The School of Wellbeing with Meg Durham

• Georgia Park: Cognitive Load & The Impact On Staff Wellbeing | Episode 156

  “When the cognitive load is too high, and you're not coping, it really tears away at the fabric of who you think you are.” Georgia Park In this rich and reflective episode, Meg is joined by Tasmanian instructional coach and literacy leader Georgia Park to explore how understanding Cognitive Load Theory can transform the way we teach, learn, and lead in schools. Georgia shares her journey from classroom overwhelm to clarity and confidence, offering deep insight into how instructional practices grounded in cognitive science can support both student outcomes and educator wellbeing. Together, they explore what cognitive load actually means, why it matters, and how structure and explicit instruction can unlock greater engagement, equity, and joy in the classroom. If you have ever felt stretched too thin or wondered why your lessons are not landing the way you hoped, this conversation offers both practical insight and a sense of possibility. ---- Chapter Markers 01:48 - What sparked Georgia’s interest in Cognitive Load Theory 03:44 - Defining Cognitive Load Theory in simple terms 05:27 - Why cognitive load matters for student wellbeing 06:49 - How instruction shapes student identity 08:43 - Reflection, vulnerability, and removing shame from teaching 10:13 - Georgia’s shift from inquiry-based to explicit instruction 12:19 - Common myths and misunderstandings about CLT 14:24 - The deeper value systems behind the resistance to change 16:05 - Comparing past and current teaching practices 17:36 - How CLT helped Georgia personally and professionally 19:13 - Learning struggles, self-forgiveness, and grief 22:39 - Literacy success and what changed at a systems level 24:38 - Teacher impact and flow in structured classrooms 26:45 - Whole-school alignment and shared direction 28:24 - Structure is not boring when it’s collaborative and empowering 32:10 -What really moved the needle in Georgia’s school 34:51 - Instruction and wellbeing cannot be separated 36:04 - Georgia’s final reflections ---- Deliberate Actions Reduce the load before raising the barTake a moment to reflect on whether your students (or staff) are overloaded. Before introducing something new, consider what you might simplify, scaffold, or step back from. Use structure to create flowTry applying a clear “I do, we do, you do” sequence in your next lesson. Structure is not the enemy of creativity, it is what allows deeper engagement and clarity. Build shared language with your teamIntroduce phrases like “Is this in their long-term memory yet?” or “Could the load be too much?” to help depersonalise challenges and support professional reflection. Reframe the behaviourWhen a student is disengaged or acting out, ask yourself: What’s the load here? Could this be a response to instructional overwhelm rather than a lack of motivation? ---- Episode 156 Shownotes - Click here. ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Request - Complete the booking form to start the conversation. ---- ** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

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• Mark Worthington: Non-Work Identity & Life Beyond The School Gates | Episode 155

  “Who we are beyond our work shapes how we show up within it.” Mark Worthington In this episode of The School of Wellbeing, Meg Durham sits down with Mark Worthington, Head of Player Development Manager at the Geelong Cats and former teacher, to explore what it means to have an identity beyond work. Together they discuss the parallels between education and elite sport including the intensity, the transitions, and the pressure to perform, and why cultivating a non-work (or non-athletic) identity is vital for long-term wellbeing and success. Mark shares insights from his journey from the classroom to the AFL, reflecting on balance, leadership, self-compassion, and how caring for the person behind the professional transforms how we live and work. ---- Chapter Markers 00:00 – Welcome and introduction 04:10 – From teaching to elite sport: Mark’s story 10:35 – The intensity of high-performance environments 17:20 – Developing a non-work identity 23:40 – Balancing personal life and professional demands 31:15 – Self-compassion and sustainable leadership 38:00 – Feeling supported beyond performance 44:50 – Lessons from sport for teachers and school leaders 50:30 – Final reflections: thriving beyond work ---- Deliberate Actions Reflect on what fills you up outside of work. Schedule time this week for something that reminds you of who you are beyond your role. Start a conversation with a colleague about how you each protect your non-work identity. Give yourself permission to rest and recover because it’s part of sustainable performance. ---- Episode 155 Shownotes - Click here. ---- Mark Worthington LinkedIn ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Request - Complete the booking form to start the conversation. ---- ** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

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• Andrew Fuller: Neuroadvantage & The Strengths-Based Approach To Neurodivergence | Episode 154

  “Turn learning from shame making into thrill seeking.” - Andrew Fuller Andrew Fuller, Clinical psychologist joins Meg Durham to reframe neurodivergence through a strengths based lens. We explore why labels alone are not enough, how teachers can think like coaches, and practical ways to change the neurochemistry of a room on purpose. Andrew explains myelination and unique strengths, shows how language shifts like today’s challenge lift engagement, and walks through the Attach Approach so we can move students from agitation to connection. We talk school culture that connects, protects and respects, sensory aware classrooms, after lunch resets, and partnering with parents around a student’s strengths. The goal is simple and profound: help young people feel valued for who they are and set them up for success in school and beyond. ---- Chapter markers: 00:20 Welcome back Andrew and why this book 02:00 What neuroadvantage means and why strengths matter 04:45 Teacher as coach building bridges from strengths 07:19 Music and maths the brain bridge we often miss 10:43 How recognising strengths changes learning 12:20 School culture CPR connect protect respect 14:33 Simple classroom tweaks that help every brain 16:48 Language shift from learning objectives to today’s challenge 21:59 The Attach Approach activate agitate avoid attack attach 25:36 Dance rhythm puzzles and the dopamine lift 33:33 Physical environment and sensory experience 35:27 Designing varied break time options to reduce friction 36:59 After lunch strategies that change the mix in the room 43:31 Partnering with parents using a strengths profile 46:24 Calming strategies and learning each child 50:03 Joy the future and being a catalyst ---- Deliberate Actions: Open each lesson with a short challenge on the board to boost motivation quickly. Give every major instruction both verbally and visually so more students can follow along. Use quick fast thinking bursts followed by slow reflection to balance energy and focus. Replace learning objective with today’s challenge in your lesson language for one week. Introduce a three minute movement or music routine to start or reset a class. Identify one calming strategy for each focus student and practise it before you need it. ---- Episode 154 Shownotes - Click here. ---- Andrew Fuller Website | LinkedIn | Books | My Learning Strengths ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Request - Complete the booking form to start the conversation. ---- ** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

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• Tracey Ezard: What We Bring & The Tone We Set | Episode 153

  "When we're self-reflective, we bring our better self.” - Tracey Ezard Ever noticed how one person can shift the energy in a room? In this episode of The School of Wellbeing, Meg Durham is joined by leadership expert, keynote speaker and educator Tracey Ezard to explore how our presence, mindset and emotional tone influence school culture, team dynamics and professional relationships. Together, they unpack what it means to lead with authenticity, how self-awareness supports growth, and why the tone we set matters in every interaction. Whether you are in the classroom, on a leadership team or supporting others in education, this is a powerful reminder that who we are is just as important as what we do. In this episode, you will learn How our presence shapes school culture, connection and trust. Why authentic leadership builds stronger teams. When strengths become blind spots without reflection. What self-awareness and emotional intelligence make possible. Can honest conversation build more trust and clarity. This conversation is ideal for educators, school leaders and anyone passionate about teacher wellbeing, educational leadership and creating healthy, high-performing learning environments. Episode 153 Shownotes - Click here. ---- Tracey Ezard Website | LinkedIn | Instagram | Books ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Request - Complete the booking form to start the conversation. ---- ** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

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• Dr Tom Brunzell: The Next Chapter & How Trauma-Informed Practice Is Transforming Education | Episode 152

  “I want new teachers to be teachers for a long time.” - Tom Brunzell Education is always evolving, and one of the most significant shifts in recent years has been the rise of trauma-informed practice and wellbeing in schools. In this episode of The School of Wellbeing podcast, Meg Durham speaks with Dr Tom Brunzell, Director of Education at Berry Street and co-author of Creating Trauma-Informed, Strengths-Based Classrooms. Together they explore how the field is maturing, why our understanding is deepening, and what the next chapter of education looks like. In this episode, you’ll learn: How trauma-informed education has evolved over the past 20 years Why intersectionality is central to supporting diverse learners The role of allied health professionals in building thriving school communities How policy and resources can drive systemic change Why trauma-informed practice is becoming the foundation of education What gives Tom hope for the future of schools and wellbeing This is a conversation about hope, possibility, and the future of education where both staff and students can feel good, function well and thrive together. Episode 152 Shownotes - Click here. ---- Dr Tom Brunzell – LinkedIn | Berry Street | Book | Berry Street Education Model | Research ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Request - Complete the booking form to start the conversation. ---- ** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

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