When Will They Learn?
Hosted by Greg Ashman and Caiti Wade, ‘When Will They Learn?’ explores what’s trending in the world of education. Each episode, Greg and Caiti engage with podcasts, articles and opinions shaping education discourse, exam...
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- Greg Ashman9 eps
- Caiti Wade9 eps
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- 🇦🇺Australia · How ToHOME#585K to 451K
- 🇨🇦Canada · How To#124470 to 2.5K
- 🇭🇺HU · How To#31355 to 1.9K
- 🇪🇸Spain · How To#115307 to 1.6K
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87K to 458K🎙 Weekly cadence·16 episodes·Last published 6d ago - Monthly Reach
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173K to 916K🇦🇺98%🇨🇦1% - Active Followers
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95K to 504K
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| Date | Episode | Topics | Guests | Brands | Places | Keywords | Sponsor | Length | |
|---|---|---|---|---|---|---|---|---|---|
| 10/15/26 |  Episode #19 What even is restorative practice? | What even is restorative practice? That’s a question that Greg and Caiti try to answer on this week’s episode of When Will They Learn? podcast. Spurred on by recent newspaper coverage on restorative practice, they delve into what it is and whether it could be effective - and what for. The conversation centres around consequences and whether ‘punitive’ measures are considered consequences in restorative practice models, and more broadly, what the role of consequences is within education. The conversation then moves onto a pretty bad newspaper headline that doesn’t at all reflect research conducted by Trisha Jha for the Centre for Independent Studies. We talk about what the newest paper by CIS covers, some of the media reaction to it, and learning styles - the neuromyth that never dies.Finally, we move onto talking about the decline of results in Wales and the reasons for this. We talk about curriculum, phonics and whether or not Wales is likely to follow on from the likes of England. And when we thought it was over, another detail in the ongoing mystery of ACPUE enters the chat.Want to get in touch? Reach out on our socialsGet in touch on any of our socials below! We get a lot of listener requests, but will try to cover as many of your suggestions as possible.Greg AshmanGreg is a school leader at Ballarat Clarendon College and holds a PhD in instructional design from UNSW.Substack – Filling the PailLinkedIn – Greg AshmanX/Twitter – @greg_ashmanIf you’re interested in working with Greg at Ballarat Clarendon College, please see here for open roles and expressions of interest.Caiti WadeCaiti is a leader of pedagogy at a boys’ secondary school in Brisbane, education consultant and is doing her doctorate in cognitive science.Substack – The Disruptive EducatorLinkedIn – Caiti WadeX/Twitter – @caiti_wadeEpisode resources* Restorative justice: Why Vic parents and experts say school bullying fix is failing kids | Herald Sun* Curios of the week #188 - by Greg Ashman - Filling The Pail* Caiti’s recent Substack: the convenient argument - by Caiti Wade - The Disruptive Educator* Nine in 10 teachers ‘getting it wrong’ in Australian classrooms / The other title | Herald Sun* Knowledge-is-Power-Pt-II.pdf | CIS paper | Trisha Jha* Trisha Jha’s Substack on Knowledge is Power Pt II* Wales has the UK’s worst school results by far. We investigated why | ITVNews* ACPUE Preprint Paper | Do the sources support the claims? Claim–source correspondence in an Australian evidence-intermediary reportAcknowledgement of countryWe would like to acknowledge The Traditional Custodians of the lands on which we record this podcast, the lands of the Wadawurrung People, and the lands of the Jagera and Turrbal Peoples, and pay our respects to Elders past, present and emerging. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit whenwilltheylearn.substack.com | 1h 06m 09s | ||||||
| 10/1/26 |  Episode #18 Department for Despair | In this episode, Greg and Caiti begin with ACPUE, who are back to reassure everyone that their work is absolutely not a targeted attack on AERO, despite it appearing as though it is exactly that. We look at the newest defence of their work and how that stands up against their own claims and the broader suite of future projects listed on their website. From there, we head to the UK (figuratively) and Lucy Powell’s address on the future of schooling, including proposals for new vocational pathways, all coming through the wonderfully optimistic-sounding Department for Hope. Unfortunately, the proposals and history of education reforms in the UK might suggest that there are lesser grounds for hope than one might hope with these new pathways.Then it’s back to Australia for a discussion of ten strawmen of the Science of Learning. We work through some of Penny Van Bergen’s terrific arguments against the made-up versions of the Science of Learning that are often seen posted all over media.And finally, just when we thought we were done, a university posts something that stops us in our tracks. Listen to find out more about the big shocker.Want to get in touch? Reach out on our socialsGet in touch on any of our socials below! We get a lot of listener requests, but will try to cover as many of your suggestions as possible.Greg AshmanGreg is a school leader at Ballarat Clarendon College and holds a PhD in instructional design from UNSW.Substack – Filling the PailLinkedIn – Greg AshmanX/Twitter – @greg_ashmanIf you’re interested in working with Greg at Ballarat Clarendon College, please see here for open roles and expressions of interest.Caiti WadeCaiti is a leader of pedagogy at a boys’ secondary school in Brisbane, education consultant and is doing her doctorate in cognitive science.Substack – The Disruptive EducatorLinkedIn – Caiti WadeX/Twitter – @caiti_wadeEpisode resources* Academics behind new AERO critique say it’s no targeted take down — EducationHQ* Episode #16 A Load of ACPUE | When Will They Learn? Podcast | Caiti Wade and Greg Ashman* Attacking AERO the pedantic way | Greg Ashman, Filling the Pail* Who is behind the Australian Centre for the Public Understanding of Education? | Greg Ashman, Filling the Pail* what’s the deal with acpue? | Caiti Wade, The Disruptive Educator* Projects · Australian Centre for the Public Understanding of Education | ACPUE* Deputy leader Lucy Powell addresses party conference - her speech in full - LabourList* Bringing back stupid - by Greg Ashman - Filling The Pail* The Ten Strawmen of the Science of Learning - EduResearch Matters | Penny Van Bergen* Find out what kind of learner you are | Open Universities* Learning Styles: Concepts and Evidence - PubMed | Pashler et al. Acknowledgement of countryWe would like to acknowledge The Traditional Custodians of the lands on which we record this podcast, the lands of the Wadawurrung People, and the lands of the Jagera and Turrbal Peoples, and pay our respects to Elders past, present and emerging. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit whenwilltheylearn.substack.com | 57m 28s | ||||||
| 9/17/26 |  Episode #17 PISA Cope | In this episode, Greg and Caiti start with a deceptively simple question: is the Australian Curriculum anti-boy - and more to the point, what even is anti-boy? We talk about the manosphere (again!) and the challenges schools and individual teachers face when teaching consent and respectful relationships. We also look at the role teacher bias can play in teaching these topics, and what effective teaching in this space might actually look like - and Caiti shares an example of where this has been taught well.From there, we head into the increasingly chaotic world of PISA and all the PISA cope taking up our social media feeds in the last week. That takes us to England, where we talk about why their PISA results are so significant, but also the discourse around this. And of course, Finland gets a mention, because - would you believe - we’re still talking about Finland’s results.Along the way, there are Twitter/X debates, LinkedIn articles, competing interpretations of the exact same data, and a bit of a side-step into behaviour in Australian classrooms - because we hadn’t opened enough cans of worms already.Want to get in touch? Reach out on our socialsGet in touch on any of our socials below! We get a lot of listener requests, but will try to cover as many of your suggestions as possible.Greg AshmanGreg is a school leader at Ballarat Clarendon College and holds a PhD in instructional design from UNSW.Substack – Filling the PailLinkedIn – Greg AshmanX/Twitter – @greg_ashmanIf you’re interested in working with Greg at Ballarat Clarendon College, please see here for open roles and expressions of interest.Caiti WadeCaiti is a leader of pedagogy at a boys’ secondary school in Brisbane, education consultant and is doing her doctorate in cognitive science.Substack – The Disruptive EducatorLinkedIn – Caiti WadeX/Twitter – @caiti_wadeEpisode resources* Is Australia’s school system ‘anti-boy’? | Amanda Keddie* PISA 2025 offers telling tale about what really constitutes a good education system — EducationHQ | Greg Ashman* PISA cope in the pages of tes magazine - by Greg Ashman* Our Kids Are Two Years Behind Where They Were in 2000. I’ve Been Looking for the Countries That Can Show Us the Way Back | Adam Voigt* The Prophet Motive - by Greg Ashman * Real Finnish Lessons | Gabriel Heller Sahlgren* Classrooms in Crisis: Australian teacher views on student behaviour - The Centre for Independent Studies | Blaise JosephAcknowledgement of countryWe would like to acknowledge The Traditional Custodians of the lands on which we record this podcast, the lands of the Wadawurrung People, and the lands of the Jagera and Turrbal Peoples, and pay our respects to Elders past, present and emerging. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit whenwilltheylearn.substack.com | 1h 03m 20s | ||||||
| 9/3/26 | researchED Canberraschoolwide change+4 | — | Australian Centre for the Public Understanding of EducationAERO | — | ACPUEresearchED+5 | — | 1h 03m 45s | ||
| 8/20/26 | cognitive load theoryspecial education+4 | — | researchEDNAPLAN | — | cognitive load theoryspecial education+6 | — | 59m 36s | ||
| 8/6/26 | education scandalAustralian Professional Standards for Teachers+3 | — | Australian Professional Standards for TeachersBallarat Clarendon College+1 | — | educationscandal+3 | — | 59m 44s | ||
| 7/23/26 |  Episode #13 Once Upon a Time at Mossbourne | This week, we begin with the remarkable story of Mossbourne Victoria Park Academy, exploring how one of England’s highest-performing schools found itself at the centre of controversy over discipline, behaviour, and what happens when a school is accused of being too strict. Greg takes us through the long and fascinating history behind the headlines, raising questions about whether the media really does present the full picture.From there, we discuss the persistent gender imbalance in senior mathematics subjects, unpacking what the evidence says about why these patterns remain and the assumptions that often dominate public debate.Finally, we turn to the use of parent/guardian behaviour contracts in schools, considering what they reveal about the changing relationship between schools and families, where responsibility for student behaviour begins and ends, and why these policies generate such strong reactions.Get in touch on any of our socials below! We get a lot of listener requests, but will try to cover as many of your suggestions as possible.Greg AshmanGreg is a school leader at Ballarat Clarendon College and holds a PhD in instructional design from UNSW.Substack – Filling the PailLinkedIn – Greg AshmanX/Twitter – @greg_ashmanIf you’re interested in working with Greg at Ballarat Clarendon College, please see here for open roles and expressions of interest.Caiti WadeCaiti is a leader of pedagogy at a boys’ secondary school in Brisbane, education consultant and is doing her doctorate in cognitive science.Substack – The Disruptive EducatorLinkedIn – Caiti WadeX/Twitter – @caiti_wadeEpisode resources* The school punished for being too strict | Mossbourne Victoria Park Academy* VCE maths enrolments: Victorian student numbers rebound after pandemic slump but gender gap persists* Private school parent behaviour: Why elite schools are introducing mandatory contracts to combat rising entitlementAcknowledgement of countryWe would like to acknowledge The Traditional Custodians of the lands on which we record this podcast, the lands of the Wadawurrung People, and the lands of the Jagera and Turrbal Peoples, and pay our respects to Elders past, present and emerging. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit whenwilltheylearn.substack.com | 1h 07m 54s | ||||||
| 7/9/26 | education gossipschool suspensions+5 | — | Ballarat Clarendon College | UKAustralasia | educationgossip+5 | — | 1h 03m 53s | ||
| 6/25/26 | Universal Design for Learningneurononsense+3 | — | Ballarat Clarendon CollegeVictorian Government+1 | — | Universal Design for Learningneurononsense+3 | — | 57m 05s | ||
| 6/11/26 | education policyevidence-informed approaches+4 | — | Ballarat Clarendon CollegeUNSW+1 | — | educationpolicy debates+5 | — | 58m 21s | ||
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| 5/28/26 | neurosciencecognitive load theory+4 | — | Education Endowment FoundationUniversity College London+3 | Ballarat Clarendon CollegeBrisbane | cognitive load theoryinformation theory+5 | — | 57m 27s | ||
| 5/14/26 | mobile phone bans in schoolsteacher autonomy+5 | — | Ballarat Clarendon CollegeUNSW+3 | — | mobile phone bansteacher autonomy+5 | — | 53m 41s | ||
| 4/30/26 | gamificationtechnology in education+4 | — | Ballarat Clarendon CollegeUNSW+1 | — | educationgamification+6 | — | 1h 00m 42s | ||
| 4/16/26 |  Episode #6 Facing the Manosphere | In this episode, Greg and Caiti catch up in sunny Brisbane to cast some light on some of the more uncomfortable conversations happening in schools right now. They begin by unpacking conversations around teacher humiliation as a form of entertainment - from dunk tanks to pie throwing - and question what sits beneath these. They talk about coercion, humiliation and the origins of these practices. What starts as “a bit of fun” quickly raises deeper questions about the lines we’re willing to blur in the name of ‘being a good sport’. The conversation then shifts to the manosphere and its growing influence on young boys. In this section, Greg and Caiti discuss an article by Adam Voigt that talks about the role of schools in supporting boys in a world influenced by the misogynistic manosphere. They talk about potential reasons the manosphere has gained popularity, the role of schools in this and touch on the idea of restorative practice and consequences.Have something you want us to discuss in a future episode? Or want to find us?Get in touchGreg AshmanGreg is a school leader at Ballarat Clarendon College and holds a PhD in instructional design from UNSW.Substack – Filling the PailLinkedIn – Greg AshmanX/Twitter – @greg_ashmanIf you’re interested in working with Greg at Ballarat Clarendon College, please see here for open roles and expressions of interest.Caiti WadeCaiti is a leader of pedagogy at a boys’ secondary school in Brisbane and is doing her EdD in applications of cognitive load theory to secondary mathematics.Substack – The Disruptive EducatorLinkedIn – Caiti WadeX/Twitter – @caiti_wadeEpisode resources* A bit of fun - by Greg Ashman - Filling The Pail* Greg Ashman on X: "In my very first school, there was a ‘pie the teacher’ event…"* I approached a woman in a pub. It was a vital step toward becoming a good man. - Adam Voigt, The Guardian* Bad boys stick together - by Greg Ashman - Filling The PailAcknowledgement of countryWe would like to acknowledge The Traditional Custodians of the land on which we recorded this podcast, the land of the Jagera and Turrbal Peoples, and pay our respects to Elders past, present and emerging. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit whenwilltheylearn.substack.com | 50m 27s | ||||||
| 4/2/26 |  Episode #5 Knowledge-Rich Curriculum | In this episode, Greg and Caiti dive into some of the biggest conversations currently shaping education, unpacking what the research says, and what it’s not saying. In this episode, they explore the role of knowledge in reading comprehension, positioning a knowledge-rich curricula as central to teaching comprehension. The conversation then turns to “transliteracies” and the teaching of poetry, examining what sits beneath these ideas and what they might mean for classroom practice.Finally, they talk about research in mathematics education, discussing whether or not the methodology used in some of the most influential research in this space actually proves what it set out to - or anything at all. Have something you want us to discuss in a future episode? Or want to find us?Get in touchGreg AshmanGreg is a school leader at Ballarat Clarendon College and holds a PhD in instructional design from UNSW.Substack – Filling the PailLinkedIn – Greg AshmanX/Twitter – @greg_ashmanIf you’re interested in working with Greg at Ballarat Clarendon College, please see here for open roles and expressions of interest.Caiti WadeCaiti is a leader of pedagogy at a boys’ secondary school in Brisbane and is doing her EdD in applications of cognitive load theory to secondary mathematics.Substack – The Disruptive EducatorLinkedIn – Caiti WadeX/Twitter – @caiti_wadeEpisode resources* An important and solemn communiqué from me - by Greg Ashman, Filling the Pail* OTRs: Pure gold for engagement - Bronwyn Ryrie Jones* Five arguments against explicit teaching - Filling The Pail* Putting strong evidence to good use - EduResearch Matters (AARE)* Escape Oppression Now: Disrupt the Dominance of Evidence-Based Practice - EduResearch MattersAcknowledgement of countryWe would like to acknowledge The Traditional Custodians of the lands on which we record this podcast, the lands of the Wadawurrung People, and those of the Jagera and Turrbal Peoples, and pay our respects to Elders past, present and emerging. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit whenwilltheylearn.substack.com | 54m 41s | ||||||
| 3/19/26 |  Episode #4 A Solemn Communiqué | In this episode, Greg and Caiti unpack key ideas from the recent researchED Ballarat conference, reflecting on some of the takeaways from sessions they attended, including those of the two keynote speakers, David Didau and Bronwyn Ryrie-Jones. They discuss Didau's ‘Two rules for great session (and how to apply them)’, unpacking what these offer in managing the complexities of real classrooms. They then turn to Bron Ryrie-Jones’ keynote, ‘Opportunities to respond (OTR): Pure gold for engagement’, highlighting why these are central to responsive teaching. The conversation then shifts to Dr Ben Jensen’s work with Learning First, focusing on the role of curriculum in driving school improvement. Finally, Greg and Caiti respond to a recent communiqué from AARE, drawing connections to Dr Jenny Donovan’s session and examining broader tensions around evidence, research, and what evidence-informed practice really means.Have something you want us to discuss in a future episode? Or want to find us?Get in touchGreg AshmanGreg is a school leader at Ballarat Clarendon College and holds a PhD in instructional design from UNSW.Substack – Filling the PailLinkedIn – Greg AshmanX/Twitter – @greg_ashmanIf you’re interested in working with Greg at Ballarat Clarendon College, please see here for open roles and expressions of interest.Caiti WadeCaiti is a leader of pedagogy at a boys’ secondary school in Brisbane and is doing her EdD in applications of cognitive load theory to secondary mathematics.Substack – The Disruptive EducatorLinkedIn – Caiti WadeX/Twitter – @caiti_wadeEpisode resources* An important and solemn communiqué from me - by Greg Ashman, Filling the Pail* OTRs: Pure gold for engagement - Bronwyn Ryrie Jones* Five arguments against explicit teaching - Filling The Pail* Putting strong evidence to good use - EduResearch Matters (AARE)* Escape Oppression Now: Disrupt the Dominance of Evidence-Based Practice - EduResearch MattersAcknowledgement of countryWe would like to acknowledge The Traditional Custodians of the lands on which we record this podcast, the lands of the Wadawurrung People, and those of the Jagera and Turrbal Peoples, and pay our respects to Elders past, present and emerging. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit whenwilltheylearn.substack.com | 57m 28s | ||||||
| 3/5/26 |  Episode #3 Finally, AI! | In this episode, Greg and Caiti finally tackle the topic of AI in education, responding to a blog post published by BERA about using AI to mark student homework. They explore how teachers might use AI in practice and what its growing role could mean for our education system.Next, they discuss an episode of the podcast Let's Talk Teaching, unpacking what differentiation actually means, how it is often interpreted in schools, and the potential risks when it’s implemented poorly.Finally, they turn to the Australian context, discussing the news that universities have offered places in initial teacher education programs to around 500 students with an ATAR below 50, and what this might mean for the profession.Have something you want us to discuss in a future episode? Or want to find us?Get in touchGreg AshmanGreg is a school leader at Ballarat Clarendon College and holds a PhD in instructional design from UNSW.Substack – Filling the PailLinkedIn – Greg AshmanX/Twitter – @greg_ashmanIf you’re interested in working with Greg at Ballarat Clarendon College, please see here for open roles and expressions of interest.Caiti WadeCaiti is a leader of pedagogy at a boys’ secondary school in Brisbane and is doing her EdD in applications of cognitive load theory to secondary mathematics.Substack – The Disruptive EducatorLinkedIn – Caiti WadeX/Twitter – @caiti_wadeEpisode resources* Reimagining homework with artificial intelligence in secondary education: Managing teachers’ workload and protecting students’ leisure | BERA* Tailored teaching: Practical strategies to support every learner - Monash Education* Hundreds of school-leavers offered teaching spots with ATARs of less than 50Acknowledgement of countryWe would like to acknowledge The Traditional Custodians of the lands on which we record this podcast, the lands of the Wadawurrung People, and those of the Jagera and Turrbal Peoples, and pay our respects to Elders past, present and emerging. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit whenwilltheylearn.substack.com | 54m 15s | ||||||
| 2/19/26 |  Episode #2 Thinking Critically about Critical Thinking | In this episode, Greg and Caiti take on the idea of ‘critical thinking’ in schools. They respond to a recent EducationHQ article on teaching critical thinking and unpack the assumptions behind calls to prioritise it in classrooms. They explore what ‘critical thinking’ actually means, whether it can be taught as a general skill, and what the evidence from cognitive science suggests. They then turn to a discussion paper published by the Sydney Social Sciences and Humanities Advanced Research Centre (SSSHARC) at the University of Sydney, examining broader critiques of ‘evidence-based practice’, where education research is argued to come from, and whether schooling and education are truly positioned in opposition to one another.Have something you want us to discuss in a future episode? Or want to find us?Get in touchGreg AshmanGreg is a school leader at Ballarat Clarendon College and holds a PhD in instructional design from UNSW.Substack – Filling the PailLinkedIn – Greg AshmanX/Twitter – @greg_ashmanIf you’re interested in working with Greg at Ballarat Clarendon College, please see here for open roles and expressions of interest.Caiti WadeCaiti is a leader of pedagogy at a boys’ secondary school in Brisbane and is doing her EdD in applications of cognitive load theory to secondary mathematics.Substack – The Disruptive EducatorLinkedIn – Caiti WadeX/Twitter – @caiti_wadeEpisode resources* Teaching kids critical thinking skills early may help ensure our future - EducationHQ* Hearing Educator Perspectives: From ‘Evidence-Based Practice’ to Valuing the ‘Enriched Evidence-Based Practice’ of EducationAcknowledgement of countryWe would like to acknowledge The Traditional Custodians of the lands on which we record this podcast, the lands of the Wadawurrung People, and those of the Jagera and Turrbal Peoples, and pay our respects to Elders past, present and emerging. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit whenwilltheylearn.substack.com | 55m 49s | ||||||
| 2/5/26 |  Episode #1 Pilot: Demolishing Thinking Classrooms | In this episode, Greg and Caiti respond to recent discussions on The Balance podcast between Dr Catlin Tucker and Dr Pete Liljedahl about ‘Building Thinking Classrooms’. They examine how key claims do or don’t align with evidence from cognitive science. They then unpack a recent opinion piece by John Cole for the Australian Association for Research in Education’s blog, asking who gets to decide what counts as ‘best practice’ in teaching.Have something you want us to discuss in a future episode? Or want to find us?Get in touchGreg AshmanGreg is a school leader at Ballarat Clarendon College and holds a PhD in instructional design from UNSW.Substack – Filling the PailLinkedIn – Greg AshmanX/Twitter – @greg_ashmanIf you’re interested in working with Greg at Ballarat Clarendon College, please see here for open roles and expressions of interest.Caiti WadeCaiti is a leader of pedagogy at a boys’ secondary school in Brisbane and is doing her EdD in applications of cognitive load theory to secondary mathematics.Substack – The Disruptive Educator LinkedIn – Caiti WadeX/Twitter – @caiti_wadeEpisode resources* Building Thinking Classrooms: The Balance Podcast by Dr Catlin Tucker with Dr Peter Liljedahl* ‘Setting the Standards: Who chooses ‘best practice’’ by John ColeAcknowledgement of countryWe would like to acknowledge The Traditional Custodians of the lands on which we record this podcast, the lands of the Wadawurrung People, and those of the Jagera and Turrbal Peoples, and pay our respects to Elders past, present and emerging. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit whenwilltheylearn.substack.com | 55m 14s | ||||||
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Chart history for When Will They Learn?
Peaked at #5 in Australia, top 10 in 1 of 8 tracked markets, currently #5 in Australia.
| Market | Genre | Peak | Current | Trend |
|---|---|---|---|---|
| Australia | — | #5 | #5 | — |
| HU | — | #31 | #31 | — |
| New Zealand | — | #78 | #78 | — |
| Spain | — | #115 | #115 | — |
| Australia | — | #118 | #118 | — |
| Canada | — | #124 | #124 | — |
| Sweden | — | #146 | #146 | — |
| Ireland | — | #164 | #164 | — |
Chart Positions
8 placements across 7 markets.
Chart Positions
8 placements across 7 markets.