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 practice
• Why shared expertise matters more than individual roles
• The gap between policy ambition and real-world delivery
• The importance of relationships in effective support
• Why the child’s voice should guide decision-making

Why 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.uk
LinkedIn: Michael Lane

Connect with Me

Instagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney

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 brain
• Why emotional relationships are central to effective learning
• Why relational approaches in education support both learning and wellbeing

Why 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: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney

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 and
  developing the workforce

• Why capacity in the system matters as much as provision

• The role of consultation in empowering teachers

• Pressures facing schools and leadership teams

• Why inclusion requires whole-system thinking

Why 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.uk
LinkedIn: Michael Lane

Connect with Me

Instagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney

In this episode of Between Two Psychs, we explore a growing and important area of understanding within education and psychology autism in girls.

Drawing directly from our reflections in practice, we talk about why this conversation feels relatively recent, and why so many girls have historically gone unseen. Much of what professionals were trained to recognise was based on more stereotypical presentations. In this episode, we challenge ourselves to look again.

A central theme in our discussion is masking.

We reflect on how many girls develop strong language skills and learn social scripts that help them blend in at school. On the surface, things can look settled and successful. Yet when we triangulate with home, a very different picture can emerge exhaustion, anxiety, emotional overwhelm and behaviours that seem to “appear” only outside of the classroom.

We explore the idea of cognitive demand not just academically, but socially and emotionally. For many girls, navigating friendships, reading social nuance and maintaining control in uncertain situations carries a significant invisible load.

In This Episode, We Discuss:

• Why autism in girls is often missed in school settings
• The role of masking and social scripting
• Differences between school presentation and home presentation
• How imaginative play can appear typical while still being repetitive underneath
• The cumulative cognitive and emotional demand girls may be managing

We also move into practical support.

We talk about the importance of triangulation between school and home, noticing subtle patterns in play and interaction, and strengthening identity rather than focusing solely on social correction.

Practical approaches discussed include:

• Lego therapy to develop perspective-taking
• Social stories and comic strip conversations
• Emotional intelligence interventions such as The Transporters
• The homunculi (CBT-based avatar) approach
• Regular strengths-based reflections using “I noticed…” language

A key message we return to is simple:

Autistic practice is good practice.

When we prioritise communication, emotional literacy, predictability and identity, we improve outcomes not only for autistic girls, but for all children.

Why This Episode Matters

If we only look for loud or stereotypical presentations, we risk missing girls who are quietly coping until they can no longer sustain it.

This episode encourages us to look beneath the surface, to question assumptions and to recognise that behaviour is often a strategy for managing uncertainty and demand.

Understanding autism in girls requires curiosity, reflection and collaboration and this conversation is part of that ongoing shift.

Connect with Mike Lane

Website: ridgewaypsychology.co.uk

LinkedIn: Michael Lane

Connect with Me

Instagram: @dradammcartney

Website: dradammccartney.com

YouTube: @Dr.AdamMcCartney

In this episode of Between Two Psychs, we respond to the newly published SEND White Paper and ask a question we don’t think is being asked clearly enough:

If supervision isn’t part of the reform, are we simply increasing pressure on schools without increasing support?

We explore the emphasis on inclusion, the proposed “expert at hand” approach, and the acknowledgement that many teachers do not feel confident supporting pupils with S.E.ND. Drawing on our combined experience and Gillian’s research into emotional wellbeing and teacher retention we reflect on what this reform could mean in practice.

In This Episode, We Discuss

• Whether supervision is the missing ingredient in meaningful SEND reform
• The emotional load teachers carry daily and how reform could intensify that pressure
• Why training alone rarely leads to sustained practice change
• What psychological safety actually looks like for teachers and TAs
• How relationships drive inclusion before behaviour systems or attainment measures
• The risk of inclusion bases becoming seclusion spaces without relational work
• The importance of empowerment, consultation and clarity of role across a school system

Why This Episode Matters

We all recognise that the S.E.N.D system is under strain. Reform is needed. But reform without clarity, containment, and relational safety risks repeating familiar patterns under new language.

I believe that if we want confident teachers, we must create spaces where they feel safe to reflect, question, and grow. Supporting children with S.E.N.D starts with supporting the adults around them.

This episode offers a grounded reflection hopeful where there is potential, cautious where experience tells us to pause and focused on what we can do now to strengthen schools from within.

Read the full S.E.N.D white paper here>> Supervision in Education Quality Standards Framework pdf

Connect with Gillian Airey Goodwin (Guest)

LinkedIn: Gillian Airey GoodwinInstagram: @gillianaireygoodwin

Connect with Mike Lane

Website: ridgewaypsychology.co.uk

LinkedIn: Michael LaneConnect with Me

Instagram: @dradammcartney

Website: dradammccartney.com

YouTube: @Dr.AdamMcCartney⁠

In this special episode of Between Two Psychs, we respond to the recent SEND White Paper leak and unpack what it could mean for schools, families, and professionals.

With the clear understanding that this is speculative, we walk through the key themes emerging from the leak, including the proposed move toward a tiered system, the possibility of EHCPs being reserved for the most complex cases, and what reassessment at key transition points, particularly age 11, might signal for secondary schools.

Drawing on our combined experience across education, we reflect on whether this is meaningful reform or a familiar cycle of policy returning in a new form. We explore the potential impact on inclusion, funding, accountability, and multi agency working, and ask the bigger question: will this actually strengthen collaboration between education, health and social care?

In This Episode, We Explore

• The proposed shift from a binary EHCP system to a tiered approach
• What reassessment at Year 6 and transition to secondary could mean for funding and provision
• The increased focus and pressure on Key Stage 3 and secondary settings
• Funding moving closer to schools and whether that creates opportunity or risk
• The importance of outreach and upskilling mainstream staff
• Moving from an assessment heavy model to a consultation and empowerment approach
• Why early intervention only works if there are genuine boots on the ground

Why This Episode Matters

SEND reform affects real children, real families, and real professionals. While policy language can sound hopeful, meaningful change depends on structure, funding, and genuine collaboration.

This episode offers a balanced, grounded reflection. Hopeful where it makes sense to be hopeful, cautious where experience tells us to be cautious. Above all, it reinforces the need for proper support around schools, shared responsibility across systems, and an approach that empowers professionals rather than overwhelming them.

Connect with Mike Lane

Website: ridgewaypsychology.co.uk

LinkedIn: Michael Lane

Connect with Me

Instagram: @dradammcartney

Website: dradammccartney.com

YouTube: @Dr.AdamMcCartney

In this episode, we sit down with teaching SENCO Tom Hodgson to explore why relationships sit at the heart of successful inclusion and how emotionally attuned practice can completely change a child’s journey in school.

Drawing on real classroom experience, we reflect on the emotional demands of supporting children with complex needs and why connection must come before correction. Through a powerful case study, we unpack how one pupil moved from the brink of permanent exclusion to full integration through co-regulation, consistency and a strong team around the child.

Together, we discuss why meaningful relationships, emotional literacy and shared staff values are essential for long-term change in schools.

In This Episode, We Discuss

• Why relationships must come before behaviour strategies
• How co-regulation helps prevent escalation
• A real case study from exclusion risk to full inclusion
• The power of empathy, curiosity, and emotional attunement
• Building emotional literacy and helping children name feelings
• Why consistency across adults changes outcomes
• Supporting staff while working with complex pupils
• How everyday interactions become meaningful interventions

Why This Episode Matters

This conversation invites educators to rethink behaviour through the lens of connection and safety. When children feel understood and supported by consistent adults, meaningful progress becomes possible both emotionally and academically.

It also highlights the emotional load educators carry and why reflective practice, shared training and strong professional relationships are essential for sustainable, inclusive education.

Connect with Mike Lane

Website: ridgewaypsychology.co.uk

LinkedIn: Michael Lane

Connect with Me

Instagram: @dradammcartney

Website: dradammccartney.com

YouTube: @Dr.AdamMcCartney

In this episode of Between Two Psychs, we explore the realities of early years provision and the incredible work practitioners do despite increasing demands and limited resources. Drawing on experiences from educational psychology and early settings, we reflect on the pressures staff face and the psychological foundations that help young children feel safe, connected and ready to learn.

A central theme is “reach before you teach” the idea that relationships, emotional safety, and connection sit at the heart of effective early years practice. We discuss how behaviour often communicates underlying needs such as anxiety, sensory differences or communication challenges, and why play remains essential for cognitive, social and emotional development.

Alongside these reflections, we share practical strategies that support engagement and independence, including paired reading, attention buckets, visual timetables and pictorial communication systems.

In this episode, we discuss:

• The challenges and strengths within the early years sector
• Why relationships and emotional safety underpin learning
• Understanding behaviour through function and developmental needs
• The importance of play in cognitive and social growth
• Practical strategies to support attention, communication and routine
• How predictability and co-regulation help children engage and learn

Why This Episode Matters

Early years practice lays the foundation for lifelong learning. This episode highlights that meaningful progress starts with connection, regulation and realistic expectations for both children and the adults supporting them. When children feel safe and understood, learning becomes possible and when practitioners feel supported, they are better able to meet the complex needs within modern early years settings.

Connect with Mike Lane

Website: ridgewaypsychology.co.uk

LinkedIn: Michael Lane

Connect with Me

Instagram: @dradammcartney

Website: dradammccartney.com

YouTube: @Dr.AdamMcCartney