...with Hannah Brownhill

To kick off the summer term, Hannah Brownhill, a positive psychology practitioner and former secondary teacher shares her insights into embedding wellbeing in to schools through positive psychology.

Following her Churchill Fellowship research in Australia, Hannah shares how schools can move beyond "wellbeing as an add-on" to create a culture of genuine flourishing. This episode explores the PERMA framework, the power of character strengths, and the systemic shifts needed in UK education. Hannah also offers practical, classroom-ready strategies for teachers, alongside honest reflections on the systemic challenges facing UK schools and encouragement to start small, prioritising your own wellbeing first.

• The Australian Model: Insights from schools successfully embedding positive education into their DNA.

• The PERMA Framework: Breaking down the five pillars of wellbeing: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment.

• Strengths-Based Teaching: How shifting our language from deficits to strengths transforms classroom dynamics.

• Staff First: Why teacher wellbeing is the essential foundation for student flourishing.

• The PERMA Framework: https://ppc.sas.upenn.edu/learn-more/perma-theory-well-being-and-perma-workshops

• Character Strengths Guide: https://www.viacharacter.org/character-strengths-and-virtues

• Churchill Fellowship Research: https://www.churchillfellowship.org/ideas-experts/fellows-directory/hannah-brownhill/

• Hannah Brownhill Linkedin: https://www.linkedin.com/in/hannah-brownhill-53a78919a/

Bullet point summary:

• Transition from secondary school teaching to positive psychology practice
• Definition and principles of positive psychology
• Application of positive psychology in education through positive education
• Overview of the PERMA framework (Positive Emotion, Engagement, Relationships, Meaning, Accomplishment)
• Importance of embedding wellbeing into the school culture rather than as an add-on
• Challenges and strategies for implementing positive education in secondary schools
• The concept of wellbeing literacy and its role in creating coherence among staff
• Use of character strengths in the classroom and their impact on student interactions
• Quick wins for teachers to incorporate positive education in their practice
• Measuring the impact of positive education initiatives and the complexities involved in assessing wellbeing

Kicking off the summer term, this episode features two brilliant sixth-form students sharing their passion for psychology. Estelle, a year 13 student unpacks the multi-store model of memory, offering teachers genuinely practical strategies around attention, rehearsal, and retrieval practice to support student learning. Then Charlie, a Year 12 student, explores the exciting and thought-provoking role of AI in psychotherapy, examining how technology is making mental health support more accessible and affordable. Together, they demonstrate just how dynamic and relevant psychology is today — a timely reminder of the incredible thinking happening in our classrooms.

A bullet point summary:

• Discussion of the multi-store model of memory (modal model) by Atkinson and Shiffrin.
• Explanation of sensory registers, short-term memory, and long-term memory.
• Importance of capturing student attention in the classroom for effective learning.
• Techniques for enhancing short-term memory retention, including rehearsal and elaborative rehearsal.
• Strategies for connecting new information to prior knowledge to strengthen long-term memory.
• Overview of the role of artificial intelligence (AI) in psychotherapy.
• Benefits of AI in mental health support, including accessibility, affordability, and reduced stigma.
• Limitations of AI therapy, such as lack of genuine empathy and privacy concerns.
• Potential for AI to complement human therapists in mental health care.
• Exploration of future possibilities for personalized therapy and improved access to mental health resources through AI.

...with Dr Tracy Edwards

In this episode, Tracy Edwards, senior lecturer at Leeds Beckett University and author of Severe and Profound and Multiple Learning Difficulties in Schools, explores the ethical and practical dilemmas teachers face when supporting learners with complex needs. Drawing on her experience in both mainstream and special education, Tracy discusses inclusion, differentiation, and the importance of reflective, learner-centred practice. She highlights the value of embracing difference, fostering choice, and maintaining high aspirations for all pupils. This insightful conversation offers practical guidance and reassurance for secondary teachers navigating the challenges of inclusive education in UK schools.

Useful Links:

Severe, profound and multiple learning difficulties in school: considering ethical and dilemma-based perspectives by Tracy Edwards: https://www.routledge.com/Severe-Profound-and-Multiple-Learning-Difficulties-in-School-Considering-Ethical-and-Dilemma-Based-Perspectives/Edwards/p/book/9781032888750

Beyond the 'Dilemma of difference': an analysis of stories from expereinced teachers about their inclusive practice: https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.4129

Simmons, B. (2021) 'How special are mainstream schools? Reflections on social spaces for children with profound and multiple learning difficulties.' : https://researchspace.bathspa.ac.uk/14531/

BBC Articles on the topics mentioned in the podcast:

https://www.bbc.co.uk/news/articles/cpr0xwx9e7jo

https://www.bbc.co.uk/news/articles/cx2r8y0v6l7o

https://www.bbc.co.uk/news/articles/cjw0e3zjx2lo

Bullet point summary:

• Special and inclusive education challenges for teachers.
• Dilemmas faced by educators working with learners with complex special educational needs.
• Inclusion versus exclusion in educational settings.
• Ethical considerations in teaching and decision-making.
• The role of special schools compared to mainstream schools.
• Importance of "craft knowledge" in navigating educational dilemmas.
• The impact of systemic failures on students with special needs.
• The significance of choice and flexible differentiation in pedagogy.
• The relationship between classroom practices and student engagement.
• The need for ongoing reflection and ethical engagement in inclusive education.