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The School of Wellbeing with Meg Durham: Daily Summaries Delivered
by Meg Durham
This podcast is for teachers and school leaders who are ready to move beyond survival and thrive by design. Join wellbeing speaker and teacher wellbeing specialist Meg Durham for real and heartfelt conversations with experienced educators and wellbeing thought leaders. Discover practical ways to navigate the relentless demands of school life and move forward with more courage, compassion and confidence.
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- 2 weeks ago39 min
Meg Durham: Finishing Strong, Closing One Chapter & Beginning Another | Episode 173
“I really crave that sense of belonging and being with colleagues again.” - Meg DurhamHow do you know when it’s time to close one chapter and begin another?After 13 years in business, more than 300 schools and 173 podcast episodes, Meg Durham is closing an incredibly meaningful chapter of her life.In this final episode of The School of Wellbeing, the tables are turned as psychologist, author and longtime friend of the podcast Dr Rebecca Ray joins Meg to reflect on the journey that began by accident and grew into a career dedicated to supporting the wellbeing of big-hearted school staff across the globe.Together, they look back on the people, experiences and opportunities that have shaped Meg’s work, the lessons she has learned from working with thousands of educators, and the evolution of her thinking about wellbeing, education and what it means to do meaningful work.Meg also shares how she knew it was time for a change, why she has made the decision to return to teaching, and what she is looking forward to as she steps away from running her own business and into a new chapter within schools.This is a conversation about endings, beginnings, trusting yourself when you know it’s time for change, and the gratitude that comes from looking back at work that has mattered deeply.----In this episode, you'll learn:What working with more than 300 schools has taught Meg about educators and wellbeing.How Meg’s understanding of wellbeing has evolved over the years.How Meg knew it was time to bring this chapter to a close.Why Meg has decided to return to teaching and working within schools.What Meg is looking forward to in this next chapter.And so much more...----Chapter Markers:02:50 How The School of Wellbeing began09:40 What Meg is most proud of12:10 How the work changed Meg22:40 Saying goodbye to the podcast community25:10 What 13 years of working with educators has taught Meg27:35 How Meg knew it was time for a change32:00 Craving community, connection and belonging35:10 Why Meg is returning to teaching45:20 What Meg is most looking forward to46:30 Looking back and looking ahead----Reflection prompts:I am most grateful for...I want to invest my precious time and energy into...My next chapter looks like...The deliberate action I will take after listening to this episode is...----Episode 173 Show Notes – Click here.----Dr Rebecca Ray – Website | LinkedIn | Instagram----Meg Durham – Website | LinkedIn | Instagram---Your Questions Answered:Why is Meg Durham ending The School of Wellbeing podcast?After 173 episodes, Meg has decided the time is right to bring The School of Wellbeing podcast to a close as part of a broader transition away from running her own wellbeing and speaking business. After 13 years, Meg feels ready for a new chapter and is returning to working within schools.How did Meg know it was time for a change?There wasn’t one defining moment. Instead, Meg describes the decision as a “slow reveal”, with a growing sense that her life was changing and a new chapter was coming.Why is Meg returning to teaching?Meg is looking forward to returning to the everyday rhythm of school life, being part of a team and contributing directly to a school community. After years of working across hundreds of schools, she is excited to bring what she has learned back into the classroom and experience education from within a school again.What has Meg learned from working with more than 300 schools?Across 13 years of working with educators and school communities, Meg has seen the extraordinary care, commitment and generosity that educators bring to their work. She has also learned that even the most big-hearted humans need to consider the cost of continually giving more.What is Meg’s final message to listeners?“You are enough, you are doing enough and I’m cheering you on.” Meg Durham----The School of Wellbein
- 4 weeks ago33 min
Dr Leon Furze: AI In Education & Practical Insights for School Staff | Episode 172
"The heart of education remains unchanged. The relationships we build, the questions we ask, the critical thinking we nurture, and the care we show our students remain at the heart of great education." Dr Leon FurzeArtificial intelligence is transforming education at an extraordinary pace. But alongside the excitement comes uncertainty. How does AI actually work? What are its limitations? How can educators use it ethically, thoughtfully and without losing sight of what matters most?In this episode, Meg Durham is joined by educator, author and AI specialist Dr Leon Furze. Together, they unpack how AI works, the opportunities it presents for teachers and students, the ethical considerations schools need to navigate, and why educators don't need to have all the answers to begin engaging with this technology.Throughout the conversation, Dr Furze encourages us to move beyond seeing AI as simply an advanced search engine and instead understand its broader capabilities. He also explores how AI can support inclusion, reduce workload and improve accessibility, while reminding us that the future of education will always be shaped by relationships, professional judgement and human connection.Whether you're feeling curious, cautious or completely overwhelmed by AI, this episode will help you better understand the technology, think more critically about its role in schools, and feel more confident navigating the future of education.----In this episode, you'll learn:How AI actually works and what large language models do.The limitations, risks and ethical considerations of AI in education.The biggest opportunities AI presents for teachers, students and school leaders.How AI can support inclusion and assistive technology for diverse learners.Practical ways educators can become more confident and skilled in using AI.What the future of AI in education may look like, and what schools should be preparing for now.And so much more...----Chapter Markers:02:30 What AI is and how it actually works06:00 The limitations, bias and ethical challenges of AI09:20 The biggest concerns educators have about AI13:00 Helping students, staff and parents navigate AI17:30 The opportunities AI presents for education18:00 AI as assistive technology and supporting inclusion23:20 How educators can become more confident using AI30:10 The risks of moving too quickly with AI32:50 The future of AI in education37:40 What every educator should keep in mind----Reflection prompts:I would like to learn more about...One way AI could genuinely support my work is...One conversation my school needs to have about AI is...One deliberate action I will take after listening to this episode is...----Episode 172 Show Notes – Click here.----Dr Leon Furze – Website | LinkedIn | Practical AI Strategies 2: The Critical Guide to GenAI in Education----Meg Durham – Website | LinkedIn | InstagramWeekly Newsletter – Subscribe hereSpeaker Booking – Complete the booking form to start the conversation.----Your Questions Answered:How does AI actually work?Dr Leon Furze explains that AI models learn patterns from enormous datasets rather than thinking or understanding information in the way humans do. Large language models are trained on trillions of words, enabling them to predict and generate text, images, audio and code based on the patterns they have learned.What are the limitations of AI?AI is not neutral. Dr Furze discusses important limitations including bias in training data, environmental impacts, copyright concerns, privacy considerations and the influence of the companies that build these technologies. Understanding these limitations helps educators make more informed decisions about how and when to use AI.How can AI support teachers and students?One of AI's greatest opportunities lies in reducing workload and improving accessibility. Dr Furze shares how AI can support lesson planning, curriculum design and administrative task
- Aug 10, 202639 min
Prof Dawn Adams: Autism Insights & The Invisible Demands Of School Life | Episode 171
"I wish that educators knew how hard autistic students are working to be in your classroom." - Professor Dawn AdamsWhat 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.----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.----Chapter Markers:01:40 Why autistic students are working harder than we realise03:20 What is autism?07:00 How autism can present differently from one student to another16:10 Common myths and misconceptions about autism23:20 Understanding masking and what we might not see25:45 Autistic burnout and why it matters38:00 Practical strategies to better support autistic students43:50 What Professor Dawn Adams would like us all to keep in mind----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...----Episode 171 Shownotes – Click here----Proffesor Dawn Adams – Website | LinkedIn ----Meg Durham - Website | LinkedIn | InstagramWeekly Newsletter - Subscribe hereSpeaker Booking - Complete the booking form to start the conversation.----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
- Jul 27, 202638 min
Sue Chandler: Understanding Behaviour to Deepen Connection | Episode 170
"Perhaps one of the most powerful shifts we can make is moving from judgement to curiosity." Sue ChandlerWhat 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.----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.----Chapter Markers:01:00 Why Sue wrote The Relational School04:20 What is a relational mindset?07:00 How our assumptions shape behaviour conversations10:00 Understanding your biography of discipline13:00 The four ways of working through relationship challenges18:00 Accountability without damaging relationships21:30 Moving from judgement to curiosity28:00 The gap between expectations and escalation33:00 Practical conversation scripts that build trust40:30 Final reflections and key takeaways----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...----Episode 170 Shownotes – Click here----Sue Chandler – Website | LinkedIn | The Relational School: From Behaviour Management to Cultural Transformation----Meg Durham - Website | LinkedIn | InstagramWeekly Newsletter - Subscribe hereSpeaker Booking - Complete the booking form to start the conversation.----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 ass
- Jul 13, 202643 min
Dr Simon Breakspear: The Pruning Principle & Strategic Subtraction | Episode 169
"I care, I'm incredibly capable, so I strategically subtract." Simon BreakspearWhat 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.----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.----Chapter Markers:00:00 Welcome and introducing Simon Breakspear01:30 The story behind The Pruning Principle04:30 What is strategic subtraction?06:30 Why more isn't always better11:00 The beliefs that keep educators adding more16:20 Pruning experiments and making change feel possible24:20 Thinking in trade-offs, not just additions29:00 Pace, priorities and calm progress35:20 Practical ways schools can strategically subtract42:00 Sustainable impact starts with less, not more----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...----Episode 169 Shownotes - Click here----Dr Simon Breakspear Website | LinkedIn | Books----Meg Durham - Website | LinkedIn | InstagramWeekly Newsletter - Subscribe hereSpeaker Booking - Complete the booking form to start the conversation.----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
- Jun 29, 202642 min
Megan Corcoran: Beyond Survival Mode & Thriving As A Trauma-Informed Professional | Episode 168
"It's definitely not a destination. It's a journey." - Megan CorcoranWho 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.----In this episode, you'll learn:What survival mode is and why it is so common in schoolsWhat it means to be a trauma-informed educatorCommon misunderstandings about trauma-informed educationHow to support students without carrying responsibility for fixing everythingPractical strategies to prevent teacher burnoutThe role of the nervous system in educator wellbeingHow to create trauma-informed schools that support both students and staff----Chapter Markers:00:00 Welcome01:06 Why Megan wrote Beyond Survival Mode04:11 Understanding survival mode06:37 What it really means to be trauma-informed13:10 Common misconceptions about trauma-informed education22:08 Caring deeply without carrying everything29:15 Recognising your own limits36:18 Understanding your nervous system41:30 Creating schools that care for students and staff43:47 Unconditional positive regard46:06 Final thoughts----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…----Episode 168 Shownotes - Click here----Megan Corcoran Website | LinkedIn | Instagram----Meg Durham - Website | LinkedIn | InstagramWeekly Newsletter - Subscribe hereSpeaker Booking - Complete the booking form to start the conversation.----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, o
- Jun 15, 202640 min
Dr Libby (PhD): The Invisible Load & How To Carry It Differently | Episode 167
“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.----Chapter Markers:00:00 What is the invisible load?04:30 Why we create stress and how perception shapes our experience10:00 The pressure to be seen as capable, kind and responsible18:00 Why we say yes when we mean no25:00 The invisible load in the body, energy and nutrition33:00 Forward words and hidden expectations41:00 Lightening the load and shifting how we carry it48:00 What changes when the load feels lighter----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…----Episode 167 Shownotes - Click here----Dr Libby - Website | LinkedIn | Book | Instagram----Meg Durham - Website | LinkedIn | InstagramWeekly Newsletter - Subscribe hereSpeaker Booking - Complete the booking form to start the conversation.----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
- Jun 1, 202638 min
Janine Stratford: Strategic Thinking & What Got You Here Won't Get You There | Episode 166
“When we skip the thinking, we often create more work for ourselves.” Janine StratfordWhen was the last time you gave yourself time to think?In this episode, Meg Durham sits down with Janine Stratford, author of Leading for Tomorrow, Today: School Leadership with Purpose, Alignment and Lasting Impact, to explore the role of strategic thinking in the day-to-day reality of school life.This conversation moves beyond strategic plans and leadership meetings, focusing instead on the ability of individual educators to think strategically within the pace and pressure of everyday school environments.Together, they unpack the difference between fast, reactive thinking and slower, more considered thinking, and why the pressure to respond quickly can often lead to rework, frustration and unnecessary emotional load.----Chapter Markers:00:00 Introduction02:00 What sparked Janine’s work in strategic thinking05:00 The cost of quick decision-making07:00 What strategic thinking actually is10:00 Common myths about strategic thinking14:00 The benefits of thinking strategically21:00 Why leaders struggle to step back26:00 Creating space for strategic thinking36:00 What to do in your 20-minute thinking block42:00 Final reflections----Reflection Prompts:I notice that I tend to rush decisions when…One area of my work that could benefit from more strategic thinking is…If I created 20 minutes to think this week, I would focus on…----Episode 166 Shownotes - Click here----Janine Stratford - Website | LinkedIn | Book | Facebook----Meg Durham - Website | LinkedIn | InstagramWeekly Newsletter - Subscribe hereSpeaker Booking - Complete the booking form to start the conversation.----Your Questions Answered:What is strategic thinking in schools?Strategic thinking in schools is the ability for educators and leaders to step back from the day-to-day demands of teaching and leadership to gain perspective, identify priorities and make intentional decisions. It involves moving beyond reactive problem-solving and instead focusing on what will have the greatest long-term impact on students, staff and school culture. Importantly, strategic thinking is not limited to senior leadership or school planning processes. It is an everyday skill that individual educators can use to improve their practice, refine systems and make more purposeful choices in how they use their time and energy.Why is strategic thinking important for educators?Strategic thinking is essential for educators because it helps reduce overwhelm, improve decision-making and create greater clarity in a complex and fast-paced work environment. Without strategic thinking, educators can become stuck in reactive mode, constantly responding to immediate needs, which often leads to rework, inefficiency and increased emotional load. By thinking strategically, educators can prioritise what matters most, align their actions with their goals and use their time more effectively. This not only improves outcomes for students and teams but also supports teacher wellbeing by protecting time, energy and focus.How can teachers and school leaders think more strategically?Teachers and school leaders can develop strategic thinking by intentionally creating small, protected pockets of time to step away from the busyness of the school day and reflect on their work. This might involve setting aside 20 minutes to focus on one specific area for improvement, such as a classroom routine, communication process or team practice. During this time, the goal is to analyse what is working, identify what is not and consider more effective approaches. Over time, consistently engaging in this kind of focused thinking helps build clarity, strengthen decisio
About The School of Wellbeing with Meg Durham
This podcast is for teachers and school leaders who are ready to move beyond survival and thrive by design. Join wellbeing speaker and teacher wellbeing specialist Meg Durham for real and heartfelt conversations with experienced educators and wellbeing thought leaders. Discover practical ways to navigate the relentless demands of school life and move forward with more courage, compassion and confidence.
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