Does the way we teach impact our wellbeing?
Most of us enter the profession with a deep desire to help students thrive. But what happens when the way we teach leaves us feeling exhausted, stuck, or constantly on edge?
In this episode, I speak with Tasmanian instructional coach and literacy leader Georgia Park about the connection between cognitive science and wellbeing for both students and educators. Together we explore how the design of our lessons can either reduce or increase cognitive load, and how even small shifts in how we teach can create more calm, clarity and confidence in the classroom.
Georgia shares her personal and professional journey, the myths that surround explicit instruction, and what becomes possible when we start teaching with the brain in mind.
What You’ll Learn In This Episode
- What Cognitive Load Theory is and why it matters.
- How learning design affects student confidence, behaviour and identity.
- Why clarity and structure support both learning and wellbeing.
- Common myths about explicit instruction that get in the way.
- How reducing overload can improve engagement for students and staff.
- Practical ways to make teaching more effective and sustainable.
Who Is Georgia Park?
Georgia Park is a Tasmanian instructional coach, literacy leader and 2024 Commonwealth Bank Teaching Fellow. She has worked across a range of school settings, from highly marginalised communities to high-performing contexts, and brings a rare blend of academic insight and personal experience to her work.
Georgia is passionate about helping all learners feel capable, supported and successful through evidence-informed teaching.
Why This Conversation Matters
In schools, we often focus on what needs to be taught, what needs to be covered, and what needs to be achieved. Yet we rarely pause to consider how the experience of learning feels, for both students and teachers.
When lessons are unclear or overloaded, students can become confused or disengaged, and teachers are left managing behaviour instead of supporting learning. Over time this creates stress, disconnection and a sense of exhaustion on both sides of the classroom.
But when we design learning in ways the brain can handle, everything changes. Classrooms feel calmer. Students feel more confident. Teaching feels more rewarding and far less draining.
This conversation is a reminder that how we teach shapes how we feel. It invites us to bring more clarity to our practice, to work with the brain rather than against it, and to see lesson design as an act of care for both students and staff.
You can quote us on that…
“Effective practitioners are reflective practitioners.”
Georgia Park
“The human brain only has a certain capacity to hold new information at once.”
Georgia Park
Want to learn more?
The learning doesn’t have to stop here. Get your free dose of wellbeing education in your inbox with Meg’s weekly newsletter. Click here to subscribe.
Loved this episode?
The best way you can support The School of Wellbeing podcast is by sharing this episode with your family, friends and other big-hearted humans in your life! Click here to subscribe and share.
Like what you hear?
Please leave me a review – I love a gold star as much as the next teacher! Click here to review The School of Wellbeing Podcast.
Hi, I'm Meg!
B.Phys Ed, M. Ed (Student Wellbeing), CIPP
I’m a teacher with experience working in primary and secondary schools across Australia, and a specialist in the field of wellbeing education and coaching. I founded Open Mind Education in 2013 with a vision of sharing practical, enriching wellbeing education with staff, parents, and broader school communities.
Join me on Social Media
5-STEP GUIDE
TO MORE ENERGY
Helpful tips on
how to live well
