The School of Wellbeing with Meg Durham

"I wish that educators knew how hard autistic students are working to be in your classroom." - Professor Dawn Adams
What does every educator need to know about autism?
Every day, autistic students navigate a world that often asks them to process more, adapt more and work harder than those around them realise. Yet much of this effort remains invisible. The more we understand their experience, the better equipped we are to create classrooms where every student feels understood, supported and able to thrive.
In this episode, Meg Durham is joined by Professor Dawn Adams, Director of the Olga Tennison Autism Research Centre at La Trobe University and one of Australia's leading autism researchers.
Together, they explore what autism is, how it can present differently from one student to another, and why there is no single autistic experience. They discuss common myths and misconceptions, masking, autistic burnout, and practical ways we can create classrooms where autistic students feel understood, supported and able to thrive.
Throughout the conversation, Professor Adams encourages us to look beyond behaviour, replace assumptions with curiosity, and better understand the invisible sensory, social and communication demands many autistic students navigate every day.
Whether you're a teacher, school leader or education support staff member, this episode will deepen your understanding of autism and leave you with practical strategies to better support the autistic students in your care.
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In this episode, you'll learn:
What autism is and why there is no single autistic experience.
How autism can present differently from one student to another.
Why looking beyond behaviour is key to understanding autistic students.
What masking and autistic burnout are, and why they matter in schools.
How respectful language, curiosity and small adjustments can make a big difference.
Practical ways to create classrooms where autistic students feel understood, supported and able to thrive.
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Chapter Markers:
01:40 Why autistic students are working harder than we realise
03:20 What is autism?
07:00 How autism can present differently from one student to another
16:10 Common myths and misconceptions about autism
23:20 Understanding masking and what we might not see
25:45 Autistic burnout and why it matters
38:00 Practical strategies to better support autistic students
43:50 What Professor Dawn Adams would like us all to keep in mind
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Reflection prompts:
I now know that...
One deliberate action I will make in my classroom is...
One conversation I need to have with a colleague or family is...
I give myself permission to...
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Episode 171 Shownotes – Click here
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Proffesor Dawn Adams – Website | LinkedIn
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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Your Questions Answered:
What is autism?
Professor Dawn Adams describes autism as a lifelong neurodevelopmental condition that influences how the brain develops, processes information and responds to the world. Rather than viewing autism through a lens of deficits or focusing on what a person can't do, she encourages us to recognise autism as a different way of thinking, communicating and experiencing the world.
Autism is not something a person grows out of. Autistic children become autistic adults, and understanding autism means appreciating both the strengths and the support needs that come with different ways of processing information.
What is masking in autism?
Masking is when an autistic person consciously or unconsciously adapts their behaviour to fit into a predominantly neurotypical world. This might involve copying the behaviour of peers, suppressing natural responses, forcing eye contact or working hard to meet social expectations.
While masking can make a student appear to be coping, it often comes at a significant cost. Professor Adams explains that a student who looks calm may not actually feel calm. The ongoing effort required to mask can contribute to exhaustion, anxiety and, over time, autistic burnout. Looking beyond what we see on the surface helps us better understand a student's experience and provide support before they reach crisis point.
How can teachers better support autistic students in the classroom?
Professor Adams encourages educators to begin with curiosity rather than assumptions. Instead of asking, "What's wrong with this student?", we can ask, "What might this student be experiencing?"
There is no single autistic profile, so getting to know the individual student is essential. Small adjustments can make a significant difference, including providing greater predictability, offering structured choices, using respectful language, recognising sensory needs, creating opportunities for regulation, and understanding that behaviour is often communicating an unmet need rather than deliberate defiance.
When we look beyond behaviour and seek to understand the invisible demands many autistic students navigate every day, we create classrooms where students feel understood, supported and able to thrive.
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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

"Perhaps one of the most powerful shifts we can make is moving from judgement to curiosity." Sue Chandler
What if the way we interpret behaviour matters more than the behaviour itself?
Every day in schools, educators navigate challenging conversations with students, colleagues and families. When emotions are running high, it's easy to make assumptions, become defensive or jump straight into problem solving. But what if there was another way?
In this episode, Meg Durham sits down with educator, counsellor and author Sue Chandler to discuss her new book, The Relational School: From Behaviour Management to Cultural Transformation., published by Amba Press.
Together, they explore what it means to develop a relational mindset, how our assumptions about human behaviour shape every interaction, and why understanding our own "biography of discipline" is key to navigating relationship challenges more effectively.
Sue shares practical conversation frameworks that help us move from judgement to curiosity, strengthen accountability without damaging relationships, and create school cultures where connection, trust and compassion are embedded in everyday practice.
Whether you're a teacher, school leader or school support staff member, this conversation will challenge the way you think about behaviour, relationships and the role you play in shaping school culture.
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In this episode, you'll learn:
What a relational mindset is and why it matters.
How our assumptions about behaviour influence our responses.
Why your past influences your present relationships.
How to move from judgement to curiosity during difficult conversations.
Practical conversation starters and listening strategies that build trust and accountability.
Why strong relationships are built through deliberate, everyday actions rather than perfect conversations.
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Chapter Markers:
01:00 Why Sue wrote The Relational School
04:20 What is a relational mindset?
07:00 How our assumptions shape behaviour conversations
10:00 Understanding your biography of discipline
13:00 The four ways of working through relationship challenges
18:00 Accountability without damaging relationships
21:30 Moving from judgement to curiosity
28:00 The gap between expectations and escalation
33:00 Practical conversation scripts that build trust
40:30 Final reflections and key takeaways
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Reflection prompts:
I notice myself making assumptions when...
One way my biography of discipline influences my relationships is...
I will give myself permission to...
Before my next important conversation, I will...
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Episode 170 Shownotes – Click here
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Sue Chandler – Website | LinkedIn | The Relational School: From Behaviour Management to Cultural Transformation
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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Your Questions Answered:
What is a relational mindset?
A relational mindset is the belief that behaviour can only be understood in context. Rather than making assumptions or jumping to conclusions, it invites us to become curious about another person's thoughts, feelings and experiences before deciding how to respond.
As Sue Chandler explains, a relational mindset doesn't lower expectations or avoid accountability. Instead, it combines high expectations with empathy, curiosity and a commitment to strengthening relationships, even when conversations are difficult.
How can educators move from judgement to curiosity?
Moving from judgement to curiosity begins with recognising the stories we are telling ourselves about another person's behaviour. Instead of assuming we know why someone acted the way they did, we pause, ask open questions and genuinely seek to understand their perspective.
Sue shares practical conversation starters such as "I've noticed..." and "I'm curious about...", along with simple questioning techniques that help educators create psychological safety, build trust and solve problems collaboratively.
Why do relationship challenges escalate in schools?
Relationship challenges often escalate because there is a gap between our expectations and reality. When expectations aren't met, adults can quickly become frustrated, tighten control or move into problem solving before fully understanding what is happening for the other person.
By slowing down, becoming aware of our own emotional responses and approaching conversations with curiosity rather than judgement, educators can strengthen relationships, support accountability and often prevent small issues from becoming much bigger ones.
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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

"I care, I'm incredibly capable, so I strategically subtract." Simon Breakspear
What if greater impact starts with less, not more?
School staff are constantly being asked to do more. More initiatives. More meetings. More programs. More expectations. Yet many big-hearted educators are already working well beyond their capacity.
In this episode, Meg Durham sits down with educator, researcher, leadership advisor and author Dr Simon Breakspear to explore The Pruning Principle and why doing fewer things, more deliberately, may be one of the most important skills we can learn in education.
Together, they unpack the hidden costs of the "additive trap", the beliefs that keep schools adding rather than letting go, and why sustainable improvement depends on creating space for what matters most.
Simon shares practical examples of "pruning experiments", explains how small changes can lead to meaningful impact, and offers a hopeful framework for creating calmer, more focused schools.
Whether you're a teacher, school leader or someone passionate about education, this conversation will challenge the way you think about improvement, workload and impact.
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In this episode, you'll learn:
Why adding more isn't always the path to greater impact.
How to escape the "additive trap" that keeps schools overloaded.
Why small "pruning experiments" are more effective than dramatic change.
How strategic subtraction can create greater clarity, focus and sustainable impact.
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Chapter Markers:
00:00 Welcome and introducing Simon Breakspear
01:30 The story behind The Pruning Principle
04:30 What is strategic subtraction?
06:30 Why more isn't always better
11:00 The beliefs that keep educators adding more
16:20 Pruning experiments and making change feel possible
24:20 Thinking in trade-offs, not just additions
29:00 Pace, priorities and calm progress
35:20 Practical ways schools can strategically subtract
42:00 Sustainable impact starts with less, not more
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Reflection prompts:
This conversation got me thinking about...
The "additive trap" shows up in my work when...
I will give myself permission to...
A small deliberate action I will take is...
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Episode 169 Shownotes - Click here
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Dr Simon Breakspear Website | LinkedIn | Books
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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Your Questions Answered:
What is strategic subtraction in education?
Strategic subtraction is the deliberate practice of reducing, removing or simplifying work so that educators can focus on what matters most. Rather than assuming every challenge requires another initiative, meeting or program, strategic subtraction encourages schools to regularly review existing commitments and ask whether they are still creating meaningful value.
As Dr Simon Breakspear explains, improvement doesn't only come from adding more. Sometimes the greatest gains come from creating space, redirecting limited time and energy, and giving people the capacity to do fewer things better. Strategic subtraction is about making intentional choices that support both sustainable impact and staff wellbeing.

Why is strategic subtraction important for school improvement?
Over time, schools naturally accumulate new initiatives, responsibilities and expectations. Each one is usually introduced with good intentions, but very few are ever removed. This "additive trap" can leave teachers and school leaders feeling overwhelmed, while making it harder to embed the practices that have the greatest impact on student learning.
Strategic subtraction helps schools move from reacting to every new demand to deliberately prioritising what matters most. By regularly reviewing systems, meetings, programs and processes, leaders can create greater clarity, reduce unnecessary complexity and ensure staff energy is invested where it will make the biggest difference for students, colleagues and the wider school community.

How can educators begin practising strategic subtraction?
Strategic subtraction doesn't require dramatic change. In fact, Simon recommends starting with small "pruning experiments" that feel manageable and reversible. This might involve shortening a recurring meeting, simplifying an assessment process, reducing unnecessary email communication or pausing a low-impact initiative for a set period to evaluate its effectiveness.
Approaching subtraction as an experiment encourages curiosity rather than defensiveness. It allows individuals and teams to test new ways of working, reflect on the impact and make informed decisions about what should continue. Over time, these small, deliberate changes can create more focus, calmer schools and a more sustainable way of working.
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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

"It's definitely not a destination. It's a journey." - Megan Corcoran
Who supports the people who support everyone else?
Meg Durham speaks with educator, former school leader and trauma-informed education specialist Megan Corcoran about her new book, Beyond Survival Mode: Thriving as a Trauma-Informed Professional.
Together, they explore what survival mode really is, what it means to be a trauma-informed educator, and why sustainable trauma-informed practice starts with caring for the adults doing the supporting.
Megan shares practical strategies to help educators stay connected to students without carrying responsibility for fixing everything, understand their nervous system, recognise their own limits and prevent teacher burnout.
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In this episode, you'll learn:
What survival mode is and why it is so common in schools
What it means to be a trauma-informed educator
Common misunderstandings about trauma-informed education
How to support students without carrying responsibility for fixing everything
Practical strategies to prevent teacher burnout
The role of the nervous system in educator wellbeing
How to create trauma-informed schools that support both students and staff
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Chapter Markers:
00:00 Welcome
01:06 Why Megan wrote Beyond Survival Mode
04:11 Understanding survival mode
06:37 What it really means to be trauma-informed
13:10 Common misconceptions about trauma-informed education
22:08 Caring deeply without carrying everything
29:15 Recognising your own limits
36:18 Understanding your nervous system
41:30 Creating schools that care for students and staff
43:47 Unconditional positive regard
46:06 Final thoughts
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Reflection prompts:
I have started to notice…
I know I'm moving into survival mode when…
One belief about caring for others I'm ready to let go of is…
I give myself permission to...
A deliberate action I'll take this week is…
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Episode 168 Shownotes - Click here
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Megan Corcoran  Website | LinkedIn | Instagram
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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Your Questions Answered:
What is survival mode?
Survival mode is a state where your brain and body become focused on getting through the day rather than thinking creatively, planning ahead or responding calmly. When we experience ongoing stress, emotional demands or trauma exposure, our nervous system prioritises safety and protection. This can leave educators feeling overwhelmed, emotionally exhausted and stuck in a cycle of simply coping rather than thriving.
In this episode, educator and trauma-informed specialist Megan Corcoran explains why survival mode is common in schools and why recognising it is the first step towards sustainable wellbeing. We discuss how understanding survival mode can help teachers, school leaders and education support staff care for themselves while continuing to provide high quality support for students.

What does it mean to be trauma-informed?
Being trauma-informed means recognising that trauma and adversity can influence behaviour, learning, relationships and wellbeing. Rather than asking, "What's wrong with this student?", trauma-informed educators learn to ask, "What might this student need?" They create learning environments that foster safety, connection, predictability and belonging while reducing the risk of causing further harm.
In this conversation, Megan Corcoran shares why trauma-informed education is much more than understanding students. It also involves understanding ourselves, our colleagues and the impact emotionally demanding work can have on educators. Trauma-informed practice is an ongoing process of learning, reflecting and adapting rather than a destination or a one-off professional learning session.
How can educators support others without burning out?
Preventing teacher burnout begins with recognising that caring for others does not mean carrying responsibility for everything. Sustainable wellbeing for educators comes from understanding our nervous system, recognising our limits, setting healthy boundaries and knowing when to ask for support. Supporting students is a shared responsibility across families, colleagues, leaders and the wider community.
In this episode, Megan introduces the powerful idea that education is a relay rather than a marathon. We each carry the baton for our part of the journey before passing it on to others. This shift in mindset helps educators, school leaders and helping professionals continue making a meaningful difference without sacrificing their own wellbeing.
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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“What we carry each day might not change, but the way we carry it can.” - Dr Libby (PhD)
What are you carrying that no one else can see?
In this episode of The School of Wellbeing podcast, Meg Durham is joined by Dr Libby (PhD) to explore The Invisible Load: A Guide to Overcoming Stress and Overwhelm.
Together, they unpack the hidden weight many people carry each day. The thoughts, responsibilities, expectations and emotional load that often go unseen but have a significant impact on energy, wellbeing and how people show up.
They explore why stress is not just about what is happening externally, but how it is interpreted and responded to. The conversation highlights the pressure many feel to be seen as capable, kind and responsible, and how this can quietly add to the load they carry. Dr Libby also shares practical ways to begin to lighten that load through awareness, small shifts and self-understanding.
This conversation will feel close to home for many people working in education because so much of the role is invisible. The emotional labour, the decision making and the constant care for others.
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Chapter Markers:
00:00 What is the invisible load?
04:30 Why we create stress and how perception shapes our experience
10:00 The pressure to be seen as capable, kind and responsible
18:00 Why we say yes when we mean no
25:00 The invisible load in the body, energy and nutrition
33:00 Forward words and hidden expectations
41:00 Lightening the load and shifting how we carry it
48:00 What changes when the load feels lighter
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Reflection Prompts:
I am doing my best to juggle…
One invisible rule I am living by is…
I will give myself permission to...
Right now, I need…
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Episode 167 Shownotes - Click here
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Dr Libby - Website | LinkedIn | Book | Instagram
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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Your Questions Answered:
What invisible load do educators carry?
The invisible load educators carry is the mental, emotional and physical weight that sits behind the visible work of teaching. It includes the constant thinking, planning, anticipating and decision making, alongside the emotional labour of supporting students, managing behaviour, communicating with families and caring deeply about outcomes.
It also includes what happens beneath the surface. The pressure to be seen as capable and in control, the responsibility of holding multiple needs at once, and the quiet worries that follow educators beyond the classroom. For many, it is not just the workload, but the ongoing sense of responsibility and care that makes the load feel heavy.
What makes this load particularly significant is that much of it goes unseen and unspoken, yet it shapes energy, wellbeing and how educators show up each day.
Why do educators feel overwhelmed even when things look manageable?
Overwhelm in education is not just about what is happening in the classroom, but how it is being carried internally. Educators are constantly thinking ahead, making decisions, managing behaviour and holding the needs of many students at once. Even on days that look “fine” from the outside, there is often a significant mental and emotional load running in the background.
There is also an added layer of internal pressure. The desire to be seen as capable, caring and in control, to meet expectations, and to not let others down. Over time, this can keep educators in a heightened state of stress, where the body and mind rarely get the chance to fully switch off, even when there is no immediate crisis.
How can educators start to lighten the invisible load?
For educators, lightening the invisible load begins with noticing what is being carried beyond the visible work. The thinking after hours, the emotional weight of student needs, the pressure to respond, prepare and stay on top of everything. Simply naming this can be a powerful first step.
From there, it’s about small, realistic shifts within the school day. This might look like taking time to eat lunch, setting limits around what is taken home, or pausing before saying yes to one more request. It can also involve questioning the internal pressure to be everything for everyone and recognising that capacity is not unlimited.
Often, it’s not about doing less, but about carrying the work differently. Bringing awareness to what is yours to hold, what can be shared, and where you can better support your own energy so you can continue to show up in a sustainable way.
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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **