Good morning,

Teachers should not be left alone when behaviour becomes unsafe or prevents learning. Equally, calling senior leaders to every difficult moment can weaken the authority of the teacher and make the school’s systems impossible to sustain.

Shannen Doherty and Becky Leeves have developed a simple shared language for navigating that tension. In this episode, they explain the 3Ds and how greater clarity has helped staff ask for support calmly, confidently and at the right time.

Hope you enjoy…

Shannen Doherty, How to Lead it: Primary Maths. Bloomsbury Education.

Panthi, N., Thorpe, K., Houen, S., Casey, C. & Staton, S. (2026). ‘The challenges of challenging behaviour: early childhood educators’ understandings of child behaviour and impact on occupational wellbeing’. Teachers and Teaching, 32(1), 162–176.

Can you believe that next Saturday will bring the conclusion of our mini-series on behaviour! Where does the time go?

Across the series, we explore why behaviour can feel harder than ever, how it can be taught rather than simply managed, when teachers should call for help, and five ways schools can promote positive behaviour for learning.

TDaPE Club members can listen to all four episodes now, with each episode then released publicly over the following weeks.

TDaPE Online Eventbrite

TDaPE Online Workshops

A heartfelt thanks to everyone who passed along last week’s episode. Broadening this community relies entirely on those subtle hand-offs, and it makes a genuine difference in bringing these conversations to more thoughtful primary teachers and leaders. If a colleague crossed your mind while you were listening, I’d be immensely grateful if you shared it with them.

That’s where I’ll leave things for this week. I’m always keen to hear your take, so do drop a comment on your podcast platform or simply reply to this email.

Until next time, thanks for listening.