In this episode, we explore whether the “expert at hand” model can truly improve the S.E.N.D system, or whether it risks becoming another strong idea that struggles in practice.

The conversation starts with a simple but important question… who actually is the expert? Rather than placing that label on one professional, the discussion reframes expertise as something shared. Teachers, SENCOs, specialists, families, and even the child all bring valuable insight and it’s only when those perspectives come together that meaningful support can happen.

We also dig into the reality behind the policy. While the move towards inclusion and early intervention sounds promising, there are real concerns about how it will work in practice. Questions around funding, structure and collaboration remain unclear, and without those foundations, even the best intentions can fall apart.

A key theme running throughout is relationships. When professionals know each other and understand how they work, support becomes more effective and families feel reassured. Without that, the system can feel fragmented, leaving parents and schools to navigate challenges alone.

The episode also shifts perspective to the child’s voice, asking: what do you need to know and what are you going to do to help me? This question cuts through the complexity and brings the focus back to what really matters.

Ultimately, the conversation highlights that real change won’t come from policy alone. It depends on people, on collaboration and on keeping the child at the centre of every decision.

In This Episode, We Discuss

• What the “expert at hand” model really means in practice
• Why shared expertise matters more than individual roles
• The gap between policy ambition and real-world delivery
• The importance of relationships in effective support
• Why the child’s voice should guide decision-making

Why This Episode Matters

The S.E.N.D system is under pressure, and change is needed. This episode reminds us that inclusion isn’t just about new frameworks it’s about how people work together, how trust is built and how consistently we focus on the needs of the child.

Connect with Mike Lane

Website: ridgewaypsychology.co.uk
LinkedIn: Michael Lane

Connect with Me

Instagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney

In this episode of Between Two Psychs, we’re joined by paediatric neurologist and author Dr. Andrew Curran to explore what the science of the brain can teach us about learning, relationships and emotional connection in education.

Dr. Andrew shares insights from decades of studying the neurobiology of learning, explaining how the brain forms connections between nerve cells and why those connections depend heavily on emotional engagement.

One of the central ideas in this conversation is that learning is not driven purely by intellectual processes. Instead, it is deeply influenced by the emotional brain.

When students feel safe, understood and connected to the person teaching them, the brain becomes biologically primed to learn.

We also explore the role of dopamine in forming new neural connections and how emotional relationships in the classroom can activate the systems that allow learning to happen.

Dr. Andrew explains why the connection between teacher and student is not simply helpful it is central to how the brain processes and stores knowledge.

The conversation also touches on the impact of trauma, stress, and attachment on both students and educators. These experiences can shape the patterns stored in the brain and influence behaviour, learning and emotional responses in the classroom.

A powerful metaphor discussed in the episode is the idea of “facing the tiger,” representing the internal emotional patterns we all carry from earlier experiences.

Understanding and reflecting on these patterns can help educators become more aware of what they bring into the classroom and how it affects the learning environment.

When classrooms are built on trust, safety and understanding, they create the conditions where both students and staff can thrive.

In This Episode, We Discuss

• How learning happens at the level of neural connections in the brain
• Why emotional relationships are central to effective learning
• Why relational approaches in education support both learning and wellbeing

Why This Episode Matters

Education is often discussed in terms of curriculum, assessment and performance.

Understanding how the brain forms connections helps us see why trust, safety and emotional engagement are not optional extras in education they are the foundation that learning is built upon.

When schools create environments where both students and staff feel understood and supported, the conditions for meaningful learning become possible.

Connect with Dr. Andrew Curran (Guest)

LinkedIn: Andrew Curran

Connect with Mike LaneWebsite: ridgewaypsychology.co.uk

LinkedIn: Michael Lane

Connect with Mike LaneInstagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney

In this episode of Between Two Psychs, we explore a key question emerging from the S.E.N.D White Paper:

Is creating more S.E.N.D places enough, or are we overlooking the workforce needed to support them?

While significant funding has been announced to expand provision, we reflect on whether enough attention is being given to developing the professionals who make inclusion work in practice.

Schools may gain more places, but without confident and supported staff, the pressure on the system could simply increase.

A central theme in our conversation is capacity versus demand.

We discuss the difference between sufficiency planning and workforce development and why focusing only on infrastructure risks missing the bigger picture.

Inclusion is not just about creating space in the system it depends on skilled teachers, strong leadership, and collaborative professional support.

We also explore how the role of educational psychologists may evolve.

Rather than relying solely on traditional assessment models, we highlight the value of consultative approaches that help teachers understand the child’s perspective and build solutions together.

This kind of work focuses on empowerment, helping school staff develop confidence and insight in their everyday practice.

In This Episode, We Discuss:

• The difference between creating S.E.N.D places and
  developing the workforce

• Why capacity in the system matters as much as provision

• The role of consultation in empowering teachers

• Pressures facing schools and leadership teams

• Why inclusion requires whole-system thinking

Why This Episode Matters

The S.E.N.D system is at a turning point.

The direction of reform suggests a move toward greater inclusion and belonging in schools, but the success of that vision will depend on how well professionals are supported to deliver it.

Ultimately, meaningful reform is not just about expanding provision it’s about strengthening the people and systems that support children every day.

Connect with Mike Lane

Website: ridgewaypsychology.co.uk
LinkedIn: Michael Lane

Connect with Me

Instagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney