In this episode, I explore a question that many schools are grappling with: Why are exclusions continuing to rise despite behaviour policies becoming clearer and more structured than ever before?

Drawing on my experience as an Educational Psychologist, I examine the growing reliance on consequence-driven behaviour systems and explore why these approaches often fail to create lasting change. While clear expectations and boundaries have their place, behaviour does not happen in isolation. Children's experiences of school are shaped by relationships, emotional regulation, and their sense of belonging.

Throughout the episode, I discuss how behaviour is often viewed as the problem itself rather than a signal that something deeper may be happening. I explore the impact of sensory, emotional, and social development on a child's ability to regulate their behaviour, particularly for neurodiverse young people navigating busy and demanding school environments.

I also share practical alternatives that schools can use to strengthen relationships, improve accountability, and reduce conflict. From restorative approaches to proactive regulation strategies, this episode focuses on creating school cultures where young people feel seen, supported, and understood.

Ultimately, this episode challenges us to consider whether behaviour policies alone can solve behaviour challenges, or whether meaningful relationships remain the most powerful tool we have.

In This Episode, I Explore

• Why exclusions continue to rise despite increasingly strict behaviour policies.
• The difference between consequence-driven systems and relational approaches.
• How sensory, language, emotional, and cognitive development influence behaviour.
• Why neurodiverse pupils may find school environments particularly overwhelming.
• The role relationships play in helping young people regulate emotions.
• How restorative approaches can create genuine accountability and repair harm.

Why This Episode Matters

Across education, schools are facing increasing challenges around behaviour, attendance, wellbeing and exclusion.

While many systems focus on consequences and compliance, this episode explores a different perspective: that behaviour is deeply connected to relationships, emotional safety, and a child's experience of belonging.

Understanding what sits beneath behaviour can help schools move beyond simply managing incidents and towards creating environments where young people are more able to engage, regulate, and succeed.

If you're a teacher, school leader, educational psychologist, or parent, this episode offers practical insights into how relationships can become a powerful foundation for both behaviour and learning.

🎧 Listen now and discover why the strongest behaviour strategy may not be a policy at all but the relationships we build every day.

Join the Conversation

What are your thoughts on behaviour policies and exclusions?
Have you seen relational approaches make a difference in your school or setting?

Share your thoughts and experiences. we'd love to hear from you.

Connect with Me

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

In this episode, I explore one of the most effective approaches I use when working with schools: Lesson Study for Assessment.

Originally developed in Japan, lesson study offers a collaborative framework that brings together teachers, educational psychologists, and school leaders to design, observe, evaluate, and refine teaching in a way that benefits all learners. Rather than relying on expert-driven recommendations, this approach places psychology and pedagogy side by side, creating a shared process of inquiry and problem-solving.

Through real examples from my own practice, I explore how lesson study can strengthen inclusion, support pupils with additional needs, and help schools create learning experiences that are both meaningful and engaging. I discuss how collaboration between professionals can lead to better outcomes for children, while also giving teachers greater ownership of the learning process.

A key theme throughout the episode is that effective support comes from psychology and pedagogy working together. When professionals bring different perspectives to the same challenge, they are better able to understand children's needs, build on their strengths, and create opportunities for genuine participation and success.

Ultimately, this episode is about creating classrooms where every child feels valued, included and able to thrive.

In This Episode, I Explore

• What Lesson Study for Assessment is and where it originated.
• How educational psychologists, teachers, and school leaders can work collaboratively to improve learning.
• Why psychology and pedagogy should be viewed as complementary disciplines.
• How lesson study can support inclusion without becoming tokenistic.
• Ways to use peer relationships and collaboration to strengthen learning outcomes.
• How schools can develop meaningful and measurable targets for pupils with additional needs.

Why This Episode Matters

As schools work to create more inclusive learning environments, collaboration has never been more important.

Lesson Study for Assessment provides a practical way for teachers, psychologists, and school leaders to work together, better understand pupils' needs, and design learning that supports everyone.

When professionals think and plan together, children are more likely to feel included, valued, and able to succeed.

🎧 Listen now and discover how psychology and pedagogy can work together to create better learning opportunities for every child.

Connect with Me

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

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

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