In this episode, we sit down with teaching SENCO Tom Hodgson to explore why relationships sit at the heart of successful inclusion and how emotionally attuned practice can completely change a child’s journey in school.

Drawing on real classroom experience, we reflect on the emotional demands of supporting children with complex needs and why connection must come before correction. Through a powerful case study, we unpack how one pupil moved from the brink of permanent exclusion to full integration through co-regulation, consistency, and a strong team around the child.

Together, we discuss why meaningful relationships, emotional literacy, and shared staff values are essential for long-term change in schools.

In This Episode, We Discuss

• Why relationships must come before behaviour strategies
• How co-regulation helps prevent escalation
• A real case study from exclusion risk to full inclusion
• The power of empathy, curiosity, and emotional attunement
• Building emotional literacy and helping children name feelings
• Why consistency across adults changes outcomes
• Supporting staff while working with complex pupils
• How everyday interactions become meaningful interventions

Why This Episode Matters

This conversation invites educators to rethink behaviour through the lens of connection and safety. When children feel understood and supported by consistent adults, meaningful progress becomes possible both emotionally and academically.

It also highlights the emotional load educators carry and why reflective practice, shared training, and strong professional relationships are essential for sustainable, inclusive education.

Connect with Mike Lane

Website: ridgewaypsychology.co.uk
LinkedIn: michael-lane

Connect with Me

Instagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney

In this episode, I explore something that quietly shapes almost every school setting, why collaboration between professionals can feel so difficult, even when everyone around the table genuinely wants to help.

Whether it’s a SENCO, pastoral lead, educational psychologist, speech and language therapist, autism specialist, or school leader, meetings often begin with good intentions but end with uncertainty. Everyone leaves believing something slightly different was agreed, and the child at the centre of the conversation can easily get lost within the process.

Drawing on my own research into collaborative working around autistic children at risk of exclusion, I explore why this happens and what schools can do differently.

One of the key themes throughout the episode is that tension in meetings is not necessarily a bad thing. In fact, when professionals see a child through different lenses, behaviour, anxiety, communication, trauma, sensory needs, relationships, that complexity is often a sign that meaningful thinking is happening.

I also discuss how schools can move beyond rushed problem-solving and instead create space for deeper understanding. Because the best collaborative teams do not race toward solutions.

This explores the importance of understanding professional roles properly. Too often, professionals work alongside one another without fully understanding the expertise each person brings. When that understanding improves, collaboration becomes less defensive and more productive.

Alongside this, I reflect on the emotional side of professional disagreement, why psychological safety matters in meetings, and how respectful challenge can strengthen decision-making rather than damage relationships.

Ultimately, this episode is about leadership, not leadership as having all the answers, but leadership as creating the conditions where people can think well together in service of children.

In This Episode, I Explore

• Why collaboration in schools is often harder than it appears.
• How different professionals interpret the same child in different ways.
• Why slowing meetings down can improve outcomes.
• How respectful disagreement strengthens collaborative thinking.
• How school leaders can keep the child central during complex discussions.

Why This Episode Matters

In education, we often focus heavily on outcomes, but far less on the process that gets us there.

This is a reminder that effective collaboration is not about everyone agreeing immediately. It is about professionals being willing to stay curious, tolerate complexity, and build shared understanding together.

Because when adults think better together, children are far less likely to fall through the cracks.

Connect with Me

Instagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney

In this episode, we explore the realities many teachers face when supporting children with emerging autistic traits in mainstream classrooms, particularly in the early years, where needs are still being understood.

The conversation centres around a reception teacher supporting a young child who struggles with communication, social interaction, routines, and engagement during classroom activities. Rather than focusing purely on behaviour, the episode looks deeper at development, asking what foundational skills may still need support before formal learning can truly begin.

A key part of the discussion explores cause and effect, the early developmental understanding that “if I do this, something happens.” Mike and Adam unpack why this matters so much for communication, play, attention, and learning, especially for children who may experience the world very differently through sensory processing and social communication challenges.

Its explores why play-based learning remains so important, particularly for children who are not yet ready for more formal teaching approaches. Instead of expecting children to immediately adapt to classroom structures, the conversation highlights the value of entering the child’s world first and building learning from there.

Alongside this, there’s an honest reflection on the pressures teachers face. Managing large class sizes, differentiation and increasingly complex needs can feel overwhelming, especially when resources and support staff are limited.

Importantly, this episode is not about “fixing” children. It’s about understanding development, adapting approaches and helping teachers find meaningful ways to support progress through curiosity, structure and connection.

In This Episode, We Discuss

• What schools can sometimes miss when supporting autistic children
• Why behaviour is often linked to development, not defiance
• The importance of cause and effect in early learning
• How sensory experiences can impact communication and engagement
• Why play-based learning remains essential in the early years
• The role of executive functioning in preparing children for formal learning

Why This Episode Matters

Many teachers are trying to meet increasingly diverse needs without always having the time, training, or resources they need. This episode offers a compassionate and practical discussion about understanding children developmentally rather than simply behaviourally.

It’s a reminder that meaningful progress often starts with understanding where a child truly is, rather than where we expect them to be.

Connect with Mike Lane

Website: ridgewaypsychology.co.uk
LinkedIn: Michael Lane

Connect with Me

Instagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney