting physical and emotional needs before introducing change

✨Exploring the SCARF model (Status, Certainty, Autonomy, Relatedness, Fairness) as a practical framework for safe, motivated teams

✨The psychological importance of belonging and how fairness, recognition, and connection create cultures where staff thrive

✨Why clarity of vision and ethos helps align every role in a school toward inclusion

✨How leadership psychology mirrors what we know about supporting students: safety, trust and meaningful connection

This conversation invites leaders, SENCOs and educators alike to look inward to understand not just what they lead, but how they lead. When schools build systems grounded in psychological safety, fairness and belonging, inclusion stops being a directive and becomes part of the culture.

✨Resources Mentioned:

• Communities of Practice Etienne Wenger (1998)
• Maslow’s Hierarchy of Need
• The SCARF Model David Rock (2008)

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/

• Thank you for joining this episode of Between Two Psychs. Leadership begins with understanding people and psychology gives us the tools to lead with empathy, clarity and purpose.