Wrapping up season 1 with gratitude, and some key takeaways. Stay tuned for Season 2 and some more great conversations in early 2027.

Today's scenario:

A Grade 4 student, Alice's parents request an urgent meeting with the school. They are distressed, reporting that she has explosive outbursts every afternoon at home, refuses to eat, and cries for hours on Sunday nights. Her teacher and wellbeing coordinator are baffled, observing that she is always calm and controlled within the school environment. The parents leave the meeting feeling gaslit and upset.

GUEST: Melinda Kelly (Psychologist / Lecturer)

Further relevant reading: https://www.futuretechaustralia.org/post/why-neurodiversity-affirming-care-is-essential-for-inclusive-schools

Today's scenario:

Leo is a Year 8 student who frequently gets into trouble during the first ten minutes of Period 3, which immediately follows recess. Teachers report that Leo is disruptive, refuses to sit down, argues about seating plans, and is often overtly defiant when asked to take out his laptop. He is rapidly accumulating behavioural infractions.

GUEST: Melinda Kelly (Psychologist / Lecturer)

Further relevant reading: https://journals.uclpress.co.uk/lre/article/pubid/LRE-24-6/print/

Today's scenario:

Kaylee, a 12-year-old Year 7 student transitioning into high school, has missed nearly six weeks of class across Terms 1 and 2. What began as frequent morning stomach aches and headaches has spiralled into full-blown panic attacks whenever she attempts to get ready for school. Her parents are exhausted and stressed, and the situation is also impacting their work commitments.

GUEST: Michael Cameron (Adolescent Health & Wellbeing / Melbourne university)

Further relevant reading: https://www.simplypsychology.org/mary-ainsworth.html

Today's scenario:

Jordan, a 15-year-old Year 10 student, has become increasingly isolated over the winter terms. During a group assignment in English, a classmate notices what appear to be fresh, deliberate cuts on Jordan’s wrist. Overwhelmed and worried, the classmate approaches a trusted staff member during lunchtime to report what they saw.

GUEST: Michael Cameron (Adolescent Health & Wellbeing / Melbourne university)

Further relevant reading: https://aifs.gov.au/growing-australia/all-research/research-snapshots/self-injury-among-adolescents

Today's scenario:

It's the end of the school day. A disagreement between Year 7 students escalates rapidly when Campbell shoves another student, Phillp against a locker. Phillip responds by swinging a school bag, hitting Campbell in the shoulder, and a grappling match ensues. A crowd of other Year 7 students gathers, some filming on their phones, while others are shouting encouragement. A staff member eventually intervenes and settles the situation.

GUEST: Shane Nankervis (Teacher / Pastoral Care Leader)

Further relevant reading: https://www.edutopia.org/article/role-emotion-co-regulation-discipline/

Today's Scenario:

Chloe, a 14-year-old in Year 9, has become withdrawn and often cries privately during class. She frequently reports to staff that classmates are gossiping about her, laughing at her clothes, and intentionally excluding her from group chats and lunchtime activities. While staff observations suggest that typical peer-group dynamics may be taking place, Chloe interprets these actions as targeted, malicious, and constant. She has started avoiding school because of the intense emotional distress this perception causes.

GUEST: Shane Nankervis (Teacher / Pastoral Care Leader)

Further relevant reading: https://www.teachermagazine.com/au_en/articles/school-bullying-victims-perceptions-of-perpetrators

Today's Scenario:

A teacher in an upper primary specialist environment is being challenged by a class dynamic where one student’s sensory-seeking behaviour (loud vocalizations and tactile grabbing) inadvertently distresses a peer who is sensory-avoidant. The teacher is concerned about potential conflict that might arise.

GUEST: Charlotte Peverett (Assistant Principal)

Further Reading: 'A Model for Classroom-based Intervention for Children with Sensory Processing Differences' https://files.eric.ed.gov/fulltext/EJ1196698.pdf