In this episode of Think Different, Teach Better, we move from understanding anxiety to action.
We explore practical, evidence-informed strategies teachers can use every day to support anxious students — without lowering expectations or increasing dependence.

We discuss:
• Predictability, routines and pre-correction
• Co-regulation and emotional safety
• Dr Claire Hayes’ Inverted Triangle
• Reducing reassurance and building coping capacity
• Uncertainty training in the classroom

This episode is for educators who want to create calm, inclusive learning environments where students feel safe enough to learn — even when things feel hard.

The start of a new school year, or even returning after a break, can spark significant anxiety for many students. In this episode, Charlotte and Carla unpack what anxiety really is, why transitions trigger it, and how it presents in classrooms through behaviours like avoidance, perfectionism, shutdown, and emotional outbursts.
They also share simple, in‑the‑moment strategies teachers can use to support students during those high‑pressure transition points.
A must‑listen for educators wanting to create calmer, safer, and more predictable learning environments.

In Part 2 of Seb’s interview, we go deeper into what it’s really like to live with OCD and ADHD at the same time — not just as diagnoses, but as an ongoing internal tug-of-war.

Seb describes the clash between a brain that craves certainty, safety, and “doing things the right way,” and another that seeks movement, stimulation, and flexibility. Together, they create exhaustion, inconsistency, and behaviour that is often misunderstood in school.

This episode explores:
• The emotional and energy cost of managing that internal battle
• What teachers often miss when they focus on one diagnosis in isolation
• The difference made by teachers who truly understood
• Strategies that helped — and approaches that made things harder
• What an ideal school day could look like for students with OCD and ADHD

This isn’t about motivation or effort. It’s about reducing friction so students can meet expectations — not lowering them.

A must-listen for educators who want to move beyond “Why won’t they?” and start asking, “What’s colliding for them right now?”

In this episode of Think Different, Teach Better, Seb shares his lived experience of navigating school with Obsessive Compulsive Disorder (OCD) and Attention Deficit Hyperactivity Disorder (ADHD) — with a particular focus on how OCD is often misunderstood in educational settings.

Diagnosed with OCD in Year 6 and later with ADHD in Year 9, Seb reflects on what school felt like before and after diagnosis, how these two conditions interacted internally, and how behaviours were frequently misinterpreted by adults.

This conversation offers educators valuable insight into the internal experience of OCD — beyond common stereotypes — and highlights how thoughtful, flexible teaching practices can make a meaningful difference for neurodivergent students.

Content warning: This episode includes a brief reference to suicide and self-harm.

Part 2 continues the conversation, exploring what didn’t work, what schools can learn, and how classrooms can be designed to better support students with OCD and ADHD.

In Part Two of our conversation with Finn, we explore ADHD both inside and outside the classroom.

Finn reflects on how school experiences shaped his confidence, friendships, and everyday life — and how strategies that worked at school continue to make a difference beyond it. We discuss what inclusive classrooms really look like, and how teachers can create environments where neurodivergent students feel safe, supported, and able to thrive.

Tune in to Think Different, Teach Better for real stories and practical insights about supporting ADHD and neurodiversity in education.

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In this episode of Think Different, Teach Better, we sit down with Finn, a student who’s navigated school with ADHD from primary years through to VCE.

We talk about what ADHD really looks like in the classroom, how it impacts learning and focus, and the strategies and supports that made the biggest difference for him. Finn’s reflections remind us why understanding neurodiversity matters — and how small shifts in practice can make a big impact for students.

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In this powerful second part of our conversation with Ellie, diagnosed as an adult with autism and ADHD, we explore the hidden emotional cost of masking, the teachers who made a difference, and what schools can do better for neurodivergent students.
Ellie shares her experiences of trying to fit in, what she wishes teachers had understood, and how we can design classrooms that feel safer and more supportive for every learner.
You can find out more about Ellie’s work at mantraandmoss.com.au.

🎙️ Hosted by Charlotte and Carla
🌟 Think Different, Teach Better – because inclusion starts with understanding.

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Think Different, Teach Better is back with Season 2!

In this episode, Charlotte and Carla speak with Ellie, who was diagnosed in adulthood with both autism and ADHD after navigating her entire schooling without knowing why things felt different for her.

Ellie reflects on her primary and secondary school years, the challenges of masking, sensory and social experiences, and the teachers who made a difference — even without knowing her neurodivergence. She shares what she wishes educators understood then, and what schools can do now to better support undiagnosed and neurodivergent students.

This is a powerful conversation for teachers, future teachers, and anyone committed to creating classrooms where every learner feels seen, safe, and supported.