Another Q&A and this one has some genuine heat in it. From tokenistic wellbeing initiatives to a behaviour incident that left an entire class questioning whether anything actually matters, Dylan and Hayden do not hold back.

In this episode:

🍌 The free fruit and shout-out wall problem -- a wellbeing lead is rolling out initiatives that everyone knows are not addressing the actual issues. Is it ungrateful to say so out loud? Dylan and Hayden think not, and explain why performative wellbeing can actually make things worse.

🤬 Told to f* off, back in class within thirty minutes** -- a Year 8 student swears directly at a teacher, gets sent to inclusion, and returns grinning half an hour later. What message does that send to every other student in the room? And why are so many schools pretending this approach is working?

🏛️ If you were education secretary, what changes first? -- both Dylan and Hayden take a proper shot at this. No vague answers, no sitting on the fence.

👨‍👩‍👧 The parent who still does not get it -- months of careful conversations, then more direct ones, and still no real understanding of how far behind their child is. What are the options when every approach seems to bounce off?

📖 Can you actually teach reading for pleasure? -- or does labelling it that immediately kill any chance of it being pleasurable? A really honest conversation about what the phrase actually means and whether it helps children or just makes teachers feel better for saying it.

🧠 Is memorising facts still worth anything? -- a listener pushes back on a recent video and asks where the line is. Does having every piece of information at your fingertips mean rote learning is genuinely pointless now, or is there still a real case for children holding knowledge in their heads?

Whether you are a class teacher, TA, HLTA, or school leader, if you work in primary or secondary education, this one is for you.

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