Mental Health First Aid in Wales
As License Holders of Mental Health First Aid in Wales our mission is to provide high quality evidence-based mental health information, training, education and services that are accessible and affordable to all. Our goal is to build resilience in individuals and reduce stigma in the community. Why is Training important? Training is essential to equip people with the tools, understanding and confidence to deal with all kinds of mental ill-health and wellbeing issues. Given the current climate in the UK surrounding mental health, the likelihood of encountering issues both personally, and professionally is almost guaranteed. Available Courses Include: • Adult and Youth Mental Health First Aid Wales • Mental Health First Aid Wales Instructor Training • ASIST, Applied Suicide Intervention Skills Training • MHA (Mental Health Awareness) as well as MHA for Managers • Stress Management • Debt and Suicide • Bespoke training courses developed upon request Training in Mind also hold the License to deliver Teen Mental Health First Aid in Wales, which will Pilot in early 2020. Mental Health First Aid Mental Health First Aid is an invaluable program which provides knowledge and resources to persons that are developing a mental health problem, experiencing a worsening of an existing mental health problem, or in a mental health crisis. The first aid is given until the appropriate professional help is received or the crisis resolves. The Adult and Youth Mental Health First Aid Wales courses are based on international MHFA Guidelines. The curriculum content is evidence-based, with the input of mental health professionals, researchers, and consumer advocates. Participants will gain improved knowledge of mental illnesses and their interventions, knowledge of appropriate first aid strategies and confidence to help individuals experiencing a mental health problem. Topics covered include: Developing mental health problems • Depression • Anxiety problems • Eating disorders • Psychosis • Substance use problems Mental health crises • Suicidal thoughts and behaviours • Non-suicidal self-injury • Panic attacks • Traumatic events • Severe psychotic states • Severe effects from alcohol or other drug use • Aggressive behaviours Testimonials Instructor Training – “This inspirational training has allowed me to train staff in my school in the essential YMHFA skills. The content is detailed and relevant to Wales and the young people we are working with. I felt empowered and ready to begin the training and well supported in all aspects of the preparation for my subsequent courses.” MHFA Wales, 2 day Course – “I would just like to express my sincere thanks to you… for the course last week, I found it very beneficial and I am sure it will assist me and give me a greater knowledge in dealing with mental health problems, should they arise when out and about on Duty. It will also be useful to have the knowledge and advice to pass onto others.” Contact Mental Health First Aid Wales on: Tel: 01495707360 Email: info@mhfawales.org Or enquire using our online form at: www.mhfa-wales.org/index.php?route=information/contact
How to tackle anxiety and mental health in school
What can schools do about the increasing issue of anxiety and other mental health issues that many children are now suffering from? This is an important question for all schools and educators. Beverly Smalley, Education Specialist at TTS Group, looks at ways teachers can recognise the issues at hand and what they can do to effectively support those suffering. In a recent survey of wellbeing by PISA (Programme for International Student Assessment) for children aged 15, the UK came 38th out of 48 countries in terms of how happy they felt. This shows the scale of the issue at hand – which begs the question: In our relatively affluent society, what is causing these problems? Why are young people so unhappy and why does it seem to be an increasing factor for this particular generation? Looking at the facts – there seem to be two major differences between now and the previous generation: social media and heightened school pressures. Social media The biggest and most obvious difference is the rise and absolute dominance of social media. This is almost certainly a factor in the mental health decline we are seeing. It can lead to anxiety in so many ways and with the rise of influencers, young people are constantly comparing themselves and everything they do with celebrities and their lavish lifestyle, leaving many feeling worthless. As social media platforms are available 24 hours a day, 365 days a year – it is almost impossible to get away from, with many only really switching off once they are asleep. School pressures In the UK, we test children from the minute they start school and assess them on an almost daily basis. Many young children are given excessive amounts of homework very early with a vast curriculum, which is simply overwhelming to students. Things like being graded and scored against other students and can be a source of embarrassment for some students who don’t perform as well in written examinations or when under extreme pressure. Schools and teachers are also under a great amount of pressure from the government and because of this, around one in five teachers (18%) are expected to leave the classroom in less than two years and two-fifths of teachers, school leaders and support staff want to quit in the next five years – blaming “out of control” workload pressures and “excessive” accountability, according to a poll by the country’s biggest teaching union. A number of teachers agree that the UK should adopt the Scottish Curriculum for Excellence which puts wellbeing at the heart of learning, stating: ‘The responsibilities of all include each practitioner’s role in establishing open, positive, supportive relationships across the school community, where children and young people will feel that they are listened to, and where they feel secure in their ability to discuss sensitive aspects of their lives; in promoting a climate in which children and young people feel safe and secure; in modelling behaviour which promotes health and wellbeing and encouraging it in others; through using learning and teaching methodologies which promote effective learning; and by being sensitive and responsive to the wellbeing of each child and young person’ They also like the idea of each child having a specific member of staff for each child who they can rely on in any situation but specifically for mental health and resilience help. Although, this is difficult to really put into practice. With the ever-growing concerns about mental health, let’s hope that schools somehow manage to make it more of a priority despite the huge external pressures they are under; not just giving a nod to it or ticking another box, but so that pupils know their concerns and wellbeing really are taken seriously. It’s too late for my daughter; she will look back on those formative years and feel the school system failed her. There must be change or we are stacking up huge problems for the future.
Happiest days of their lives?
The Schools Health Education Unit, based in Exeter since 1977, has just released a major report about the emotional health and wellbeing of young people. Headline Findings ο Boys had significantly higher self-esteem than girls; this difference becomes more marked as children get older. ο The oldest girls (Year 10, 14-15yo) score less well than all other groups for self-esteem, resilience, worrying (for any topic and multiple topics), satisfaction with life and social confidence. Trends ο Worrying about school-work increased among all groups since 2002, especially among 14-15yo girls. ο Self-esteem seems stable or improving in the primary phase, but self-esteem among 14-15 yo girls has declined in the last decade. Angela Balding, Surveys Manager for SHEU, says: “We believe there is much support in our figures for the widely-held belief that young people’s emotional wellbeing has declined in recent years, as seen in results for self-esteem, satisfaction, and worries. “This decline is found in secondary school pupils rather than primary school pupils, and most strongly in Year 10 females (14-15yo). Emotional Health and Wellbeing in Young People into 2019 is available for download on application to SHEU. Visit http://sheu.org.uk/ehwb2019 for details. What about your school? The data analysed in the report come from SHEU surveys commissioned by local authorities and schools across the UK. If you would like to find out what is going on in your school, contact SHEU on admin@sheu.org.uk or tel.(01392) 66 72 72. Free research news links service (email or online) https://sheu.org.uk/links Free open-source online journal https://sheu.org.uk/journal
Educating the ‘whole child’
“It is clear that we have reached the limits of using data alone as a proxy for educational quality.” Amanda Spielman, HM Chief Inspector of Education, Children’s Services and Skills writes in an opinion piece for Schools Week (January 2019). “Inspection should capture the things that no data measure can, no matter how well constructed. We need to look at how a school has achieved results, not just take them at face value, and at the things that aren’t and often can’t be measured.” At the beginning of the school year, Ofsted’s Education Inspection framework (EIF) came into effect, encouraging nurseries, schools and colleges to implement a holistic approach to culture, putting emphasis on the wellbeing of teachers and pupils – not on data and statistics. The shift in focus details the importance of ambitious curriculums that give all learners the knowledge they need to succeed in life, not just in the classroom, as well as environments that cultivate positive relationships between learners and staff, allowing students to concentrate on learning and teachers on teaching. Significantly, it states educating the ‘whole child’ and the influence education settings can have on young peoples’ lives. The new EIF is inclusive and it’s time. What is the ‘whole child’ and a ‘whole school approach?’ Educating the ‘whole child’ means not only teaching the knowledge and skills needed to succeed in classes, but helping each individual to develop their confidence, resilience, and independence. It’s ensuring the wellbeing of the person through a framework that supports and enriches, recognising when a child or teacher may be struggling or facing issues, and equipping the whole school, from teachers to governors with the knowledge and toolkits to help. Fortis Therapy and Training are the creators of ‘Tribe’, a programme of wellbeing support that successfully engages all within the learning environment, leading to a true, positive culture change. Each package of support is bespoke to the school’s requirements, which is determined following thorough consultations. It incorporates a large range of training, coaching, mediation, reflective practice, and creative therapeutic interventions and engagement tools with a fully qualified, experienced Fortis Therapist. Alexis Powell-Howard is a Psychotherapist and the Managing Director of the multi award winning Fortis Therapy and Training. She says: “It is imperative that we help children and young people to find their Tribe and to thrive in school as well as supporting teachers in their personal and professional lives. Ofsted are right, that these improvements are notoriously difficult to measure on a matrix or graph, but there are ways of capturing the difference a whole school approach makes. We cannot underestimate the resilience this new focus will bring for our children into adulthood too.” Fortis Therapy and Training are multi-national award-winning providers of mental health and emotional wellbeing support working across the UK. For more information, call 01472 241794, email enquiries@fortistherapy.co.uk, or visit fortistherapy.co.uk. Image credit: Chris Lynn & Business Hive
Embracing the International Primary Curriculum
Karl Templeman, Headteacher at Somerset Progressive School, discusses with QA Education the benefits that the International Primary Curriculum can deliver for teachers looking to increase flexibility and deliver more for their pupils. International Primary Curriculum Q&A 1. What is the International Primary Curriculum (IPC) and how many UK schools use it? The IPC is a thematic and creative curriculum devised by educational consultancy Fieldwork Education. The IPC is used worldwide and is typically suitable for children aged 5 – 11 years old, however it is suited to the needs of those older children with additional learning needs and those who have disengaged from learning. These students can also move onto the International Middle Years Curriculum in KS3. Over 1,000 UK schools use the IPC – amounting to around 6 per cent of primary schools. The IPC can be integrated with other curricula to ensure statutory requirements are met, whilst working on the belief that keeping children engaged is paramount, as they learn best when they want to learn. 2. How does the IPC compare to the Governments KS1 and KS2 curriculum? The IPC doesnt use the traditional, segregated model of different subjects as we see in the Governments KS1 and KS2 curricula. It instead looks to explore different skills and learning areas through thematic units. The IPC uses over 130 different thematic units which look to employ role-play techniques and gamify education, as part of their efforts to keep children engaged. These themed units help children to see how subjects are both independent and interdependent, helping them to make connections across different subjects and talk about a topic from multiple perspectives. One example is the €œchocolate unit€, which studies the history, geography, science and art behind the trade, production and sale of chocolate. The IPC also differentiates between subject goals and personal goals – the subject goals include foundation subjects not including English and maths, and the personal goals look at soft skills like cooperation, resilience and morality. 3. Teachers often feel restricted by the Governments curriculum and find foundation subjects take a back seat – especially around SATs time. How does the IPC address this issue? Many teachers feel that skills cannot be assessed accurately by single tests, and children should be encouraged to learn and develop consistently throughout the year. This is the method taken by the IPCs Assessment for Learning Programme. The Assessment for Learning Programme assess nine subjects, not including English and maths as they can be kept as part of the national curriculum. IPC assessments occur at each milepost: 5-7 years, 7-9 years and 9-11 years. Assessment is made through success criteria aimed at both teachers and pupils. This more flexible approach to assessing pupils development allows teachers to give extra focus to subjects where its needed and to really build a learning structure that enhances their pupils individual needs. 4. With a STEM skills shortage in the UK, does the IPC ensure these subjects are covered effectively? As the IPC doesnt use the traditional, segregated model of different subjects but instead looks to explore different skills and learning areas through thematic units, it allows pupils to learn about STEM topics in relation to the real world. This provides children with the opportunity to connect with these topics from a young age, setting them up with an understanding and confidence to learn about, and contribute to these topics. One of the problems facing the STEM sector is that younger children, particularly girls, are discouraged from science subjects if they dont fully engage with them straight away – the IPCs approach to studying subjects holistically minimises this problem. For example, in 2010 Icelandic pupils shared their first-hand experience of the eruption of the Eyjafjallajökull volcano with other pupils around the world as part of the IPC, enhancing their understanding of the Active Planet unit. This approach to learning STEM subjects in particular allows children to feel connected to what they are learning in the real world, boosting their interest and understanding. 5. How does Ofsted rate schools which use the IPC? Recently, Ofsted launched a revised inspection framework which included a shift away from data to a clear focus on curriculum. Fieldwork Education have created a document that seeks to identify how the IPC philosophy, pedagogy and practise meets the criteria of a quality curriculum as defined by Ofsted, enabling IPC member schools to demonstrate the quality of their teaching and learning. 6. What benefit do teachers see from using IPC? One benefit of the IPC for teachers is the collaborative and role-playing nature of the curriculum, and the focus on developing personal dispositions. This is based on the belief that it is only through the use and consideration of your own and others emotions that you can truly grow. The holistic development of pupils is heavily written into the curriculum and mentioned in the very specific directional notes that the teachers are given with the IPC. For example, implementing the IPC at Somerset Progressive School has allowed our pupils development to come along leaps and bounds. Not only does the curriculum provide a great balance of structure and flexibility in my pupils learning, but the focus on whole child development has seen a real boost in their confidence. Another Keys Group school, Park House School, has found that the IPC has helped them bridge the gap between wanting to tailor the curriculum to meet their pupils needs whilst also having a firm and extensive structure to support them. I would encourage any teachers looking for an alternative to the Governments KS1 and KS2 curriculum to consider the IPC, as our pupils have truly embraced it! Find out more about the International Primary Curriculum at: keys-group.co.uk
Story Massage Programme promotes positive mental health
Many schools across the UK are using the Story Massage Programme as an integral part of promoting positive mental health. Key benefits include helping pupils to express challenging feelings, to self-regulate their emotions and to build positive relationships. The Story Massage Programme combines the benefits of positive, respectful touch with the creativity of storytelling. The programme is based on ten simple strokes (given through clothes) which illustrate the words of a story/song/poem. Each stroke has a name and easy-to-recognise symbol making it simple to share. It is usually a peer massage activity with pupils asking permission to touch and saying ‘thank you’ afterwards. This provides the opportunity for discussion around issues of consent and appropriate touch. The Story Massage Programme is inclusive of all ages and abilities so pupils with additional support needs can benefit too. Feedback from teachers At Thorntree Primary School in Glasgow, the Story Massage Programme is an integral part of wellbeing lessons. “It helps pupils to express their feelings such as anger or grief and put difficult emotions into words.” says Shona Heggie, Headteacher, “We use it to help pupils manage problems such as family bereavement or divorce, and for transition to different classes or schools.” At Bowker Vale Primary School in Manchester, pupils now write their own massage stories on themes ranging from Winter to Friendships. “They learn to listen to each other,” says Jo Heald, Well-Being Co-Ordinator, “They are learning important lessons in forming respectful relationships as well as improving their vocabulary and creative writing skills.” At Kingsmead Primary School in North London, the effects of introducing The Story Massage Programme have been “astonishing” on pupil well-being says Olivia Silver, Year 5 Class Teacher, “They are more focussed in class, and start the day relaxed, positive and ready to learn. They have become more caring of each other and respectful of personal space.” Training in the Story Massage Programme We offer one day courses around the country plus online and in-house training options. We teach you how to share the ten Story Massage strokes and work with you to adapt stories or create your own. The programme is supported by a book, DVD, wallcharts and stickers. Once trained, there are no further costs involved in implementing the programme within your school. You can find out more about the Story Massage Programme on the website: www.storymassage.co.uk
Simply Mindfulness Norwich
Simply Mindfulness is a group of primary and secondary school teachers and occupational therapists in Norfolk, qualified to teach mindfulness in schools. We offer the Mindfulness in Schools Project (MiSP) ‘.b’ (dot be, for children aged 11-18) and ‘Paws b’ (pause be, for children aged 7-11) programmes as part of the PSHE curriculum, or as lunch or afterschool clubs. We also provide mindfulness workshops for school staff, and the 8-Week Mindfulness Based Cognitive Therapy for Life Course, as developed by the Oxford Mindfulness Centre, to promote teacher wellbeing. Mindfulness, when taught through structured, evidence-based programmes, gives students and staff the skills to recognise difficult thoughts and emotions. Learning strategies to move the attention to the present moment can stop the cycle of depression, anxiety and fatigue that is so prevalent in modern society. The combination of psychoeducation and practical skill training in mindfulness courses has been shown to improve happiness, reduce stress and anxiety and encourage better sleep. Learning mindfulness in a group of peers encourages healthier relationships within the classroom and between work colleagues, making your daily social environments a more compassionate place to be. Mindfulness is often reduced to simple phrases of “be in the moment” or “focus on your breath” which can seem trivial when delivered without context. However, the formal programmes offered by Simply Mindfulness help you understand why mindfulness is important. The Paws b and .b courses are taught using film clips, child-friendly visuals to prompt discussion, and numerous practical opportunities for learning the mindfulness techniques, and even enjoy some fun ‘mindful eating’! Mindfulness techniques could be especially beneficial for children facing SATS tests, GCSEs and A-levels. The World Health Organisation states that by 2030, mental health will be the biggest “cause of burden” out of all health conditions, including heart conditions and cancer. Our aim is to educate adults and young people in basic neuropsychology, and to teach the skill of mindfully directing attention to healthier ways of being. Not all children or teenagers will adopt mindfulness techniques immediately. By making young people aware of their mental health, and teaching them that mindfulness techniques exist, we are equipping them with knowledge to return to mindfulness in the future. Ultimately this will help everyone live a healthier and more fulfilling life. Find out more
Champion positive mental health for your staff and pupils
Mental Health & Wellbeing Training Ltd is a company committed to reducing mental health stigma, improving knowledge and helping communities to feel able to support themselves to keep well and thrive. We aim to do this by providing evidence-based, government recommended mental health training, delivered by experienced mental health consultants. Our approach Through our staff and student workshops and parent/carer training courses, we aim to help you develop flourishing school communities with strong minds and big hearts. The training is tiered as follows: • A health promotion message – Promote and maintain mental wellbeing • A health education message – Increase awareness of mental health difficulties and reduce stigma • An early health intervention message – Provide evidence-based self-help coping strategies Our 3-tiered approach meets all the criteria for the National Children’s Bureau School Wellbeing Award and the latest government policy guidelines. The benefits of good wellbeing provision • Good wellbeing provision reduces staff sick leave and pupil absence. It also helps to retain staff, thus maintaining expertise, experience and continuity. All of which are crucial to a culture of safety, consistency and flourishing. • Good wellbeing provision reduces mental health stigma. Being able to talk about how we feel helps us to feel better and is a major strategy in suicide prevention. • A knowledgeable school community is more able to be supportive and less likely to be reactive when problems arise. The more aware we are, the easier it is to be reflective and rationale when managing difficult behaviour. Students who feel understood, calm down more quickly and are more motivated to learn. • School environments are on the front line when supporting and managing students with adverse life experiences and mental health difficulties. Cuts to mental health support to schools have left pastoral staff bridging this gap. Equip your pastoral staff with practical tools for managing mental health presentations within your school setting. • Develop pupil wellbeing champions & mental health champions, so your students can promote positive mental health within your school and within their peer groups – they can reach pupils who won’t engage with adults and are vital to establishing and passing on a school culture that is conducive to thriving. • Support your parents/carers, to feel more confident and able to help a young person manage stress, grow resilience and cope with mental health problems, so students come to school in a better state of mind to engage in learning. • Support your mental health lead to be resilient and take proper care of their own mental health so they ‘pour from a full cup’ and stay in ‘wellbeing credit’ themselves – enabling them to supervise and champion staff, pupil and parent wellbeing effectively using the latest science in positive psychology coaching. Our courses Our training courses range from 1-2 days and take place at NCVO centre (King’s Cross, London) or at your location. “Our training workshops will increase your knowledge, help you to challenge stigma, and encourage you to take care of yourself so you ‘pour from a full cup’. You will leave our workshops with practical tools and new skills to improve student wellbeing and also your own. All our courses are rated as good or very-good.” Rachel Ewan, CEO & Founder Share our vision for schools to be safe havens for courageous learning for all, that is much wider than just the academic curriculum. A place where the wisdom to live life well is at the heart of all that is done. Testimonials “Rachel has regularly delivered mental health training to both staff and students at St Andrew’s College, Cambridge. Her relaxed, engaging and professional teaching style result in a captive audience who are eager to learn what can at times be a difficult subject matter. The relaxed atmosphere in the classroom encourages everyone, regardless of level of knowledge to feel comfortable enough to interact and ask questions. A perfect learning environment.” David McEwan-Cox, Head of Pastoral Care “I recently attended a two-day Mental Health training course run by Rachel which was extremely informative and fulfilling. Rachel has a warm and relaxed manner which coupled with her vast experience meant it was easy to learn and discuss topics. Thanks to Rachel’s training I have been able to implement new systems in school and raise awareness amongst children, staff and parents of the importance of supporting our children’s mental health and emotional wellbeing. I would highly recommend.” Anna Hewitt “Working with Rachel has genuinely transformed my life. As a head teacher I am always trying to care for my staff and find ways to support their wellbeing. However, I hadn’t realised I was neglecting my own – by the time I get home from school each day I have nothing left to give my family. Within five sessions I have been able to think about more than just basic survival and have begun to think strategically, with clarity. Those around me are also beginning to feel the benefits too!” Maria Higgins Get in touch To find out more about the mental health training courses we offer: Call: 07828 335142 Email: rachel@mentalhealthwellbeingtraining.co.uk Web: www.mentalhealthwellbeingtraining.co.uk
Essential Guides for Early Career Teachers book series launched
Essential Guides for Early Career Teachers book series launched by NASBTT and Critical Publishing A new suite of books designed to help early career teachers navigate through their training year and first two years of teaching has been launched by the National Association of School-Based Teacher Trainers (NASBTT) and Critical Publishing at a reception at the Ambassadors Hotel in Bloomsbury. The Essential Guides for Early Career Teachers series, edited by NASBTT Executive Director Emma Hollis, complement and are fully aligned to the Early Career Framework and assist ongoing professional development by bringing together current information and thinking on each subject. The two texts immediately available are: Assessment, by Alys Finch A range of practical but critically engaged strategies and approaches to assessment. The book offers a brief history of the core ideas and educational philosophy underpinning these strategies, looks at links to planning and reflection, examines the concept of progress over time as a mirror for quality teaching and learning, and explores the idea of pupil self-assessment. Most importantly it recognises that assessment can and should be at the heart of enabling and accelerating the progress of all learners. Alys said: “Assessment is a core aspect of all that we do in education: assessing others, assessing ourselves, assessing the impact of our work. It is a broad term which houses a wide range of processes, purposes, politics and pedagogies: negotiating the world of assessment can seem complex at best and impossibly confusing. This book aims to give readers a path through the myriad facets of what can be meant by ‘assessment’ and some starting points for their own negotiation of this world to enable them to both maximise the positive impact of assessment on their learners and to begin to forge their own understanding of it. I hope it will enable readers to begin to construct their own framework for developing the depth and breadth of their professional knowledge, as well as providing opportunities to think practically about what they do on a daily, termly, yearly and career-long basis.” Mental Well-being and Self-care, by Sally Price Exploring the increasingly significant issues of mental well-being and self-care for those training to teach or in the early stages of their teaching career. The book draws upon a new body of evidence-based knowledge and an emerging lexicon which fosters and supports mentally healthy routines as teaching practice develops. Critical but also practical, this text guides readers through research-based concepts and reflective tasks central to positive mental health and well-being, supporting them as they develop teaching skills and techniques. Sally said: “Just like the rest of us, teachers have times in their lives when they do not feel so great. It is therefore important for them (and everyone else) to realise that, sometimes, it is OK not to feel great. It is even better if they understand what to do when that happens, and ideally have access to the tools to prevent it happening (as much as can ever be possible) in the first place. In my experience, teachers who require guidance on their self-care and well-being often will not allow themselves to seek help until it is far too late. All teachers need to practise self-care and look after their well-being. This book is responding to the fact that there are clearly many teachers who are not in touch with what it is they need to do to stay well and happy in their jobs. This is particularly the case for those at the start of their teaching careers.” Both books are available to order at https://www.nasbtt.org.uk/essential-guides-early-career-teachers/ and there is an exclusive discount available to NASBTT members. Two other guides – Special Educational Needs and Disabilities, by Anita Devi; and Behaviour, by Patrick Garton, will be available to purchase in 2020. Speaking ahead of the launch, Emma Hollis said: “As a passionate advocate of high-quality teacher education and CPD, it has always been a source of frustration for me that beyond the ITT year, access to high-quality, structured ongoing professional development has been something of a lottery for teachers. Access and support have been patchy, with some schools and local authorities offering fantastic opportunities for teachers throughout their careers, while in other locations CPD has been given lip service at best and, at worst, is non-existent. The Essential Guides for Early Career Teachers series was conceived to attempt to close some of these gaps and to offer accessible professional learning to busy teachers in the early stages of their careers. The aim of this series is to distil some of the key topics which occupy the thoughts of early career teachers into digestible, informative texts which promote discussion, contemplation and reflection and will spark further exploration into practice. Each edition has a series of practical suggestions for how readers can put the ‘big idea’ in each chapter into practice – now, next week and in the long-term. By offering opportunities to bring the learning into the classroom in a very concrete way, we hope to help embed many of the principles that are shared into day-to-day teaching.”