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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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- 3 days ago38 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
- 2 weeks ago43 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
- May 18, 202643 min
Daniela Falecki: Staff Wellbeing 2.0 & From Good Intentions To Real Change | Episode 165
“We’re all in the same storm, just in different boats.” Daniela FaleckiSo much has changed in how we understand staff wellbeing in schools, and with that, the way we approach it is evolving, inviting us to notice what is shaping our experience of work each day. Through the layers of the me, the we and the us, we begin to see that staff wellbeing is shaped within us, between us and around us.In this conversation, Meg Durham and Daniela Falecki explore how the conversation around staff wellbeing has evolved over the past decade, reflecting on where we started, what we may have misunderstood, and what we are now seeing with greater clarity.Together they talk about where we get stuck, the pull towards blame, and the importance of quality conversations because when we shift how we talk about staff wellbeing, we begin to shift what becomes possible.This isn’t a conversation about doing more.It’s an invitation to think differently about the work itself, so staff wellbeing feels more manageable, more meaningful and more sustainable for all.----Chapter Markers:00:00 Welcome02:00 Where staff wellbeing began05:30 Why this didn’t start with COVID08:00 Misunderstandings about staff wellbeing12:30 The shift in how we think about it20:00 The me, the we and the us27:00 Why feeling valued matters34:00 What actually helps40:00 Systems, language and clarity48:00 Final reflections----Reflection Prompts:I’m beginning to see…One conversation I could approach differently is…A deliberate action I can take is...I will give permission for others to...----Episode 166 Shownotes - Click here----Daniela Falecki - Website | LinkedIn | Instagram | Facebook----Meg Durham - Website | LinkedIn | InstagramWeekly Newsletter - Subscribe hereSpeaker Booking - Complete the booking form to start the conversation.----Your Questions Answered:What is staff wellbeing in schools and why does it matter?Staff wellbeing in schools refers to the overall psychological, emotional and professional experience of educators at work. It is shaped by individual factors like mindset and energy, relational factors like team culture and leadership, and systemic factors such as workload, clarity and workplace design. Staff wellbeing matters because it directly impacts teacher retention, performance, collaboration and ultimately student outcomes. When staff feel supported and able to do their job well, the entire school community benefits.Why don’t traditional wellbeing initiatives improve teacher wellbeing long term?Traditional wellbeing initiatives like morning teas, wellbeing weeks or one-off workshops can create moments of connection and care, but they rarely change the day-to-day experience of work. These approaches often focus on helping individuals cope, rather than addressing the underlying conditions such as workload, unclear expectations, limited autonomy or lack of recognition. Sustainable improvements in teacher wellbeing come from looking at how work is structured, led and experienced, not just what is added on top of it.What are the most effective ways to improve staff wellbeing in schools?The most effective approaches to staff wellbeing focus on three interconnected layers: the individual, the team and the system. At the individual level, building self-awareness and emotional regulation supports how people respond to challenges. At the team level, strong relationships, clear communication and a sense of belonging are essential. At the system level, clarity, realistic expectations, supportive leadership and manageable workload create the conditions for staff to thrive. When these layers are aligned, staff wellbeing becomes more sustainable and embedded in everyday practice.----** The School of Wellbeing Podcast
- Apr 30, 202647 min
Susan McLean: Staff Online Safety & How To Better Protect Teachers and School Leaders | Episode 164
“Investigations take time. Reputational damage is instant.” - Susan McLean What’s happening to school staff online? In this episode, Susan McLean shares about the growing reality of online risk for teachers and school leaders. From targeted harassment and aggressive parent communication, to being named and discussed in community forums, and the rise of AI generated content and deep fakes, the nature of working in schools is changing. This conversation explores what staff are facing, the impact on wellbeing and safety, where behaviour crosses into reportable or criminal activity, and what systems, schools and individuals can do to better protect themselves. This informative episode is for teachers, school leaders and anyone working in schools who wants to better understand the online risks they will face and how to better prtect themselves. ---- Chapter Markers: 00:00 Introduction and why this matters 03:30 The changing digital landscape 07:00 What staff are facing online 10:00 Why this feels so personal 16:00 Impact on wellbeing and safety 21:00 Supporting staff 26:00 Behaviour, boundaries and consequences 34:00 System level responsibility 36:45 What schools can do 38:45 Individual protection strategies 42:30 Crisis management 45:20 Practical online safety advice 51:00 Final reflections ---- Reflection Prompts: If I was targeted online, I could talk to... One risk that stands out is… One thing we could do differently is… To better protect myself, I could… ---- Episode 164 Shownotes - Click here ---- Susan McLean Website | LinkedIn | Facebook ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Booking - Complete the booking form to start the conversation. ---- Your Questions Answered: Q: What are the main online risks for school staff? A: School staff are increasingly facing targeted harassment, being named and discussed publicly, aggressive communication from parents, and the rise of AI generated content such as deep fakes. These risks are often personal, public and can escalate quickly. Q: When does online behaviour become a reportable issue? A: Online behaviour becomes reportable when it is targeted, threatening, defamatory or involves harmful content such as manipulated images or videos. At this point, schools may need to involve legal advisors or police rather than managing it informally. Q: How can teachers and schools protect themselves online? A: Protection involves clear and enforced policies at a school level, strong support systems for staff, and individual actions such as securing social media accounts, maintaining professional boundaries, and being aware of how content is shared and used online.
- Apr 16, 202641 min
Maria Ruberto: Sleep Matters & Why Big-Hearted Educators Struggle To Switch Off | Episode 163
“What we do during the day is carried into the night time.” Maria Ruberto In this episode, Meg Durham speaks with Maria Ruberto about the neuroscience of sleep and why so many big-hearted educators and school leaders feel exhausted yet unable to switch off at night. They explore what is happening in the brain when hyperarousal overrides sleep pressure, why the emotional labour of teaching lingers long after the bell rings, and how common myths about productivity quietly undermine rest. Maria explains the brain’s nightly cleaning system, the role of REM sleep in emotional processing, and why sleep is not simply recovery time, but a biological process that builds cognitive clarity, emotional regulation and long-term brain health. For teachers and school leaders navigating constant responsibility, this conversation reframes sleep as a professional advantage rather than a personal indulgence. ---- Chapter Markers: 02:00 Why educators’ nervous systems stay “on” all day 08:30 Hyperarousal and the tired-but-wired experience 15:40 Common myths about sleep and productivity 23:00 The brain’s nightly cleaning system explained 29:30 REM sleep, memory consolidation and emotional processing 35:10 Practical strategies to reduce rumination at night 44:00 Small daily habits that improve sleep quality ---- Reflection Prompts: My relationship with sleep is... When I crawl into bed, my mind tends to… One conversation or moment that is still sitting with me is… If I gave myself permission to wind down earlier, I would… ---- Episode 163 Shownotes - Click here ---- Maria Ruberto Website | LinkedIn | Instagram ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Booking - Complete the booking form to start the conversation. ---- Your Questions Answered: Why do teachers feel tired but wired at night? Teachers experience sustained cognitive load and emotional labour throughout the day. From scanning for behavioural risks to regulating student emotions and making rapid decisions, the nervous system remains activated for extended periods. When bedtime arrives, sleep pressure may be high, meaning the body feels physically exhausted. However, the brain may still be in a state of hyperarousal. Hyperarousal occurs when the nervous system perceives unresolved tasks, emotional intensity or potential threats. In this state, stress hormones remain elevated, making it difficult to fall asleep even when fatigue is present. This explains the common “tired but wired” experience reported by educators. What does sleep actually do for the brain? Sleep is an active biological process essential for cognitive performance, emotional regulation and long-term brain health. During non-REM sleep, the brain undergoes a cleansing process that clears metabolic waste and neural debris accumulated throughout the day. This process supports memory, attention and mental clarity. During REM sleep, the brain consolidates learning, reorganises memory networks and processes emotional experiences. Reduced or fragmented sleep interrupts these restorative cycles, leading to impaired decision-making, increased emotional reactivity and reduced professional capacity. Why should educators take sleep more seriously as a profession? Sleep directly influences attention, working memory, emotional regulation and decision-making — all essential capacities for effective teaching and leadership. Chronic sleep restriction reduces cognitive sharpness, increases irritability and raises th
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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