Psychology in the Classroom

...with Professor David Putwain
In this episode, Professor David Putwain, from Liverpool John Moores University, shares his expertise and insights into  test anxiety. Drawing on over 23 years of research, David explains the distinction between stress and anxiety, debunks the myth that moderate anxiety improves performance, and estimates that up to 20% of secondary students are significantly affected. He discusses how the UK's high-stakes exam culture amplifies pressure and outlines practical, evidence-based strategies to support students, including breathing techniques and cognitive-behavioural approaches. David also highlights available resources for teachers, parents, and students.
Links mentioned:
David's Book: Understanding and Helping to Overcome Exam Anxiety: What Is It, Why Is It Important and Where Does It Come From? https://www.amazon.co.uk/Understanding-Helping-Overcome-Exam-Anxiety/dp/103271638X
BPS Toolkit: https://cms.bps.org.uk/sites/default/files/2025-04/Teachers%20Toolkit%20-%20Effective%20Coping%20With%20Exam%20Pressure.pdf
Ofqual Guidance: Coping with exam pressure - a guide for students: https://www.gov.uk/government/publications/coping-with-exam-pressure-a-guide-for-students/coping-with-exam-pressure-a-guide-for-students
Lucinda's Book Overcoming exam anxiety and stress: https://www.hachette.co.uk/titles/lucinda-powell/overcoming-exam-anxiety-and-stress/9781408783450/
Episode in Bullet points:
Definition and prevalence of test anxiety among students.
Differences between stress and anxiety, particularly in the context of exams.
The impact of the education system on exam anxiety, including high-stakes testing.
Recognition of test anxiety by teachers and the cultural shift towards discussing mental health.
The distinction between moderate stress and harmful anxiety in academic performance.
Cognitive-behavioral strategies for managing exam anxiety.
The role of sports psychology in understanding stress and anxiety.
Practical interventions for students experiencing high levels of anxiety.
Resources available for teachers, parents, and students to address exam anxiety.
The need for systemic changes in education to reduce pressure and support student well-being.

...with Dr Jonathan Firth
In this episode Jonathon Firth, a Principal Teaching Fellow at the University of Strathclyde and former secondary psychology teacher, discusses the major academic transition students face when moving from secondary school to higher education. Jonathon shares critical insights into why top-performing school students often experience an academic "shock" at university, the shift from exam-focused criteria to self-directed, original analysis, and the unique disadvantages faced by first-generation students lacking "cultural capital" .
The conversation explores practical, research-backed strategies for developing essential study habits, including effective note-taking, active reading, and structured writing reflection . Jonathon also addresses modern learning hurdles—such as digital distractions, declining reading habits, and the rise of AI—while advocating for cross-curricular creativity and sustained metacognition . Rather than treating study skills as a one-time orientation activity, Jonathon emphasises embedding metacognitive awareness continuously throughout a student's schooling to foster independent, future-ready learners . 
Links to Jonathan's Books and to sign up for his newsletter can found here: https://jonathanfirth.co.uk/
Jonathan's previous interview on metacognition can be found here: https://changingstatesofmind.libsyn.com/learning-to-learn
Please do sign up for the Psychology in the Classroom newsletter here: https://changingstatesofmind.com/contact-me
Key Takeaways:
Bridging the Assessment Gap: Secondary education often rewards compliance and specific exam marking criteria, whereas university success hinges on holistic grading, original thesis generation, and self-directed research .

Moving Beyond Verbatim Notes & Skimming: Effective note-taking requires deep cognitive processing and concept extraction rather than transcription . Active reading and scheduled reviews combat the natural "forgetting curve" .

Building Knowledge & Cultural Capital: True creativity and critical thinking are not isolated, transferable skills; they rely on deep foundational knowledge, interdisciplinary connections, and broad reading .

Metacognition as a Continuous Habit: Understanding how learning works—recognizing forgetting, self-evaluating strategies, and managing cognitive load—should be built iteratively into teaching across all key stages .

The Episode in Bullet points:
Transition challenges from secondary school to university for students.
Differences in academic expectations and assessment styles between secondary education and higher education.
The importance of developing independent study skills for university success.
The role of cultural capital and broad general knowledge in academic performance.
Strategies to prepare students for university learning, including effective note-taking and reading skills.
The disconnect between school-focused exam preparation and university-level learning requirements.
The impact of first-generation university students lacking familial guidance on academic skills.
The significance of fostering curiosity and interconnected understanding across subjects in schools.
The challenges students face due to varying levels of general knowledge upon entering university.
The need for metacognitive strategies to help students manage feelings of being overwhelmed in a new academic environment.
Effective study skills and strategies for student success
Importance of note-taking techniques and their impact on learning
Challenges of digital distractions in educational settings
Transition from structured school environments to independent university learning
Strategies for improving reading comprehension and engagement
The role of creativity in education across various subjects
The significance of metacognition in self-regulated learning
Declining reading habits and their effects on academic performance
The influence of AI on student learning and skill development
Integrating metacognitive and creative strategies into existing teaching practices

...with Angela Myers
In this episode, Angela, an educator with 60 years of experience spanning primary, secondary, further and community education shares her thoughts on classroom observations. Having held roles from classroom teacher through to Deputy Principal at Solihull College, Angela brings a remarkable depth of knowledge to one of the most talked-about — and often dreaded — aspects of teaching: the lesson observation. Whether you're a classroom teacher who feels a knot in your stomach every time someone walks through your door with a clipboard, a middle leader tasked with observing your colleagues for the first time, or a senior leader trying to build a culture where professional learning is genuinely valued, this episode has something for you.
What we cover:
The history of lesson observations: Angela takes us back to the introduction of the first national inspection framework in 1992, explaining how grading and observation became intertwined from the very beginning — and why that legacy still shapes how many teachers feel about being observed today.
From quality assurance to coaching: We explore how the purpose of lesson observations has shifted dramatically over the decades, moving away from a model of judgement and towards one rooted in professional dialogue, reflection and genuine improvement.
What to look for when observing a lesson: Angela shares the five key areas she identified through visits to over 100 colleges, offering practical guidance for anyone stepping into an observation role for the first time. This includes why talking to students during a lesson can be one of the most revealing things an observer can do. **Observing lessons for your own development** Not all observations are about giving feedback. Angela discusses how to approach watching a colleague's lesson when your aim is to improve your own practice — including a fascinating example of the "narrative approach" as an alternative to traditional lesson objectives.
How to give effective feedback: From the outstanding lesson where you're not sure what to say, to the lesson where learning has broken down entirely, Angela offers a clear framework for feedback that prioritises partnership, teacher agency and sustainable change.
Professional dialogue explained: Angela unpacks the model of professional dialogue she helped develop — drawing on learning conversations and the work of Chris Argyris — and walks us through a detailed, real-world example of how it works in practice.
Building a culture where observations are welcomed: Perhaps most importantly, Angela makes a compelling case for what schools and colleges look like when observation becomes an organic, ongoing part of the way everyone talks about learning — rather than an annual event to be endured.

...with Dr Diana Sorrentino
In this episode, Dr. D, an expert on gender diversity and transgender identities with over 40 years of experience, explores gender identity's neurobiological foundations, social influences, and evolving terminology. Dr. D shares her personal journey, explains foetal development and intersex variations, and discusses support strategies for transgender youth. She highlights the critical role of family acceptance, outlines age-appropriate medical guidelines, and emphasises that gender diversity is a natural, biological phenomenon. The episode encourages educators to examine their biases and seek reliable resources to better support gender-diverse individuals.
Paradoxes of Gender Podcast can be found here: https://paradoxesofgender.com/podcasts-1 or on whichever platform you get your podcasts.
Dr D's Books are available via her website: https://paradoxesofgender.com/books
WPATH website is: https://wpath.org/
 
Episode in bullet points:
Understanding gender identity and its complexities
Neurobiological foundations of gender identity
Evolution of gender-related terminology and language
The impact of socialization and culture on gender roles
Experiences and challenges faced by transgender and gender-diverse individuals
The spectrum of biological sex characteristics and intersex variations
The role of family and community support for transgender youth
Current medical guidelines for gender-affirming care in youth
The significance of non-binary identities and fluid gender expression
The importance of education and awareness in supporting gender diversity

With Prof Edmund Sonuga Barke and Dr. Susie Chandler.
This episode marks the end of the series of podcasts on the RE-STAR project. In this final episode we discuss the four-and-a-half-year research initiative supporting neurodivergent adolescents with ADHD and autism. The discussion covers how the project shifted focus from internal emotion dysregulation to the school environment's role in mental health, introducing the concept of "emotional burden." Key findings include the importance of teacher understanding, consistent accommodations, and moving away from deficit-based language. The episode concludes with an introduction to their intervention, Place Positive, designed to foster inclusive school cultures and reduce emotional burden for neurodivergent students.

More information about the RE-STAR project and Place Positive can be found here: https://www.kcl.ac.uk/research/re-star
You can listen to the 8 other episodes in the RE-STAR series here: https://changingstatesofmind.com/re-star-project
The episode in bullet points: 
Overview of the RE-STAR Project and its focus on neurodivergent adolescents, particularly those with ADHD and autism.
Discussion of the increased risk of mental health issues, such as depression and anxiety, among neurodivergent youth.
Shift in research focus from intrinsic emotion dysregulation to environmental factors, particularly the school environment.
Introduction of the concept of "emotional burden" and its implications for understanding neurodivergent experiences.
Importance of interdisciplinary collaboration and community involvement in research.
Insights on the needs of neurodivergent students in educational settings, including the need for understanding and consistency from teachers.
Challenges faced by neurodivergent students in schools, including reliance on formal diagnoses for support.
Development of the Place Positive intervention aimed at creating inclusive school environments.
Discussion on the impact of language and terminology used in relation to ADHD and autism.
Long-term goals for the RE-STAR Project and its potential influence on UK schools.