So how do we stay steady when there is so much demanding our attention and still make room for the parts of the job we love?

In this live recording from the National Education Summit in Melbourne, Dr Jodi Richardson, former secondary teacher and anxiety and wellbeing speaker and author, speaks with incredible warmth and wisdom about stress, anxiety and what happens when we’re constantly “on”.

In this episode we explore:

• The importance of punctuating our day and what that can actually look like
• The difference between stress and anxiety, and why it matters
• Where the biggest levers are when we’re feeling stretched
• What can help when children and young people are overwhelmed too

Jodi shares practical ideas for noticing what's happening in our bodies, creating moments of pause and making the transition from work to home. We also explore how we can support young people with anxiety while building their confidence and independence.

Jodi beautifully acknowledges that many educators already know what fills their cup, and she reminds us to “do things for you that are just joyful.” It might be returning to something you love, seeing a friend, walking the dog, making time for a hobby or learning something new.

And when things are particularly hard, she asks: “On your worst day, what can you do?” A reminder that the small things matter, particularly when we’re feeling most stretched.

It’s a thoughtful conversation about stress, anxiety, nervous system regulation, connection and how we can look after ourselves while making space for the parts of teaching and life that matter to us.

Learn more about Jodi Richardson:

Dr Jodi Richardson

Connect with Jodi:
LinkedIn: @Dr Jodi Richardson
Facebook: @Jodi Richardson

Books:
Anxious Kids — co-authored with Michael Grose
Anxious Mums

While national statistics can give us an important picture of educator wellbeing, they don't always capture the different contexts, challenges and strengths shaping the experience of staff in individual schools.

In this episode, Anita talks with school wellbeing consultant and strategist Adrienne Hornby, whose work is helping to build a deeper understanding of what staff wellbeing actually looks like across Australian schools.

Drawing on data from more than 80 schools, Adrienne has gone beyond national averages to explore the patterns, strengths and challenges emerging in different school contexts. Her work recognises that while schools may be facing similar issues, the experience, and therefore the response, can look very different from one setting to another.

Adrienne shares why understanding the context of a school matters and gives this advice:

"Don't copy and paste anything. Work out what it is that your school actually needs and what your staff want."

We explore:

• why national averages don't always tell the full story and the importance of understanding staff wellbeing in different school contexts

• what it means to think about staff wellbeing as an ecosystem, including the role of culture, relationships, morale, satisfaction and workplace conditions

• why consultation is more than collecting feedback and the importance of closing the loop with staff

• how data can help schools recognise their strengths, better understand areas of challenge and focus their energy where it can make the biggest difference

Adrienne brings compassion and nuance to the conversation about staff wellbeing, encouraging schools to listen closely to their own people and use evidence to understand what is really happening beneath the surface.

It's a thoughtful and hopeful conversation about making meaningful change in schools by understanding your own context, people and priorities and building from there.

Find out more about Adrienne Hornby:

Website: adriennehornby.com.au

Podcast: Well-Led Schools

LinkedIn: Adrienne Hornby

Adrienne has written three national reports on staff wellbeing in Australian schools, including her most recent analysis exploring patterns, strengths and opportunities across different school contexts.

Full report: https://mailchi.mp/adriennehornby/band-report-full 

Summary report: https://mailchi.mp/adriennehornby/band-report-summary 

Teacher Wellbeing Report, 2025: https://adriennehornby.com.au/wp-content/uploads/2025/10/Teacher-Wellbeing-Report-10.2025-1.pdf

Staff Wellbeing Ecosystem Report: https://adriennehornby.com.au/wp-content/uploads/2026/04/Staff-Wellbeing-Ecosystem-Report-Adrienne-Hornby-2026.pdf 

In this episode, Anita talks with Michelle Mitchell about friendships and how we can help young people feel more capable and confident in their relationships. Michelle shares why friendship is one of the most important and often overlooked skill sets we can help young people develop.

“Competence equals confidence.”

We explore:

• the safety, chemistry and effort framework for understanding what makes friendships work

• practical “one-liners” that help young people set boundaries and say no with confidence

• the difference between validating a young person’s feelings and simply taking their side

• loneliness and bullying among young people, and how technology is changing relationships — including the growing tendency for some young people to turn to AI before a trusted adult or friend

• how we can build young people’s capability in friendships, rather than simply trying to fix their friendship problems

It’s a reminder that confidence isn’t something we can hand young people. It’s something they build through experience, supported by the adults around them.

I loved this conversation and the warmth and wisdom Michelle brings to this important work.

Find out more about Michelle Mitchell:
michellemitchell.org

Facebook: @michellemitchell.author
Instagram: @michellemitchell.author

Buy Michelle’s latest book, Friendship Smart:
https://michellemitchell.org/friendship-smart-book/

There’s a clarity and challenge running through this conversation with Adam Voigt as he unpacks what it means to re-centre education on purpose, culture and humanity.

He speaks to the growing tension in schools between performance pressures and the deeper work of helping young people flourish in life, build strong relationships and contribute meaningfully to the world around them.

Adam explores how school culture is not something written on a wall, but something built through behaviour, language and the everyday decisions adults make about how they show up for young people. He argues that many of the challenges in education are not about effort or intent, but about a lack of shared definitions and a drift away from purpose.

Along the way, Adam makes a compelling case for the power of language, clarity and consistency in creating strong school communities. At the heart of the conversation is a call to trust teachers as professionals and protect the craft of teaching.

We explore:
• why culture is defined by what is tolerated and what is encouraged
• how language shifts can reshape behaviour and relationships at scale
• why schools need to reassert their purpose as places that build people, not just performance

A challenging and grounding conversation about what becomes possible when schools return to clarity, trust and purpose.

Learn more about Adam's work with Real Schools:

https://realschools.com.au/

https://www.facebook.com/RealSchoolsAustralia/

https://www.linkedin.com/in/adam-voigt/

Dr. Selena Fisk is a data storyteller who helps schools and educators use data in practical and meaningful ways to support positive change in schools. With teaching experience across Australia and the UK, Selena now works with educators and leaders around the world to build data-informed cultures that support student growth.

What I really appreciate about Selena’s work is how practical and empowering her approach feels. She helps schools move beyond overwhelm and use the data they already have with greater clarity, confidence and purpose.

In this conversation, Selena shares why strong data cultures are built through collaboration, shared understanding, and clear systems. Where data is explored collaboratively with people, not done 'to' them.

We explore:
• what effective inquiry cycles look like and why “closing the loop” matters
• how schools can build staff confidence and data literacy over time
• practical ways teachers can use formative data without increasing workload
• supporting students to engage meaningfully with their own growth and progress
• how schools can communicate data clearly and helpfully with families

Selena's advice is both incredibly practical and deeply affirming for educators.

Learn more about Selena:

https://selenafisk.com/

Instagram: @selena fisk

LinkedIn: @selena fisk

Make Data Talk Podcast: https://podcasts.apple.com/au/podcast/make-data-talk/id1725459001

Books:

• Using and Analysing Data in Australian Schools: Why, How and What (2019)
• Leading Data-Informed Change in Schools (2020/2021)
• I’m Not a Numbers Person: How to Make Good Decisions in a Data-Rich World (2022)
• Data-Informed Learners: Engaging Students in Their Data Story (2023)
• Using and Analysing Data in Australian Schools (expanded 2nd edition, 2023)
• Leading Data-Informed Change in Schools (updated 2023)

Aimee shares this is the theme of 2026 when she speaks with school leaders.

There’s a grounded honesty in this conversation with Aimee Presnall as she explores what it looks like to lead in schools today. She keeps returning to a simple idea: many of the challenges in education are not about effort or care, but about clarity, capacity and whether leaders have the time to think.

Aimee founded Well-Nest after 16+ years in classrooms and leadership roles across Australia and internationally, driven by watching exceptional school leaders burn out. Through her work, she focuses on dismantling the conditions that create burnout and building leadership cultures where sustainability is possible.

Aimee unpacks how schools are operating in a state of constant change while leaders are still expected to hold direction, culture and people at the centre.

Throughout the conversation, there’s a tension between doing more and doing what matters. She challenges the reflex to add initiatives in response to problems, rather than stepping back to see patterns.

Amy also emphasises the relational side of leadership as the foundation of everything that happens in schools. Whether it’s staff, students or parents, the quality of connection shapes culture, trust and learning.

We explore:
• why schools have more data than ever, yet leaders need more clarity than ever
• why thinking time and resisting the urge to add initiatives are essential
• why “buy-in” matters, but real ownership is critical for sustainable school change

Aimee poses this question: What if the wellbeing of a school depends on the wellbeing of its leaders?

I’m incredibly grateful for the honesty, clarity and insight Aimee brings to this conversation.

To learn more about her work:

https://well-nest.com.au/

https://www.linkedin.com/in/aimee-parkinson/

TED Talk: https://www.youtube.com/watch?v=qjGM4esebQU

Today, I’m joined by Kristy Elliott, an international educator and founder of Restorative Pathways, who has spent over two decades working alongside schools to create inclusive cultures centred on dignity, connection and accountability.

This conversation sits right at the heart of what so many schools are navigating right now. Kristy speaks to what many educators have been noticing: that both young people and adults are arriving in our spaces carrying heightened levels of stress, overwhelm and dysregulation.

And her message is clear: lasting change doesn’t come from punishment alone, but from environments where high expectations sit alongside high care.

Kristy shares what a restorative, whole-school approach actually looks like in practice, moving beyond individual classrooms into a shared culture. In this kind of environment, values are not just words on a wall, but lived, visible and consistent across every part of the school day.

We explore:
• What a restorative conversation is, and just as importantly, what it’s not
• What becomes possible when we shift toward a more relational understanding of human development
• Why schools have a responsibility to teach young people about relationships just as intentionally as any other area of learning

At the heart of Kristy’s work is empathic curiosity. Seeing behaviour as a moment for teaching and learning, not control or correction.

What emerges is a powerful reminder that when we intentionally prioritise relationships in schools, the impact extends far beyond the classroom - shaping not just learners, but the kind of society we are contributing to.

To learn more about Kristy's inspiring work, visit:

https://restorativepathways.com.au/

LinkedIn: @Kristy Elliott

There’s something both affirming and deeply honest in the way Lael speaks. 

She invites us to step back and consider the system we are asking young people to learn in and whether it is truly serving their development, wellbeing and curiosity.

Lael challenges us to reflect on what we prioritise in schools - what we keep, what we might need to strip back and what learning could look like if we held space for both academic outcomes and the real-world and emotional skills young people need.

Throughout the conversation, there is a strong thread that this isn’t about blame or polarised views, but curiosity, experimentation and a willingness to rethink what we’ve always done.

We explore:
• What success really means and how we nurture the strengths of each young person
• What shifts for children when connection is present in their learning

 • The growing reality that many students and educators are not thriving and what might need to change

At its heart, this is a conversation about what school is for. Not lowering expectations or abandoning structure, but examining it honestly and considering what might need to shift so young people can learn with greater curiosity, connection and purpose.

And how we support educators, leaders and families alongside them.

I’m so grateful to Lael for the honesty and depth she brings to this conversation.

You can find out more about her work at: 

http://www.laelstone.com.au/ 

https://www.facebook.com/laelstone/ https://www.instagram.com/laelstone/ 

https://www.woodlineprimary.com.au/ 

https://www.aboutbirth.com.au/ 

Humans, Being Podcast - https://humansbeing.au/

TedX Talk - How to Raise Emotionally Intelligent Children - with over 3 million views

Books:

Raising Resilient and Compassionate Children

Own Your Story

There’s something powerful about walking into a school where you can feel the energy straight away: a sense of purpose, connection and possibility. Tracey Ezard has spent years observing what creates that kind of environment, and she has a unique ability to articulate the patterns she sees.

In this conversation, Tracey invites us to think deeply about the kind of learning cultures we are creating, not just for students but for every adult in the system. Because when a culture of growth, trust and collaboration is strong, people feel seen, valued and inspired to keep learning.

Known for her ‘Ferocious Warmth’ leadership approach, Tracey brings both head and heart to this work. She challenges us to hold high expectations while deeply caring for the people around us and to recognise that thriving schools are built on both.

We explore:

• the purpose of education - how we grow great humans alongside strong learners

• the patterns seen in schools that have that unmistakable ‘buzz’

• why human connection sits at the centre of positive learning cultures

Throughout the conversation, there is a sense of hope and optimism. A belief that education can be different. More innovative, more connected and more joyful.

Tracey encourages us to question the status quo, to push boundaries and to follow the passions and curiosities that make learning meaningful. Not just asking what we are teaching, but why and what it truly means for the young people in our care.

I’m incredibly grateful to Tracey for leaning into this conversation with both head and heart, wisdom and warmth.

Tracey is the author of Ferocious Warmth, Glue and The Buzz, supporting education leaders to create cultures where people and learning thrive.

To learn more about Tracey’s work:

LinkedIn: Tracey Ezard

www.traceyezard.com

www.thebuzz.academy

When talking about schools, Meg brings such a human lens that resonates at every level of my being as an educator. 

It’s part of why I started this podcast.

Over the past decade there has been a huge focus on student wellbeing - and there should be. But if we want schools to truly flourish, we need to focus on every human in education.

That means supporting the educators, leaders, administration, support staff and families who guide our young people each day - people who are doing deeply important work in increasingly complex environments.

As a Teacher Wellbeing Specialist and host of The School of Wellbeing podcast, Meg shares insights into what she consistently sees in educators who are uplifted in their work and truly thriving. 

We explore:
• the importance of tone and creating opportunities for staff to connect, share, laugh and reflect on how they are going
• why student and staff wellbeing are inseparable
• how meaningful change in schools can grow from inspiration rather than desperation

Meg speaks about schools that are flourishing and how you can just feel it when you walk into them. There is a sense of humanness, emotional congruence and belonging. People know each other’s strengths and struggles, and there is a quiet confidence that someone has your back.

Meg's hope is for schools that are not merely surviving, but thriving. There’s more fun, lightness and laughter. In this episode, she shares the small but powerful shifts that make it possible.

To learn more about Meg's work, visit:

https://www.megdurham.com/

Listen to 'The School of Wellbeing' podcast

Apple Podcasts: https://podcasts.apple.com/au/podcast/the-school-of-wellbeing-with-meg-durham/id1586749038

Rather than focusing on “fixing” children, Dr Louise Mansell encourages schools to build environments that are predictable, supportive and safe for learning.

In this episode, clinical child psychologist Dr Louise Mansell, who specialises in early intervention and trauma-informed care, explores what it means to create trauma-informed school environments that benefit everyone.

Drawing on her work with children, families and education providers, Louise explains how understanding neuroscience, attachment and trauma can transform the way schools respond to behaviour, learning and relationships.

We also explore:
• The role teachers play in shaping children’s emotional development
• Why choice and a sense of control build confidence and regulation
• How to teach emotional regulation in real time - “name it to tame it”

These approaches aren’t just for vulnerable students. They help create calmer, more connected learning environments for everyone.

Louise’s knowledge, compassion and commitment to leaving classrooms and the world a little brighter is truly uplifting.

Alongside her work with schools, she is the founder of Tedology, a multi-sensory interactive teddy bear resource designed with children to support emotional literacy, understanding, regulation and resilience.

Learn more:
https://tedology.com.au/
LinkedIn: Dr Louise Mansell

In this episode, wellbeing strategist, bestselling author and leadership advisor David Bott joins the conversation to explore what helps educators truly flourish.

Drawing on his work with schools, governments and organisations across Australia, David shares practical insights on how wellbeing can move from intention to everyday practice.

At the heart of the discussion is a powerful shift in thinking:

What if, instead of focusing on teacher crisis, we studied teacher excellence and explored what flourishing teachers do differently?

In this episode we discuss:
• What enables effective teachers to flourish - including trust, psychological safety and protecting their energy.
• The power of shared purpose - David calls it ‘the collective force multiplier’ - when schools use strengths-based thinking and a common wellbeing language, everyone benefits.
• Rethinking education beyond grades - valuing what truly matters to teachers, students and families.

David reminds us that the most powerful wellbeing tool isn’t a program. It’s a shared language. When every conversation, lesson and interaction is viewed through a wellbeing lens, it becomes part of the fabric of the school.

Despite the challenges facing education, David offers a hopeful and practical perspective on how schools can flourish through a strengths-based approach.

I’m incredibly grateful for the way David approaches this work with clarity, care and a deep belief in what’s possible for schools, educators and young people. 

Learn more about David’s work:
thewellbeingdistillery.com
Linkedin.com/in/davidfbott

Book: 10 Things Schools Get Wrong with Jared Cooney Horvath

This is the approach of Amy Green, a thriving education strategist working with schools, educators and leaders across Australia to design learning environments that are effective, innovative and human.

In this conversation, we explore:

• The importance of clarity and consistency in curriculum, processes and systems that make teaching and work more sustainable.
• How some traditional views of school and the curriculum are outdated and why radical redesign is needed.
• The need to balance accountability with autonomy for both students and teachers.

Amy’s insights are thought-provoking and energising. She inspires us to think outside the box, challenge the status quo and take courageous steps to create schools that nurture everyone.

I really appreciated Amy's perspective on designing learning environments that are both innovative and sustainable for educators and that truly meet the needs of young people.

To learn more about Amy’s work, visit:

www.thewellnessstrategy.com.au
⁠⁠https://www.linkedin.com/in/amygreen

https://www.facebook.com/thewellnessstrategy/

Listen to her podcast 'The Wellness Strategy':

https://open.spotify.com/show/5InVsecFCTd60gQAAOey2L

It’s a confronting idea, but Daniela Falecki shows how this realisation can be quietly empowering.

In this episode of Right Now, I speak with Daniela, founder of Teacher Wellbeing, international speaker and former classroom teacher with 30+ years’ experience in schools. She shares a refreshingly honest, uplifting perspective on educator wellbeing and the realities of school life today.

We explore:

• Me, We, Us: Lasting, sustainable wellbeing change in education happens across three layers: 'ME' – personal wellbeing, 'WE' – relationships and teamwork, 'US' – school systems and culture.
• Changing the narrative: Shifting the story from exhaustion to agency and possibility through shared language.
• Cultures of care: How schools prioritising connection, appreciation and support allow educators to thrive.

We also discuss the appreciation paradox, feeling “enough,” our busy culture, the power of language, self-care and what schools doing wellbeing 'well' actually look like.

Daniela shares practical insights on how educators can feel more valued in their roles and why bridging the gap between leaders and teachers is more important than ever.

This energising conversation is about reclaiming agency in education and recognising that meaningful change often starts closer to home than we think.

Daniela is a delight to speak with - full of wisdom, humour and warmth. This conversation offers a fresh perspective on wellbeing that stays with you long after listening.

To connect with Daniela Falecki, visit:

Website: www.teacher-wellbeing.com.au

Instagram: @teacherwellbeing

Facebook: @teacherwellbeing

Linkedin: @danielafalecki

Email: daniela@teacher-wellbeing.com.au

In this episode of Right Now, I sit down with Susan McLean, one of Australia’s most respected voices in cyber safety. With 28+ years’ experience helping schools, organisations, and families navigate the digital world, Susan brings clarity, calm, and a deeply human perspective to one of the most pressing issues at the moment.

We cover:

• Australia’s social media laws
• What schools are getting right (and wrong) in digital education
• How families can support children with understanding, not fear

If we want young people to be safe online, we need to take their digital world seriously. Proactively, not reactively.

I’m incredibly grateful to Susan for her time and for sharing her wisdom so generously.

For more information about Susan McLean, visit:

https://www.cybersafetysolutions.com.au/

Linkedin: https://www.linkedin.com/in/susan-mclean-b2828a60/

Facebook: https://www.facebook.com/thecybercop

That’s the message Karen Young shares in this episode of Right Now.

Karen is a leading authority on anxiety and child development. She is a sought-after speaker and consultant and works with schools, government bodies, and child and adolescent-focused organisations both in Australia and internationally to build resources, implement procedures and support the professional development of staff. 

Karen is also the founder of ‘Hey Sigmund’, an internationally popular online resource that provides contemporary, research-driven information on anxiety and child development. She is the author of six books, including the bestselling ‘Hey Warrior’.

In this conversation, we explore:

• The power of micro-moments - small acts of noticing, warmth and connection that help children feel safe, seen and cared for
• The reality teachers face when holding so many nervous systems in one room and why belonging matters more than ever
• The importance of “leaning in” when young people feel anxious

Her challenge to us all is simple but profound: if relationships, connection and belonging are the foundation, our school structures must reflect that truth.

Karen’s wisdom, insight and kindness were deeply uplifting. I found myself smiling throughout this entire conversation. She brings both clarity and humanity to such an important topic.

To learn more about Karen’s work, visit:

⁠⁠https://heysigmund.com/⁠⁠⁠⁠⁠

⁠https://www.facebook.com/karenyoungheysigmund⁠

⁠⁠⁠⁠⁠https://www.linkedin.com/in/heysigmund/