In this episode of Between Two Psychs, Mike and Adam explore what it really means to support neurodiverse children at home not from a textbook, but from the everyday realities of parenting, psychology and growing together.

After exploring how schools and leaders can champion neurodiversity in earlier episodes, this time we bring the focus home. Drawing on Mike’s experience running parent programmes and Adam’s own reflections as both a psychologist and parent, we look at how small, consistent routines can help families create calm and connection in what can sometimes feel like chaos.

Adam and Mike talk honestly about what happens when plans fall apart, when predictability disappears and when all you can do is pause, co-regulate and try again. Because every parent neurodiverse household or not knows that perfection isn’t the goal. Presence is.

In this conversation, you’ll hear about:

• Why routine and predictability are powerful for creating calm and reducing anxiety
• How visual timetables and social stories help children feel safe and prepared
• What co-regulation looks like in practice (and why it’s different for every child)
• The importance of forewarning and gentle communication during change
• Why consistency not complexity makes the biggest difference
• And how teamwork between parents, schools and psychologists helps every child thrive

This episode is a gentle reminder that no one parents alone.
Predictability and consistency aren’t just strategies they’re acts of love.

Connect with Mike Lane

Website: ⁠https://www.ridgewaypsychology.co.uk/⁠⁠

LinkedIn: ⁠https://uk.linkedin.com/in/michael-lane-4304a3123⁠⁠

Connect with Me (Dr. Adam McCartney)

Instagram:⁠ ⁠⁠https://www.instagram.com/dradammcartney/

⁠Website: ⁠⁠https://www.dradammccartney.com/

In this episode of Between Two Psychs, Adam McCartney and Mike Lane continue their three-part series exploring psychology in education this week turning the spotlight on leadership. Moving beyond models and hierarchies, they unpack how psychological principles can shape more compassionate, empowered and inclusive school cultures.

Drawing from Adam’s research on empowerment and communities of practice and Mike’s application of Maslow’s Hierarchy of Needs and the SCARF model, this episode explores how understanding human motivation, belonging and autonomy can transform the way leaders engage their teams and sustain inclusive practice.

From headteachers navigating role identity to teachers finding their professional voice, this conversation bridges theory and lived experience reminding us that great leadership begins with self-awareness, trust and a shared sense of purpose.

In this episode we talk about:

✨How school leaders can apply psychological theory not just management frameworks to lead more effectively

✨Adam’s empowerment model: aligning identity, role and control to create autonomy and trust

✨Using communities of practice (Wenger, 1998) to understand how professionals learn and evolve together

✨Why micromanagement undermines inclusion and innovation and how leaders can foster agency instead

✨Mike’s application of Maslow’s Hierarchy of Needs to leadership: meeting physical and emotional needs before introducing change

✨Exploring the SCARF model (Status, Certainty, Autonomy, Relatedness, Fairness) as a practical framework for safe, motivated teams

✨The psychological importance of belonging and how fairness, recognition, and connection create cultures where staff thrive

✨Why clarity of vision and ethos helps align every role in a school toward inclusion

✨How leadership psychology mirrors what we know about supporting students: safety, trust and meaningful connection

This conversation invites leaders, SENCOs and educators alike to look inward to understand not just what they lead, but how they lead. When schools build systems grounded in psychological safety, fairness and belonging, inclusion stops being a directive and becomes part of the culture.

✨Resources Mentioned:

• Communities of Practice Etienne Wenger (1998)
• Maslow’s Hierarchy of Need
• The SCARF Model David Rock (2008)

Connect with Mike Lane
Website: https://www.ridgewaypsychology.co.uk/
LinkedIn: https://uk.linkedin.com/in/michael-lane-4304a3123

Connect with Me:

• Instagram: https://www.instagram.com/dradammcartney/

  Website: https://www.dradammccartney.com/

  Thank you for joining this episode of Between Two Psychs. Leadership begins with understanding people and psychology gives us the tools to lead with empathy, clarity and purpose.

In this episode, we sit down for a thoughtful conversation on what it truly means to create learning spaces where neurodiverse students can feel seen, safe, and supported. This conversation weaves personal experiences with practical tools exploring how small, intentional shifts in classroom practice can create profound ripples of inclusion.

We explore how predictable structures, emotional safety, and sensory awareness can shape not just how students learn, but how they belong. From the power of ritual and routine to the nuance of identity in adolescence, this episode offers both grounding wisdom and actionable strategies for educators, caregivers, and anyone passionate about inclusive education.

In this episode we talk about:
✨Why inclusion in education must go beyond policy and into daily practice
✨Common challenges faced by neurodiverse students and how to address them
✨How predictable routines, rituals, and visual communication reduce anxiety and increase learning
✨Using tools like visual timetables, “now and next” boards, and social stories to support transitions
✨Understanding sensory processing and how it impacts a child’s readiness to learn
✨The emotional landscape of adolescence and identity for neurodiverse students
✨Building trust between students and educators to foster belonging
✨The role of emotional intelligence programs, like Zones of Regulation and ELSA, in supporting classroom well-being
✨Why inclusion isn’t an “extra,” but the foundation of thriving learning communities

This conversation is an invitation to slow down, see the classroom through the eyes of neurodiverse learners, and remember that inclusion begins with relationship, trust, and structure. When classrooms become spaces of safety and predictability, learning transforms from a task into a shared human experience.

✨Resources Mentioned:

• Zones of Regulation

• • Emotional Literacy Support Assistant (ELSA)
• • Visual communication strategies & social stories

• Inclusion is not just about who is in the room it’s about how the room is built.

  Connect with Mike Lane
  Website: https://www.ridgewaypsychology.co.uk/
  LinkedIn: https://uk.linkedin.com/in/michael-lane-4304a3123

• Connect with Me:
  Instagram: https://www.instagram.com/dradammcartney/
  Website: https://www.dradammccartney.com/

  Thank you for listening and for being part of a movement that centers care, connection, and true inclusion in education.