Stephanie Batey - Inclusive Teacher Co Pod

Stephanie Batey
  • 5.0 (2)
  • Education

Subscribe, follow and turn on 🔔 for clear, practical support for SEND parents & teachers of children with ADHD, autism, dyslexia, reading and school life. I’m Stephanie Batey, founder of Inclusive Teacher Co. I’m a neurodiversity and literacy specialist, former English teacher and school leader with experience across education, CAMHS support and specialist training... and importantly - lived experience of ADHD! I created this channel because parents & educators should not have to figure out neurodivergence and school life alone. Expect straightforward videos and expert conversations on ADHD and autism in children, dyslexia, reading difficulties, emotional regulation, executive functions, homework, diagnosis, assessment, SEND support and school meetings. Going through assessment, struggling at school... this channel will help parents & educators understand what may be happening and what to do next. No jargon. No judgement. No hours spent piecing together conflicting advice.

  1. 1 day ago

    Free SEND Training Is Here. Will Pupils Actually Feel the Difference?

    The government’s new free SEND and inclusion training for mainstream schools is a welcome step, but training only matters if pupils experience a real difference in the classroom. In this episode, I explore what the new Department for Education materials cover, why consistent implementation matters across primary and secondary settings, and why SEND cannot sit with the SENCO alone. This episode is for teachers, teaching assistants, SENCOs, school leaders and parents who want practical, realistic ways to turn knowledge into better support. It also looks at parent-school communication, whole-school systems and the small, consistent changes that can make school more predictable and accessible for neurodivergent pupils. IN THIS EPISODE YOU’LL LEARN: • What the government’s new free SEND and inclusion training includes and what is expected next. • Why consistency across staff, subjects and settings matters more than one-off SEND CPD. • How primary and secondary schools face different inclusion challenges. • Why leadership, behaviour systems and whole-school culture can enable or undermine inclusive practice. • Practical questions parents and school staff can use to improve communication and review support. As always, visit www.inclusiveteacherco.com to enquire about school training or how I can support you, as a parent or carer. RESOURCES & LINKS: Department for Education — SEND and inclusion training for mainstream schools: https://www.gov.uk/government/collections/send-and-inclusion-training-for-mainstream-schools Department for Education — Biggest ever overhaul of SEND teacher training begins: https://www.gov.uk/government/news/biggest-ever-overhaul-of-send-teacher-training-begins Department for Education — Inclusive workforce models research: https://www.gov.uk/government/publications/inclusive-workforce-models Department for Education — Parent, Pupil and Learner Voice, May 2026: https://www.gov.uk/government/publications/parent-pupil-and-learner-voice-omnibus-surveys-for-2025-to-2026/parent-pupil-and-learner-voice-may-2026 KEYWORDS: SEND training, SEND and inclusion, mainstream schools, neurodiversity training, inclusive teaching, SENCO, teaching assistants, SEND support, parent school partnership, reasonable adjustments, neurodivergent pupils, whole-school inclusion LIKE THIS EPISODE? Leave a comment and don’t forget to subscribe.

  2. 30 Sept

    Can we give them a minute? September transitions and neurodivergent children

    Can we give them a minute? September transitions and neurodivergent children September can demand far more cognitive and emotional energy from children than adults realise, especially for neurodivergent learners. New classrooms, teachers, routines, social expectations and organisational systems can make even an ordinary school day exhausting. Steph explores how to tell the difference between normal settling-in wobbles and a pattern that suggests a child needs more support. Parents, teachers, SENDCOs and school leaders will come away with practical ways to notice what is really happening, open better conversations between home and school, reduce unnecessary demands and use small, targeted adjustments while independence develops. IN THIS EPISODE YOU’LL LEARN: • Why school transitions can place extra demands on working memory, organisation, sensory processing and emotional regulation • How to look at the direction of a child’s difficulties rather than overreacting to one bad day • Why “They’re fine here” does not give the whole picture • Better questions to ask children, including “What took the most energy today?” • How small, specific adjustments and proper review can support growing independence RESOURCES & LINKS: • Inclusive Club — parent membership covering ADHD, reading, learning and school https://inclusiveteacherco.com/inclusive-club • School Meetings Made Clear — resources for Key Stage 2 and Key Stage 3, with the secondary version also useful into Key Stage 4 https://inclusiveteacherco.com/school-meetings-ks2-ebook https://inclusiveteacherco.com/school-meetings-ks3-ebook • Inclusive Teacher Co education training and consultancy — ADHD, autism, dyslexia, literacy and inclusive practice https://inclusiveteacherco.com/training • Inclusive Teacher Co free resources https://inclusiveteacherco.com/resources-that-help • @InclusiveTeacherCo https://linktr.ee/InclusiveTeacherCo?utm_source=linktree_profile_share<sid=3422aa25-1a52-40d0-a82c-1618db880326 KEYWORDS: September school transition, neurodivergent children, Year 7 transition, secondary school transition, ADHD at school, autism at school, dyslexia support, school anxiety, SEND support, school organisation, parent school communication, inclusive education LIKE THIS EPISODE? Leave a comment and don’t forget to subscribe.

  3. 16 Sept

    Navigating the SEND Maze - EHCP Insights for Parents

    If you’re trying to make sense of EHCP headlines, rising applications and proposed SEND reform in England, this conversation cuts through the noise. Steph explains what is changing, what is not, why families are understandably anxious, and why the real issue is not simply paperwork but trust and capacity across the system. Parents, teachers and SENDCOs will come away clearer on the current EHCP position, the pressures behind reform, and the practical questions families can ask schools now rather than waiting for a plan, assessment or policy change. IN THIS EPISODE YOU’LL LEARN: • Why the current EHCP system and existing legal rights still remain in place. • What rising EHCP numbers and missed statutory timescales reveal about pressure in the system. • Why earlier mainstream support will depend on real workforce and specialist capacity. • What to ask schools about support, progress, home impact and next steps. • How simple records and meeting follow-ups can reduce confusion and strengthen accountability. RESOURCES & LINKS: School Meetings Made Clear — Key Stage 2 version https://inclusiveteacherco.com/school-meetings-ks2-ebook School Meetings Made Clear — Key Stage 3 version, also suitable for parents navigating Key Stage 4 https://inclusiveteacherco.com/school-meetings-ks3-ebook Inclusive Club https://inclusiveteacherco.com/inclusive-club Inclusive Teacher Co social media - @InclusiveTeacherCo KEYWORDS: EHCP reform England, SEND support, Education Health and Care Plan, EHCP applications, SEND parents, SEN support in schools, EHCP assessment, mainstream SEND provision, school meetings SEND, SENDCO support, inclusive education, neurodiversity in schools LIKE THIS EPISODE? Leave a comment and don’t forget to subscribe.

  4. 13 Aug

    Habit Stacking & Executive Function: Tiny Routines that Helps Neurodivergent Children

    If your neurodivergent child struggles with school mornings, forgotten homework, missing PE kits, being late, starting tasks or remembering what comes next, habit stacking could make everyday routines much easier. In this episode I explain how habit stacking can support executive functions in children with ADHD, autism and other neurodivergent profiles and why the same strategy can be incredibly useful for neurodivergent parents too. Habit stacking is the simple idea of linking a new action to something that already happens: When X happens → I do Y. For example: 🎒 When my shoes go on → I pick up my school bag. 🏫 When my school bag goes by the door → my PE kit goes beside it. ☕ When I make my morning drink → I check today's calendar. This can reduce how much information has to be held in working memory and can support areas such as task initiation, prospective memory, sequencing, organisation and transitions. In this video we cover: 🧠 What habit stacking actually is 🧠 The link between habit stacking and executive function 🧠 Why “get ready for school” is NOT one simple task 🧠 How ADHD and autism can affect working memory, organisation and task initiation 🧠 How to create an executive-function-friendly habit stack 🧠 Why you should start with ONE tiny action 🧠 How to build a routine without creating another overwhelming checklist 🧠 Habit stacking for school mornings, homework and remembering equipment 🧠 How routines can help with some of the difficulties behind forgotten homework, missing PE kit and lateness 🧠 Why regulation needs to be considered in after-school routines 🧠 How neurodivergent parents can use habit stacking for their own ADHD or executive function challenges 🧠 What to do when the habit stack doesn't go to plan The approach is also grounded in research around implementation intentions, often described as “if-then” planning. Research suggests that creating a specific cue for an intended action can support goal-directed behaviour and prospective memory. I explain what that means in normal language and, more importantly, what you can actually do with it at home. FREE RESOURCES FOR PARENTS 👇🎒 FREE Back to School Habit Stacker 🧠 FREE Executive Function eGuide for Parents 📱 For more free ADHD, autism, executive function and SEND support, follow Inclusive Teacher Co. WANT MORE PRACTICAL SUPPORT?If you like the “tell me why it's happening, then tell me what I can actually DO” approach, that's exactly what we're building inside Inclusive Club. Inclusive Club gives parents of neurodivergent children access to: 💻 Monthly live webinars 🧠 ADHD Made Clear 📚 ADHD Reading at Home 📝 Practical downloads, scripts and strategies 🎤 Expert guest sessions ▶️ Webinar recordings 💬 A supportive parent community ❤️ Ongoing support around ADHD, autism, executive function, emotional regulation, literacy, school and family life Founding Membership is currently £17 to enrol then £20 per month from 28th September, with that monthly founding rate locked in while you remain a member. 👉 Join Inclusive Club

  5. 21 Jul

    ADHD Basics Parents Need Before Another Reading Strategy Works

    Another strategy will not fix what adults have misread. ADHD is still too easily reduced to fidgeting, distraction or bad behaviour, while the real daily strain sits in regulation, executive function, emotion, motivation, memory and the gap between knowing and doing. This episode gets underneath the advice parents hear all the time. I talk about why an ADHD child may focus for hours on Minecraft but appear personally offended by socks, why simple tasks are not simple, and why a child can know the rule yet still struggle to access it when rushed, overloaded or emotionally flooded. I also connect this to home support: fewer verbal instructions, visible time, help with starting, calmer transitions and boundaries that do not collapse into shame. For parents, teachers, SENCOs and school leaders, the urgent bit is this: ADHD support has to move beyond try harder, listen better and be more consistent. High support and high belief belong in the same room. Join 4,000 parents getting a helpful newsletter every other week - practical support, no overwhelm and one clear thing to do next.Subscribe here: https://linktr.ee/InclusiveTeacherCo

  6. 15 Jul

    ADHD Is Not a Trend - The Stigma Is the Problem

    Children with ADHD are still being described as nightmares. Women seeking answers are still dismissed as deluded. Parents, usually mums, are still blamed for struggles they have spent years trying to understand. I recorded this episode after my post about ADHD stigma reached more than 45,000 people. It travelled because families, teachers and neurodivergent adults recognised the damage caused when medical authority reinforces lazy stereotypes. I challenge the idea that increased ADHD diagnosis automatically means overdiagnosis, explore why ADHD in women and girls has been missed for decades, and draw a clear line between lifestyle support and lifestyle blame. Food, sleep, movement and routines can help, but they do not erase a neurodevelopmental condition. This conversation matters in homes, classrooms and school meetings. Language shapes whether a child feels supported or defective, whether a parent asks for help or stays silent, and whether an adult finally seeks an assessment after years of self-blame. I am not arguing for careless assessment. I am arguing for evidence, nuance and basic human decency. Visit Inclusive Teacher Co for resources, training, webinars and support: https://inclusiveteacherco.com/ Read the LinkedIn post referenced in this episode: https://www.linkedin.com/posts/stephbateyneurodiversity_when-a-doctor-calls-a-child-with-adhd-a-share-7481074112451358720-uVaN/?utm_source=share&utm_medium=member_desktop&rcm=ACoAADEhd04BYyQpxd9t74fzpQklSbyn8iIoSvQ Join 4,000 parents getting a helpful newsletter every other week - practical support, no overwhelm and one clear thing to do next. Subscribe here: https://linktr.ee/InclusiveTeacherCo

  7. 7 Jul

    How to Explain ADHD, Dyslexia or Autism Without Shame

    Parents are often told to wait for the report, wait for school, wait for the right words. Meanwhile, children are already building their own explanation for why mornings feel impossible, why reading feels slower, why noise hurts, why big feelings arrive before their thinking brain has caught up. This episode is about how to explain ADHD, dyslexia or autism to your child without making them feel broken. I talk about why diagnostic language can feel frightening for parents, why children usually need language earlier than adults think, and how to start with their lived experience rather than the assessment paperwork. I share calm, age-aware scripts for ADHD, dyslexia and autism, including how to explain support without turning a diagnosis into an excuse or a doom briefing. The risk of saying nothing is not neutral. Children are meaning-makers, and without accurate language, they may decide they are lazy, naughty, stupid, too much or the problem. Join 4,000 parents getting a helpful newsletter every other week - practical support, no overwhelm and one clear thing to do next.Subscribe here: https://linktr.ee/InclusiveTeacherCo

  8. 30 Jun

    ADHD Girls and Reading: The Masking Cliff-Edge Schools Miss

    She looks fine at school, then crumbles at home - and everyone keeps acting like that means the problem is home. It does not. This episode tackles ADHD girls and reading through the lens of masking, literacy access and the quiet collapse that happens when children work twice as hard to appear okay. I talk about the UK picture, including the diagnosis gap between boys and girls, and why girls can be missed when adults still picture ADHD as the boy who cannot sit still. I also dig into the literacy cliff-edge: the point where school support drops away, texts get denser, instructions get longer and the child who has been copying, pleasing and overpreparing suddenly cannot keep the performance going. Parents, teachers, SENCOs and school leaders need to stop using quiet compliance as proof of understanding. I share what masking can look like, why reading access checks matter more than behaviour monitoring, and the exact language families can use with school. Join 4,000 parents getting a helpful newsletter every other week - practical support, no overwhelm and one clear thing to do next.Subscribe here: https://linktr.ee/InclusiveTeacherCo

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Ratings & Reviews

5
out of 5
2 Ratings

About

Subscribe, follow and turn on 🔔 for clear, practical support for SEND parents & teachers of children with ADHD, autism, dyslexia, reading and school life. I’m Stephanie Batey, founder of Inclusive Teacher Co. I’m a neurodiversity and literacy specialist, former English teacher and school leader with experience across education, CAMHS support and specialist training... and importantly - lived experience of ADHD! I created this channel because parents & educators should not have to figure out neurodivergence and school life alone. Expect straightforward videos and expert conversations on ADHD and autism in children, dyslexia, reading difficulties, emotional regulation, executive functions, homework, diagnosis, assessment, SEND support and school meetings. Going through assessment, struggling at school... this channel will help parents & educators understand what may be happening and what to do next. No jargon. No judgement. No hours spent piecing together conflicting advice.

Information

  • Creator
    Stephanie Batey
  • Years Active
    2026
  • Episodes
    16
  • Rating
    Explicit
  • Copyright
    © 2026 Stephanie Batey