Between Two Psychs with Dr Adam McCartney and Mike Lane

Dr Adam McCartney and Mike Lane
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  • EDUCATION FOR KIDS
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In this podcast Adam and Mike address all your education questions. They show the power of thinking psychologically can have on resolving everyday issues within education, learning and in raising happy children.

  1. Ep. 23 - Why Key Stage 3 Transitions Matter More Than We Think

    5 DAYS AGO

    Ep. 23 - Why Key Stage 3 Transitions Matter More Than We Think

    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 3The psychological impact of moving from one key adult to manyHow independence, when introduced too quickly, can increase distressLearned helplessness and its link to disengagement and EBSAWhy “promoting happiness” may be more useful than “reducing exclusions”The role of acceptance, shared identity, and belonging in student wellbeingWhy some students thrive in transition while others struggleStarting transition work earlier, including the role of Year 5Evidence-based supports like Friends for Life and Coping CatUsing thoughts-feelings-behaviour models to support reflection and goal-settingCommunity-focused goals versus purely academic targetsHow small-group and coaching conversations can prevent exclusionWhy teacher reflection, supervision and support matter just as much as student interventionWhy 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.ukLinkedIn: Michael Lane Connect with Me Instagram: @‌dradammcartneyWebsite: dradammccartney.comYouTube: @‌Dr.AdamMcCartney

    29 min
  2. Ep. 22 - ADHD: Over diagnosed?

    28 APR

    Ep. 22 - ADHD: Over diagnosed?

    In this episode, I explore a question that keeps coming up in education: Is Attention Deficit Hyperactivity Disorder over diagnosed or are we missing something deeper? To make sense of that, I take a step back into the history of mental health and how diagnosis became so focused on criteria and checklists. While systems like the DSM brought structure, they also shaped how we interpret behaviour, sometimes reducing complex experiences into a set of symptoms. I also touch on the Rosenhan study, which challenged how reliable those diagnoses can be and how much of a role perception plays. From there, the focus shifts to what this looks like in real life. When a child presents with inattention, impulsivity, or hyperactivity, it’s easy to label it. But it’s more useful to ask what’s sitting underneath. Research into adverse childhood experiences (ACEs) shows how much a child’s environment and experiences can shape how they behave and engage. There’s a biological side too, particularly around dopamine and regulation, but even that connects back to the environment. The level of stimulation children are exposed to today plays a big role in how they focus and respond. So where does that leave us? For me, it comes back to relationships. Whether there’s a diagnosis or not, children need to feel safe, understood, and connected. Small, consistent actions in the classroom can make a bigger difference than we often realise. In This Episode, I Explore How the ADHD diagnosis has evolved.Why behaviour might reflect experience, not just symptoms.The impact of trauma and environment on attention.How dopamine and stimulation affect learning.Why relationships are key, with or without a diagnosis.Why This Episode Matters This isn’t about dismissing ADHD. It’s about widening the lens. When we look beyond the label, we’re more likely to respond with curiosity rather than judgment and that’s where meaningful support begins. Connect with Me Instagram: @‌dradammcartneyWebsite: dradammccartney.comYouTube: @‌Dr.AdamMcCartney

    23 min
  3. Ep. 21 - Is It Unreasonable to be Relational?

    21 APR

    Ep. 21 - Is It Unreasonable to be Relational?

    In this episode, we explore a question many secondary teachers quietly wrestle with, is a relational approach actually realistic in such a complex, high-pressure environment? The conversation centres on a powerful classroom moment, where what appears to be defiance begins to reveal something deeper about identity, belonging and what sits beneath behaviour. It challenges the idea of behaviour as the problem, instead reframing it as a signal. We also unpack the realities of secondary school life. With large class sizes and over 100 students a week, meaningful connection can feel out of reach. This creates a tension between what we know works relationally and what the system allows. A key theme is identity. As peer influence grows, behaviour can become a way for students to gain recognition, maintain status, or cope with challenges beyond the classroom. Alongside this, the episode rethinks resilience, not as toughness, but as something built through relationships and support. Importantly, this is not about removing structure. It is about balance. Small, intentional actions like consistent routines, simple greetings and moments of curiosity can create meaningful impact, even in busy classrooms. In This Episode, We Discuss What a relational approach looks like in secondary settingsHow behaviour can reflect identity, not just disruptionThe influence of peer recognition on student behaviourWhy resilience is built through relationshipsHow small interactions can have a lasting impactThe role of consistency and routines in creating stabilityWhy This Episode Matters Secondary teachers are constantly balancing behaviour, curriculum, and connection. This episode offers a grounded perspective on how relational practice can still exist within those pressures. It’s a reminder that being relational doesn’t always mean doing more, sometimes it’s about doing things differently. Connect with Mike Lane Website: ridgewaypsychology.co.ukLinkedIn: Michael Lane Connect with Me Instagram: @‌dradammcartneyWebsite: dradammccartney.comYouTube: @‌Dr.AdamMcCartney

    28 min
  4. Ep. 20 - LETS GO! Coaching in Education

    14 APR

    Ep. 20 - LETS GO! Coaching in Education

    In this episode, we explore what happens when coaching enters the education system not as a quick fix, but as a way to make schools feel more human again. The conversation begins with Sam’s personal journey. From a young teacher struggling with anxiety and burnout, to a moment of vulnerability in the classroom that changed everything, coaching became the turning point. Not because it gave him all the answers, but because it gave him something simple and powerful a space to be heard. From there, the discussion opens up into a bigger question…what’s missing in education right now? Sam shares a clear and honest view that many students and teachers feel disconnected from themselves, from each other and from the system they’re part of. And while there are great things happening in schools, the pressure, workload and constant push for performance often get in the way of real connection. We also dive into the role of coaching with young people. At its core, it’s about giving students responsibility, helping them realise they have more control than they think and creating space for reflection and action. But it’s not always easy especially when students are reluctant or already struggling. What stands out is how powerful even one conversation can be when someone truly feels listened to. A particularly powerful moment in the episode highlights this impact. A young person in crisis, on the edge of giving up, finds just enough space and support to begin moving forward again. It’s a reminder that while coaching isn’t a replacement for deeper therapeutic work, it can play a crucial role in helping young people reconnect with the present and take their next step. The conversation also turns to teachers. Many are carrying huge emotional and professional loads, often without the time or space to process it. Coaching, even in its simplest form, can create that pause something many teachers don’t realise they need until they finally experience it. Running through all of this is a bigger tension in the system. Curriculum overload, limited time and increasing demands make it difficult to prioritise relationships, even though they are at the heart of effective education. The question becomes not just what we add to schools, but what we take away to create space for what really matters. Ultimately, this episode is about shifting perspective. From fixing problems to building connection. From pressure to presence. And from surviving the system to reimagining what it could be. In This Episode, We Discuss What coaching actually looks like in schools and why it mattersHow one conversation can create real change for a young personWhy many students feel unheard and how coaching creates spaceThe emotional load teachers carry and the need for reflectionThe impact of curriculum pressure on relationships in schoolsWhy connection not just content should be at the centre of educationWhy This Episode Matters Education is at a crossroads. With rising pressure on both students and teachers, this episode offers a different lens one that focuses less on adding more and more on creating space. It reminds us that meaningful change doesn’t always come from big reforms, but from simple, human conversations that help people feel seen, heard and able to move forward. Connect with Sam Moinet. (Guest) Instagram: @‌bora_educationLinkedIn: Sam MoinetYouTube: @‌boraeducation Connect with Mike Lane Website: ridgewaypsychology.co.ukLinkedIn: Michael Lane Connect with Me Instagram: @‌dradammcartneyWebsite: dradammccartney.comYouTube: @‌Dr.AdamMcCartney

    28 min
  5. Ep. 19 - What does it take to achieve an Inclusive Curriculum?

    7 APR

    Ep. 19 - What does it take to achieve an Inclusive Curriculum?

    In this episode, we unpack the Department for Education’s latest push on inclusion and ask a big question… is this the turning point schools have been waiting for or another ambitious idea that may struggle in reality? The conversation begins with the growing expectation on schools to embed inclusion into everything they do from leadership and culture to curriculum and classroom practice. While the vision is clear, there’s an immediate tension between ambition and practicality, especially when funding and time feel limited. We explore what “inclusion” really means in practice. It’s not just about placing children in mainstream settings it’s about adapting the environment so every child can genuinely access learning. That raises deeper questions about whether the current curriculum allows for that flexibility, or whether it unintentionally limits it. A key theme throughout the episode is expertise. But rather than placing that responsibility on one individual, the discussion reframes it as a shared effort. Teachers, leaders, specialists, and external professionals all bring something essential and it’s only through collaboration that meaningful inclusion can happen. There’s also an honest look at the pressures teachers face. High expectations, rigid curriculum demands, and accountability systems can sometimes restrict creativity rather than support it. Without space and trust, even the most skilled educators can feel constrained. At its core, this episode is about balance finding a way to hold onto ambition while creating systems that genuinely support the people delivering it. In This Episode, We Discuss What the new inclusion expectations mean for schools in practiceThe reality behind funding and whether it matches the ambitionWhy inclusion requires a shift in curriculum thinking, not just placementThe idea of shared expertise across teachers, leaders, and specialistsHow collaboration can unlock more effective support for childrenThe importance of linking psychological development with classroom practiceWhy This Episode Matters Inclusion is no longer a side conversation it’s becoming central to how schools operate. But real change won’t come from policy alone. It depends on how well professionals work together, how much flexibility schools are given and whether teachers are truly supported to meet the diverse needs in their classrooms. This episode offers a grounded, honest perspective on what it will take to turn inclusion from an expectation into a reality. Connect with Mike Lane Website: ridgewaypsychology.co.uk LinkedIn: Michael Lane Connect with Me Instagram: @‌dradammcartney Website: dradammccartney.com YouTube: @‌Dr.AdamMcCartney

    21 min
  6. Ep. 18 - Experts at Hand… But Is the System Ready?

    31 MAR

    Ep. 18 - Experts at Hand… But Is the System Ready?

    In this episode, we explore whether the “expert at hand” model can truly improve the S.E.N.D system, or whether it risks becoming another strong idea that struggles in practice. The conversation starts with a simple but important question… who actually is the expert? Rather than placing that label on one professional, the discussion reframes expertise as something shared. Teachers, SENCOs, specialists, families, and even the child all bring valuable insight and it’s only when those perspectives come together that meaningful support can happen. We also dig into the reality behind the policy. While the move towards inclusion and early intervention sounds promising, there are real concerns about how it will work in practice. Questions around funding, structure and collaboration remain unclear, and without those foundations, even the best intentions can fall apart. A key theme running throughout is relationships. When professionals know each other and understand how they work, support becomes more effective and families feel reassured. Without that, the system can feel fragmented, leaving parents and schools to navigate challenges alone. The episode also shifts perspective to the child’s voice, asking: what do you need to know and what are you going to do to help me? This question cuts through the complexity and brings the focus back to what really matters. Ultimately, the conversation highlights that real change won’t come from policy alone. It depends on people, on collaboration and on keeping the child at the centre of every decision. In This Episode, We Discuss What the “expert at hand” model really means in practiceWhy shared expertise matters more than individual rolesThe gap between policy ambition and real-world deliveryThe importance of relationships in effective supportWhy the child’s voice should guide decision-makingWhy This Episode Matters The S.E.N.D system is under pressure, and change is needed. This episode reminds us that inclusion isn’t just about new frameworks it’s about how people work together, how trust is built and how consistently we focus on the needs of the child. Connect with Mike Lane Website: ridgewaypsychology.co.ukLinkedIn: Michael Lane Connect with Me Instagram: @‌dradammcartneyWebsite: dradammccartney.comYouTube: @‌Dr.AdamMcCartney

    31 min
  7. Ep. 17 - The Neuroscience of Learning ( Inspired by The Little Book of Big Stuff About the Brain) With Dr. Andrew Curran

    24 MAR

    Ep. 17 - The Neuroscience of Learning ( Inspired by The Little Book of Big Stuff About the Brain) With Dr. Andrew Curran

    In this episode of Between Two Psychs, we’re joined by paediatric neurologist and author Dr. Andrew Curran to explore what the science of the brain can teach us about learning, relationships and emotional connection in education. Dr. Andrew shares insights from decades of studying the neurobiology of learning, explaining how the brain forms connections between nerve cells and why those connections depend heavily on emotional engagement. One of the central ideas in this conversation is that learning is not driven purely by intellectual processes. Instead, it is deeply influenced by the emotional brain. When students feel safe, understood and connected to the person teaching them, the brain becomes biologically primed to learn. We also explore the role of dopamine in forming new neural connections and how emotional relationships in the classroom can activate the systems that allow learning to happen. Dr. Andrew explains why the connection between teacher and student is not simply helpful it is central to how the brain processes and stores knowledge. The conversation also touches on the impact of trauma, stress, and attachment on both students and educators. These experiences can shape the patterns stored in the brain and influence behaviour, learning and emotional responses in the classroom. A powerful metaphor discussed in the episode is the idea of “facing the tiger,” representing the internal emotional patterns we all carry from earlier experiences. Understanding and reflecting on these patterns can help educators become more aware of what they bring into the classroom and how it affects the learning environment. When classrooms are built on trust, safety and understanding, they create the conditions where both students and staff can thrive. In This Episode, We Discuss How learning happens at the level of neural connections in the brainWhy emotional relationships are central to effective learningWhy relational approaches in education support both learning and wellbeingWhy This Episode Matters Education is often discussed in terms of curriculum, assessment and performance. Understanding how the brain forms connections helps us see why trust, safety and emotional engagement are not optional extras in education they are the foundation that learning is built upon. When schools create environments where both students and staff feel understood and supported, the conditions for meaningful learning become possible. Connect with Dr. Andrew Curran (Guest) LinkedIn: Andrew Curran Connect with Mike Lane Website: ridgewaypsychology.co.uk LinkedIn: Michael Lane Connect with Mike Lane Instagram: @‌dradammcartneyWebsite: dradammccartney.comYouTube: @‌Dr.AdamMcCartney

    33 min
  8. Ep. 16 - More S.E.N.D Places Won’t Fix the System

    17 MAR

    Ep. 16 - More S.E.N.D Places Won’t Fix the System

    In this episode of Between Two Psychs, we explore a key question emerging from the S.E.N.D White Paper: Is creating more S.E.N.D places enough, or are we overlooking the workforce needed to support them? While significant funding has been announced to expand provision, we reflect on whether enough attention is being given to developing the professionals who make inclusion work in practice. Schools may gain more places, but without confident and supported staff, the pressure on the system could simply increase. A central theme in our conversation is capacity versus demand. We discuss the difference between sufficiency planning and workforce development and why focusing only on infrastructure risks missing the bigger picture. Inclusion is not just about creating space in the system it depends on skilled teachers, strong leadership, and collaborative professional support. We also explore how the role of educational psychologists may evolve. Rather than relying solely on traditional assessment models, we highlight the value of consultative approaches that help teachers understand the child’s perspective and build solutions together. This kind of work focuses on empowerment, helping school staff develop confidence and insight in their everyday practice. In This Episode, We Discuss: The difference between creating S.E.N.D places anddeveloping the workforceWhy capacity in the system matters as much as provisionThe role of consultation in empowering teachersPressures facing schools and leadership teamsWhy inclusion requires whole-system thinkingWhy This Episode Matters The S.E.N.D system is at a turning point. The direction of reform suggests a move toward greater inclusion and belonging in schools, but the success of that vision will depend on how well professionals are supported to deliver it. Ultimately, meaningful reform is not just about expanding provision it’s about strengthening the people and systems that support children every day. Connect with Mike Lane Website: ridgewaypsychology.co.ukLinkedIn: Michael Lane Connect with Me Instagram: @‌dradammcartneyWebsite: dradammccartney.comYouTube: @‌Dr.AdamMcCartney

    30 min
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In this podcast Adam and Mike address all your education questions. They show the power of thinking psychologically can have on resolving everyday issues within education, learning and in raising happy children.

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