Between Two Psychs with Dr Adam McCartney and Mike Lane

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

The transition into Key Stage 3 is often described as a fresh start, but for many young people, it’s where things quietly begin to unravel.
In this episode of Between Two Psychs, we explore why the move from primary to secondary school can be such a vulnerable point, particularly for students who sit on the margins. We unpack the steady rise in exclusions between Years 7 and 9 and ask a deeper question: what does this transition feel like psychologically for children, and what are schools unintentionally missing?
We talk about the shift from one secure relationship to many, from nurture to independence, and from feeling known to feeling lost in a much bigger system. Along the way, we explore concepts like learned helplessness, acceptance, autonomy, and happiness and why behaviour is often a signal of unmet needs rather than defiance.
This is a conversation about connection, belonging and helping young people develop a sense of direction inside a system that can feel overwhelming.
In this episode, we discuss:
Why exclusions rise so sharply during Key Stage 3
The psychological impact of moving from one key adult to many
How independence, when introduced too quickly, can increase distress
Learned helplessness and its link to disengagement and EBSA
Why “promoting happiness” may be more useful than “reducing exclusions”
The role of acceptance, shared identity, and belonging in student wellbeing
Why some students thrive in transition while others struggle
Starting transition work earlier, including the role of Year 5
Evidence-based supports like Friends for Life and Coping Cat
Using thoughts-feelings-behaviour models to support reflection and goal-setting
Community-focused goals versus purely academic targets
How small-group and coaching conversations can prevent exclusion
Why teacher reflection, supervision and support matter just as much as student intervention
Why This Episode Matters
Key Stage 3 is often the most overlooked phase in education but it’s where identity, belonging, and disengagement begin to crystallise.
This episode invites educators, leaders and psychologists to look beyond behaviour and systems, and instead focus on acceptance, connection, and purpose. When young people can see where they fit, feel supported rather than dropped, and are helped to develop their own internal goals, school becomes something they can stay connected to not something they need to escape from.
Because behaviour is rarely about refusal.
More often, it’s about not feeling seen, safe, or accepted.
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 a question that keeps coming up in education: Is Attention Deficit Hyperactivity Disorder over diagnosed or are we missing something deeper?
To make sense of that, I take a step back into the history of mental health and how diagnosis became so focused on criteria and checklists. While systems like the DSM brought structure, they also shaped how we interpret behaviour, sometimes reducing complex experiences into a set of symptoms.
I also touch on the Rosenhan study, which challenged how reliable those diagnoses can be and how much of a role perception plays.
From there, the focus shifts to what this looks like in real life. When a child presents with inattention, impulsivity, or hyperactivity, it’s easy to label it. But it’s more useful to ask what’s sitting underneath. Research into adverse childhood experiences (ACEs) shows how much a child’s environment and experiences can shape how they behave and engage.
There’s a biological side too, particularly around dopamine and regulation, but even that connects back to the environment. The level of stimulation children are exposed to today plays a big role in how they focus and respond.
So where does that leave us?
For me, it comes back to relationships. Whether there’s a diagnosis or not, children need to feel safe, understood, and connected. Small, consistent actions in the classroom can make a bigger difference than we often realise.
In This Episode, I Explore
How the ADHD diagnosis has evolved.
Why behaviour might reflect experience, not just symptoms.
The impact of trauma and environment on attention.
How dopamine and stimulation affect learning.
Why relationships are key, with or without a diagnosis.
Why This Episode Matters
This isn’t about dismissing ADHD. It’s about widening the lens.
When we look beyond the label, we’re more likely to respond with curiosity rather than judgment and that’s where meaningful support begins.
Connect with Me
Instagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney

In this episode, we explore a question many secondary teachers quietly wrestle with, is a relational approach actually realistic in such a complex, high-pressure environment?
The conversation centres on a powerful classroom moment, where what appears to be defiance begins to reveal something deeper about identity, belonging and what sits beneath behaviour. It challenges the idea of behaviour as the problem, instead reframing it as a signal.
We also unpack the realities of secondary school life. With large class sizes and over 100 students a week, meaningful connection can feel out of reach. This creates a tension between what we know works relationally and what the system allows.
A key theme is identity. As peer influence grows, behaviour can become a way for students to gain recognition, maintain status, or cope with challenges beyond the classroom. Alongside this, the episode rethinks resilience, not as toughness, but as something built through relationships and support.
Importantly, this is not about removing structure. It is about balance. Small, intentional actions like consistent routines, simple greetings and moments of curiosity can create meaningful impact, even in busy classrooms.
In This Episode, We Discuss
What a relational approach looks like in secondary settings
How behaviour can reflect identity, not just disruption
The influence of peer recognition on student behaviour
Why resilience is built through relationships
How small interactions can have a lasting impact
The role of consistency and routines in creating stability
Why This Episode Matters
Secondary teachers are constantly balancing behaviour, curriculum, and connection. This episode offers a grounded perspective on how relational practice can still exist within those pressures.
It’s a reminder that being relational doesn’t always mean doing more, sometimes it’s about doing things differently.
Connect with Mike Lane
Website: ridgewaypsychology.co.uk
LinkedIn: Michael Lane
Connect with Me
Instagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney