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 Julie Kane In today's educational landscape, supporting young people's mental health and emotional literacy is more important than ever. We know that many young people are struggling with managing their emotions and this impacts their education in a range of ways. Julie is a third-year PhD student at Aston University, and discusses her innovative research using zines to support emotional literacy and mental health in young people. Julie shares how her background in psychology and art inspired her to develop creative workshops for primary and secondary students. We discuss the benefits of arts-based approaches, the flexibility and community-building power of zines, and the positive feedback from schools. Julie also highlights practical resources for teachers and her ongoing efforts to adapt and expand this project. "It's like reading literacy—you can read words but not comprehend them. Emotional literacy involves both naming emotions and truly understanding them." – Julie Kane Zelp on Breath Education: https://breathe-edu.co.uk/zelp/ Key points of the discussion: Research on zines as a tool for improving emotional literacy and mental health in young people. Julie's background in psychology and child development, combined with interests in art and creative expression led to this research. Definition and importance of emotional literacy in understanding and expressing emotions. The role of arts-based projects in enhancing mental health and providing alternative forms of expression. Description and characteristics of zines as self-published materials for personal expression. The collaborative and solitary aspects of zine-making and its impact on community building. Implementation of zine workshops in primary schools and their structure, including psychoeducation lessons. Positive feedback from children participating in zine workshops and its effects on their emotional literacy. Adaptation of zine workshop materials for secondary school students and the challenges faced. Resources and support for teachers to implement zine-making in educational settings, including animated videos and lesson plans. Sign up to the newsletter: https://changingstatesofmind.com/contact-me

...with Professor Louise Taylor and Professor Silke Paulmann In this episode of Psychology in the Classroom, Professor Louise Taylor discusses students' perceptions of using generative AI for assessment feedback, highlighting its benefits and the continued need for human connection in the marking and feedback process. In part two Professor Silke Pohlmann shares research on how a teacher's tone of voice shapes students' classroom experiences. Both conversations, recorded at the British Psychological Society's conference, offer practical insights for educators on integrating AI thoughtfully and using voice effectively to support student wellbeing and engagement. Subscribe to my newsletter: https://changingstatesofmind.com/contact-me Key discussion points: Students' perceptions of generative AI in formative assessment feedback. Benefits and limitations of AI-generated feedback compared to human feedback. The role of human interaction in the feedback process and its impact on student wellbeing. Potential applications of AI in secondary education for developing writing and critical thinking skills. The influence of a teacher's tone of voice on student emotions and engagement. The relationship between voice tone and student behavior in the classroom. Strategies for teachers to manage their voice tone effectively. The use of AI tools to analyse and provide feedback on teachers' voice tones. The impact of emotional susceptibility on how students perceive voice tones. Practical tips for teachers to enhance communication and support student engagement through voice modulation.

...with Prof David Putwain, Dr Laura Nicholson and Mahdi Moazzen This episode is a lively discussion with educational researchers Prof. David Putwain, Dr. Laura Nicholson, and Mahdi Moazzen. We explored how teachers' language and message framing influence student motivation, engagement, and resilience. The conversation covered research on positive messaging in science classes, the impact of gain- versus loss-framed messages, and the role of coping strategies in academic buoyancy. We also discussed practical implications for teachers in the classroom and the potential of technology to support personal reflection and positive communication. The episode offered valuable insights into fostering student success through thoughtful, adaptive teacher messaging and support. For David's previous interview you can listen here: https://changingstatesofmind.libsyn.com/where-education-and-psychology-meet Key points: Impact of teacher messaging on student motivation and engagement Importance of positive, value-laden language in science education Relationship between teacher messaging and students' academic resilience Differences in student responses to positive versus negative messaging Role of individual differences in student sensitivity to messaging Coping strategies and academic buoyancy in upper secondary students Distinction between positive and negative coping strategies Influence of socioeconomic status and cultural factors on student perceptions Need for teacher training to promote positive messaging Practical implications for supporting students through academic challenges and transitions

...with Dr Julia Badger In this episode of #Psychologyintheclassroom bullying expert Dr Julia Badger, from Oxford University discusses her conference talk, "Peer Power: Understanding and Changing Bullying Dynamics in Mainstream and Specialist Special Schools." Bullying is a public health priority. As teachers we need to know about bullying involvement and its impact. In this conversation Julia explores the challenges of defining bullying, introduces the concept of "counter connecting," and highlights the unique experiences of children with SEND. She shares evidence-based strategies, including the KIVA program and its SEND adaptation, emphasizing whole-school approaches and community involvement. Definition and complexity of bullying in educational settings. Proposal of a new inclusive definition of bullying, particularly for children with special educational needs and disabilities (SEND). Introduction of the concept of "counter connecting" and its implications in bullying dynamics. Differences in bullying experiences between mainstream and special schools. The disproportionate impact of bullying on children with SEND. Variations in bullying types (verbal, physical, relational, cyberbullying) across different school environments. The psychological and emotional effects of bullying on victims, perpetrators, and bully-victims. Importance of whole-school anti-bullying programs and community involvement. Evidence-based interventions for bullying prevention, such as the KIVA program. The need for clear policies and shared understanding of bullying among educators, parents, and students. Links: Dr Julia Badger: https://www.education.ox.ac.uk/person/julia-badger/ KIVA: https://www.kivaprogram.net/ WISDOM Network: https://wisdom.mhid.org.uk/ Podcast with Lucy Bowes: https://changingstatesofmind.libsyn.com/bullying-its-everybodys-problem Podcast with Chris Tayloe: https://changingstatesofmind.libsyn.com/constructive-deviance-with-chris-taylor

In this episode Lucy Keller, a PhD researcher in psychology, discusses her work on improving friendship and social connectedness among young people during the critical transition from primary to secondary school. Lucy shares insights on the impact of social connectedness on mental health, In addition she touches on the unique challenges faced by neurodivergent and gender-questioning students. She advocates for inclusive school environments, student-led clubs, and systemic education reform. Lucy highlights the importance of extracurricular activities amongst other practical tips and resources for supporting students are discussed. Useful Links: World Health Organisation on social connection: https://www.who.int/groups/commission-on-social-connection NSPCC building Connections website: https://learning.nspcc.org.uk/services/building-connections Red Cross Social Connection: https://www.redcross.org.uk/get-involved/connected-communities In summary: Research on improving friendship experiences and social connectedness among young people. The significance of social connectedness and its impact on mental health. Challenges faced by young people during the transition from primary to secondary school. The emotional and social complexities of moving to a larger school environment. The importance of maintaining friendships during school transitions. Practical strategies for schools to support students, including listening to their perspectives. The specific difficulties faced by neurodivergent students during this transition. The role of extracurricular activities in fostering social connections. The need for systemic changes in the education system to better support young people's social and emotional needs. Resources and support systems available for young people struggling with social connections.