Between Two Psychs with Dr Adam McCartney and Mike Lane

In this episode of Between Two Psychs, we’re joined by paediatric neurologist and author Dr. Andrew Curran to explore what the science of the brain can teach us about learning, relationships and emotional connection in education.
Dr. Andrew shares insights from decades of studying the neurobiology of learning, explaining how the brain forms connections between nerve cells and why those connections depend heavily on emotional engagement.
One of the central ideas in this conversation is that learning is not driven purely by intellectual processes. Instead, it is deeply influenced by the emotional brain.
When students feel safe, understood and connected to the person teaching them, the brain becomes biologically primed to learn.
We also explore the role of dopamine in forming new neural connections and how emotional relationships in the classroom can activate the systems that allow learning to happen.
Dr. Andrew explains why the connection between teacher and student is not simply helpful it is central to how the brain processes and stores knowledge.
The conversation also touches on the impact of trauma, stress, and attachment on both students and educators. These experiences can shape the patterns stored in the brain and influence behaviour, learning and emotional responses in the classroom.
A powerful metaphor discussed in the episode is the idea of “facing the tiger,” representing the internal emotional patterns we all carry from earlier experiences.
Understanding and reflecting on these patterns can help educators become more aware of what they bring into the classroom and how it affects the learning environment.
When classrooms are built on trust, safety and understanding, they create the conditions where both students and staff can thrive.
In This Episode, We Discuss
How learning happens at the level of neural connections in the brain
Why emotional relationships are central to effective learning
Why relational approaches in education support both learning and wellbeing
Why This Episode Matters
Education is often discussed in terms of curriculum, assessment and performance.
Understanding how the brain forms connections helps us see why trust, safety and emotional engagement are not optional extras in education they are the foundation that learning is built upon.
When schools create environments where both students and staff feel understood and supported, the conditions for meaningful learning become possible.
Connect with Dr. Andrew Curran (Guest)
LinkedIn: Andrew Curran
Connect with Mike LaneWebsite: ridgewaypsychology.co.uk
LinkedIn: Michael Lane
Connect with Mike LaneInstagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney

In this episode of Between Two Psychs, we explore a key question emerging from the S.E.N.D White Paper:
Is creating more S.E.N.D places enough, or are we overlooking the workforce needed to support them?
While significant funding has been announced to expand provision, we reflect on whether enough attention is being given to developing the professionals who make inclusion work in practice.
Schools may gain more places, but without confident and supported staff, the pressure on the system could simply increase.
A central theme in our conversation is capacity versus demand.
We discuss the difference between sufficiency planning and workforce development and why focusing only on infrastructure risks missing the bigger picture.
Inclusion is not just about creating space in the system it depends on skilled teachers, strong leadership, and collaborative professional support.
We also explore how the role of educational psychologists may evolve.
Rather than relying solely on traditional assessment models, we highlight the value of consultative approaches that help teachers understand the child’s perspective and build solutions together.
This kind of work focuses on empowerment, helping school staff develop confidence and insight in their everyday practice.
In This Episode, We Discuss:
The difference between creating S.E.N.D places and
developing the workforce
Why capacity in the system matters as much as provision
The role of consultation in empowering teachers
Pressures facing schools and leadership teams
Why inclusion requires whole-system thinking
Why This Episode Matters
The S.E.N.D system is at a turning point.
The direction of reform suggests a move toward greater inclusion and belonging in schools, but the success of that vision will depend on how well professionals are supported to deliver it.
Ultimately, meaningful reform is not just about expanding provision it’s about strengthening the people and systems that support children every day.
Connect with Mike Lane
Website: ridgewaypsychology.co.uk
LinkedIn: Michael Lane
Connect with Me
Instagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney

In this episode of Between Two Psychs, we explore a key question emerging from the S.E.N.D White Paper:
Is creating more S.E.N.D places enough, or are we overlooking the workforce needed to support them?
While significant funding has been announced to expand provision, we reflect on whether enough attention is being given to developing the professionals who make inclusion work in practice.
Schools may gain more places, but without confident and supported staff, the pressure on the system could simply increase.
A central theme in our conversation is capacity versus demand.
We discuss the difference between sufficiency planning and workforce development, and why focusing only on infrastructure risks missing the bigger picture.
Inclusion is not just about creating space in the system it depends on skilled teachers, strong leadership, and collaborative professional support.
We also explore how the role of educational psychologists may evolve.
Rather than relying solely on traditional assessment models, we highlight the value of consultative approaches that help teachers understand the child’s perspective and build solutions together.
This kind of work focuses on empowerment, helping school staff develop confidence and insight in their everyday practice.
In This Episode, We Discuss:
The difference between creating S.E.N.D places and
developing the workforce
Why capacity in the system matters as much as provision
The role of consultation in empowering teachers
Pressures facing schools and leadership teams
Why inclusion requires whole-system thinking
Why This Episode Matters
The S.E.N.D system is at a turning point.
The direction of reform suggests a move toward greater inclusion and belonging in schools, but the success of that vision will depend on how well professionals are supported to deliver it.
Ultimately, meaningful reform is not just about expanding provision it’s about strengthening the people and systems that support children every day.
Connect with Mike Lane
Website: ridgewaypsychology.co.uk
LinkedIn: Michael Lane
Connect with Me
Instagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney

In this episode of Between Two Psychs, we explore a growing and important area of understanding within education and psychology autism in girls.
Drawing directly from our reflections in practice, we talk about why this conversation feels relatively recent, and why so many girls have historically gone unseen. Much of what professionals were trained to recognise was based on more stereotypical presentations. In this episode, we challenge ourselves to look again.
A central theme in our discussion is masking.
We reflect on how many girls develop strong language skills and learn social scripts that help them blend in at school. On the surface, things can look settled and successful. Yet when we triangulate with home, a very different picture can emerge exhaustion, anxiety, emotional overwhelm and behaviours that seem to “appear” only outside of the classroom.
We explore the idea of cognitive demand not just academically, but socially and emotionally. For many girls, navigating friendships, reading social nuance and maintaining control in uncertain situations carries a significant invisible load.
In This Episode, We Discuss:
Why autism in girls is often missed in school settings
The role of masking and social scripting
Differences between school presentation and home presentation
How imaginative play can appear typical while still being repetitive underneath
The cumulative cognitive and emotional demand girls may be managing
We also move into practical support.
We talk about the importance of triangulation between school and home, noticing subtle patterns in play and interaction, and strengthening identity rather than focusing solely on social correction.
Practical approaches discussed include:
Lego therapy to develop perspective-taking
Social stories and comic strip conversations
Emotional intelligence interventions such as The Transporters
The homunculi (CBT-based avatar) approach
Regular strengths-based reflections using “I noticed…” language
A key message we return to is simple:
Autistic practice is good practice.
When we prioritise communication, emotional literacy, predictability and identity, we improve outcomes not only for autistic girls, but for all children.
Why This Episode Matters
If we only look for loud or stereotypical presentations, we risk missing girls who are quietly coping until they can no longer sustain it.
This episode encourages us to look beneath the surface, to question assumptions and to recognise that behaviour is often a strategy for managing uncertainty and demand.
Understanding autism in girls requires curiosity, reflection and collaboration and this conversation is part of that ongoing shift.
Connect with Mike Lane
Website: ridgewaypsychology.co.uk
LinkedIn: Michael Lane
Connect with Me
Instagram: @dradammcartney
Website: dradammccartney.com
YouTube: @Dr.AdamMcCartney

In this episode of Between Two Psychs, we respond to the newly published SEND White Paper and ask a question we don’t think is being asked clearly enough:
If supervision isn’t part of the reform, are we simply increasing pressure on schools without increasing support?
We explore the emphasis on inclusion, the proposed “expert at hand” approach, and the acknowledgement that many teachers do not feel confident supporting pupils with S.E.ND. Drawing on our combined experience and Gillian’s research into emotional wellbeing and teacher retention we reflect on what this reform could mean in practice.
In This Episode, We Discuss
Whether supervision is the missing ingredient in meaningful SEND reform
The emotional load teachers carry daily and how reform could intensify that pressure
Why training alone rarely leads to sustained practice change
What psychological safety actually looks like for teachers and TAs
How relationships drive inclusion before behaviour systems or attainment measures
The risk of inclusion bases becoming seclusion spaces without relational work
The importance of empowerment, consultation and clarity of role across a school system
Why This Episode Matters
We all recognise that the S.E.N.D system is under strain. Reform is needed. But reform without clarity, containment, and relational safety risks repeating familiar patterns under new language.
I believe that if we want confident teachers, we must create spaces where they feel safe to reflect, question, and grow. Supporting children with S.E.N.D starts with supporting the adults around them.
This episode offers a grounded reflection hopeful where there is potential, cautious where experience tells us to pause and focused on what we can do now to strengthen schools from within.
Read the full S.E.N.D white paper here>> Supervision in Education Quality Standards Framework pdf
Connect with Gillian Airey Goodwin (Guest)
LinkedIn: Gillian Airey GoodwinInstagram: @gillianaireygoodwin
Connect with Mike Lane
Website: ridgewaypsychology.co.uk
LinkedIn: Michael LaneConnect with Me
Instagram: @dradammcartney
Website: dradammccartney.com
YouTube: @Dr.AdamMcCartney⁠