Hannah and Lucy talk about teaching through the winter.
Education Matters
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120 episodes
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Podcast Overview
Hannah and Lucy talk about teaching through the winter.
Language
🇺🇲
Publishing Since
2/6/2025
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41
Podcast Authority
BetaFairBased on show quality, social media presence, reviews, charts, and more
Quality82
Social0
YouTube0
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7
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61 episodes over 0.6 years
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Recent Episodes
June 21, 2026
Teaching Matters | Boys Are Different, Good Leader – Good Parent & Smacking Shock
<p>John and Paul examine three stories that shed light on crucial matters in education.</p><p>John and Paul trace Gareth Southgate's claim that boys need to be taught differently from girls back through generations of changing attitudes, from segregated school entrances to suppressed aspirations for girls, before asking the harder question. Are differences between boys and girls down to nature, nurture or something more performed than either? John brings in the case of Clever Hans, the horse who appeared to do arithmetic but was really just reading tiny human cues, as a way into how early children learn to seek parental approval. </p><p>John reminds us of psychologist <strong>Timothy Wilson</strong>'s 2014 study in<strong> </strong>which he investigated human aversion to boredom and solitude. The experiment found that when left alone with their thoughts for 15 minutes, 67% of men and 25% of women chose to administer themselves a mild electric shock rather than simply sit in silence. They also discuss an experiment in which most men, but far fewer women, chose to give themselves a mild electric shock rather than sit with their own boredom.</p><p>But where do boys find expressions of masculinity now that manual labour and competitive sport offer fewer outlets than before? John and Paul connect this to recent unrest on the streets of Northern Ireland, with Paul describing the violence as "a twisted, warped and dangerous expression" of a masculinity young men have no safe way to channel. They consider how figures like Andrew Tate fill that vacuum for some, while Southgate models a quieter, more reassuring kind of leadership instead. They argue schools should do more to help pupils manage frustration and setback, pointing to Southgate's own missed penalty as a case study in resilience.</p><p>The second story examines a TES piece by Sam Gibbs, Trust Curriculum and Development Lead at Greater Manchester Education Trust, who argues that leadership and parenting need not be incompatible. Paul and John discuss whether flexible working can suit teaching given fixed timetables, and debate whether someone who has never been a head teacher can credibly support one. John draws a parallel with football management, noting that "some of the best football managers weren't the best football players", while Paul invokes an old line about not needing to be a horse to judge a pony show. They return to Sam's point about small workplace indignities too, the broken photocopier and the grim staffroom kettle, and what these say about whether teachers are treated as professionals.</p><p>The final story looks at the continuing legality of smacking children in England and Northern Ireland, despite it already being banned in Scotland and Wales. A UCL study links the practice to lower GCSE grades and riskier teenage behaviour. John is unequivocal that legislation is needed, recalling his own experience of corporal punishment at school and arguing that children are not their parents' property. Paul and John discuss what happens when children from households where smacking is normal meet the calmer expectations of school, and whether schemes like Sure Start should be revived for struggling parents.</p><p>The episode closes with two bananas. Paul shares Carol Dweck's research on praise, showing how praising effort rather than talent shapes whether children grow up willing to take on challenges. John brings a story from the Dutch tradition of avondvierdaagse, an evening neighbourhood walk credited with giving Dutch children some of the happiest childhoods in Europe.</p><p>A super show that brings insight to many aspects of education and a 'must listen' for everyone who is involved and interested in education.</p>
June 15, 2026
Education Matters | Andrew Young
<p><strong>What does it really mean to teach adaptively?</strong> Not as a buzzword, not as a policy tick-box, but as a living, breathing practice that changes outcomes for real children in real classrooms? That's the question at the heart of our conversation with <strong>Andrew Young</strong>.</p><p><strong>Paul</strong> is joined by <strong>Andrew Young</strong>, social sciences teacher, co-director of a Teaching School Hub in York, and author of Adaptive Teaching: Culture to the Classroom, published by Crown House Publishing. With 14 years in the classroom and experience spanning pastoral leadership, curriculum design and large-scale teacher professional development, Andrew brings a grounded, practitioner-led perspective that cuts through a lot of the noise currently surrounding adaptive teaching.</p><p>They begin with the fundamentals. What is adaptive teaching, and why does Andrew bristle at the phrase "it's just good teaching"? His answer is characteristically direct: "What we know teachers need is what children need. Really concrete language to operationalise and spell out sequences and ideas of what practice should be delivered and when." Vague platitudes, he argues, leave too many children behind.</p><p>The conversation moves into the neuroscience and child development that underpins effective adaptive practice, cognitive load, executive function and working memory. Andrew explains why these three factors are the connective tissue running beneath the full diversity of SEND conditions, and why understanding them transforms the way teachers approach planning, explanation and assessment. He also tackles the thorny question of diagnostic labels, weighing their genuine usefulness against the risk of what he calls the nocebo effect, where a diagnosis can, through entirely real psychosomatic processes, constrain a child's self-concept and limit their sense of possibility.</p><p>Modelling gets its own focused treatment. Andrew is candid about how rarely he sees it done well, particularly for newer teachers still building subject knowledge and pedagogical confidence. The I Do, We Do, You Do framework is a sound structure, he says, but dangerously misapplied when schools insist on it in every lesson regardless of where pupils are in their learning journey.</p><p>Paul and Andrew explore the reactive and proactive dimensions of adaptive teaching, the practical differences between responding to Josie struggling at the back of the room right now and designing a curriculum sequence that anticipated her difficulties weeks in advance. That upstream-versus-downstream distinction is one of the book's sharpest ideas and it is explored clearly here.</p><p>They examine the role of teaching assistants, professional development, lesson observation and the pressure of a curriculum that Andrew acknowledges can favour what he calls "the cognitive elite." He's not interested in lowering standards. He's interested in building systems that allow more children to meet them.</p><p>One of the most thought-provoking moments comes near the end, when Andrew's single practical takeaway isn't a strategy or a resource. It's a call to examine the language used around SEND and disadvantage every day in schools, in staffrooms, in planning meetings. "What we say about people comes from how we're feeling, and what we're saying and feeling is impacting how we're behaving."</p><p>This episode will resonate with classroom teachers, heads of department, SENCOs, school leaders, teacher educators and anyone working in initial teacher training or early career teacher support. It's a conversation that takes inclusion and adaptive pedagogy seriously without resorting to jargon or empty optimism.</p><p>Adaptive Teaching: Culture to the Classroom by Andrew Young is published by Crown House Publishing and is available now.</p><p><br></p><p>Mention is made of The Age of Diagnosis: Are Medical Labels Doing Us More Harm Than Good? by Suzanne O'Sullivan</p>
June 12, 2026
The Hannah & Lucy Show | Avoiding Criminality
<p>What happens when the systems meant to protect children aren't talking to each other, the consequences aren't landing, and teachers are left holding responsibilities that stretch far beyond the classroom? <strong>Hannah Wilson</strong> and <strong>Lucy Neuburger</strong> don't pull their punches on this one.</p><p>The trigger for this episode is a Home Office report revealing that police wrote off thousands of crimes last year, including rapes, violent assaults and drug offences, because the culprits were under 10. Primary age. That figure lands alongside government proposals to raise the age of criminal responsibility in England from 10 to 12, a threshold that has sat unchanged since the 1960s and is now under serious scrutiny.</p><p><strong>Hannah</strong> and <strong>Lucy</strong> dig into what that actually means in schools. Not in policy terms, but in classrooms, corridors and staffrooms where teachers are already navigating rising violence, gang dynamics, the Manosphere and a cohort of young people consuming content online that normalises behaviour that the law is only just beginning to catch up with.</p><p>The conversation is frank and wide-ranging. They talk about the recent high-profile rape cases involving teenage boys, the absence of custodial sentences and what that signals to other young people watching. "Kids aren't stupid," Lucy says. "They're going to see they got away with it." <strong>Hannah's</strong> response is direct: the inconsistency of consequence in the justice system mirrors what she sees in schools, where exclusion and isolation become a revolving door rather than a turning point.</p><p>They raise serious questions about safeguarding, multi-agency working and the recurring failure of schools, police and social services to communicate effectively. <strong>Hannah</strong> reflects on teaching students caught up in county lines without ever being told, and on the toll carried by safeguarding leads who hold the full picture in near-total isolation from classroom teachers. "We're not trusted to do our jobs properly," she says, "and it really upsets me."</p><p>There's a push, too, for something more preventative. Both <strong>Hannah</strong> and <strong>Lucy</strong> argue that curriculum time devoted to consent, digital citizenship, online safety law and the real-world consequences of criminal records is not a nice-to-have. It is urgent, it needs to start younger than it currently does, and a twenty-minute slot once a half term isn't close to sufficient. The noise outside school is louder than the voice inside it, and the gap is widening.</p><p>They also make a case for universal pastoral support, not just for students already in crisis, but for the quiet ones, the ones making jokes to fill the silence, the ones nobody is listening to at home. A proper, qualified presence in every school. Not a tick-box exercise.</p><p>The episode ends on a note that is, characteristically, equal parts exasperation and hope. A clip of a young person delivering an impromptu, clear-eyed speech about immigration and belonging gets a moment it deserves. As <strong>Hannah</strong> puts it: "Whoever taught you should be so proud."</p><p>🚩 This is <strong>The Hannah and Lucy Show</strong> doing what it does best, taking the news that everyone else is reporting and asking what it actually looks like from inside a school.</p>
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