How are social and emotional needs driving what we're seeing in our schools today and what actions can we take to address them? Dr Jon Reid, Senior Lecturer in SEND (Special Educational Needs and Disabilities) and Inclusion, explores the current state of the education system, with a focus on creativity, collaboration and compassion. Jon shares his insights on the importance of recognising diverse talents beyond formal qualifications and the need for an education system that values arts and creativity. The conversation also touches on the limitations of the Progress 8 measure, the reduction of Arts subjects in schools and the necessity of adapting teaching methods to support diverse learning needs. The episode concludes with a vision for a compassionate, collaborative and innovative education system that prioritises the wellbeing of both students and teachers.(00:47) - Jon discusses the positive changes he is seeing in schools, with particular focus on how children with additional needs are understood and how shifting our perspectives on behaviour to look for the underlying cause. (04:57) - Jon considers the challenges facing the teaching profession, looking at what he calls the “therapeutic dilemma” that is affecting teachers and students. (10:31) - Jon considers the often neglected consideration for teachers, which is the emotional work, which affects teachers, in addition to the intellectual and physical demands of the role. (24:47) - Jon and Ed look to the future of education, to consider how reimagining teacher training could have a positive impact for all. (30:55) - Jon confronts the concept that school is the only place where young people can gain and develop essential skills for the workplace, confronting the notion by exploring the importance of experiences outside of the school environment.About our guestsJon joined Oxford Brookes University following a teaching career in both Primary and Secondary Education. His teaching career involved mainstream and special education settings, as well as working as a behaviour support teacher for the Local Authority. Jon has taught in a therapeutic residential school that catered for pupils who had experienced severe emotional trauma due to the accumulation of adverse experiences in infancy and early childhood and prior to joining Oxford Brookes University was Deputy Head Teacher of an Independent SEMH Secondary Special School. Jon is currently the MA Education SEND Strand Leader, teaches on a range of Undergraduate and Postgraduate modules, and is also involved in Initial Teacher Education. Jon is the Liaison manager for Oxford Brookes University and the Social, Emotional and Behavioural Difficulties Association collaboration and is a Trustee of the Institute of Recovery from Childhood Trauma. Jon’s Doctoral research explored Teacher’s emotional work, support for their wellbeing and the role of compassion.Key takeawaysRethink the use of the SEND label and consider the implications of grouping diverse needs under one category and explore alternative ways of addressing individual needs.Implement a compassionate approach to teaching and school management, where the wellbeing of both students and teachers is prioritised.Advocate for the inclusion of the arts and creative subjects in the curriculum, recognising their importance for holistic education.Empower teachers to experiment and innovate in their teaching practices without the fear of negative repercussions, fostering a more adaptive and supportive learning environment.Quotes"Teaching is an intellectually demanding profession. There's lots of planning, preparation, there's thinking about how to ensure that the learning is engaging." — Jon Reid"Teachers care, and because they're trying to work in ways that are sensitively and authentically attuned to the children's experiences, then this emotional work has an impact on them." — Jon Reid"As teachers, [...] it's part of our kind of professional expectations that we're critically reflective practitioners." — Jon Reid"Teachers are not therapists, I appreciate that, but teaching, I think, is a relational profession. It’s about relationships." — Jon ReidResource recommendationsMaratos, F.A., Montague, J., Ashra, H., Welford, M., Wood, W., Barnes, C., Sheffield, D., and Gilbert, P. (2019) Evaluation of a Compassionate Mind Training Intervention with School Teachers and Support Staff. Mindfulness. 10 pp.2245–2258 here Matos, M., Albuquerque, I., Galhardo, A., Cunha, M., Pedroso Lima, M., Palmeira, L., Petrocchi, N., McEwan, K., Maratos, F.A., and Gilbert, P. (2022) Nurturing compassion in schools: A randomized controlled trial of the effectiveness of a Compassionate Mind Training program for teachers. PLoS ONE 17:3 pp.1-36 hereReid, J (2023) Why we need to talk about the emotional work of teachers. NASEN Connect hereReid, J (2023) Compassionate support for teachers’ emotional work. NASEN Connect here Welford, M., and Langmead, K (2015) ...
