Education, Neuroscience and Compassion

In this conversation, Matthew Dahlitz speaks with clinical psychologist and researcher Dr Rita Princi-Hubbard about the role of neuroscience and compassion in education. Drawing on her clinical experience and PhD research, Rita explores how teacher wellbeing and self-regulation can influence students, the physiological effects of stress and dysregulation, and practical approaches to supporting regulation in the classroom. The discussion covers self-compassion, movement, breathing, music, student communication, adolescent wellbeing, reflective practice and peer support, as well as the challenges associated with technology and attention in education. The interview provides practitioners with a neuroscience-informed framework for understanding behaviour and strengthening relationships between educators and students.

  • Explain key neuroscience concepts relating to stress, threat, drive, soothing and regulation in educational settings.

  • Describe how teacher wellbeing and self-regulation can influence student regulation and classroom relationships.

  • Identify practical, neuroscience-informed strategies for supporting regulation, engagement and learning in the classroom.

  • Apply principles of self-awareness and self-compassion when responding to challenging or dysregulated student behaviour.

  • Recognise the value of curiosity, rather than judgement, when understanding student behaviour, particularly during adolescence.

  • Identify the importance of reflective practice, peer support and broader school-based systems in supporting educator wellbeing.

Course curriculum

    1. Interview

    2. Quiz

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