How do we truly hear the voices of young autistic children? Professor Sarah Parsons shares the story behind 'I Am' Digital Stories, that places autistic children and young people at the centre of conversations about their education and support. Sarah explains how these videos transform transitions and allow practitioners to meet the young person authentically through their own voices, interests, and strategies for success.

The conversation also explores the power of research-practice partnerships, where questions emerge from practice. We also touch on current challenges in education, including the particularly concerning rates of school non-attendance among autistic girls, and why relationship-building and truly understanding individual young people remains at the heart of meaningful support.

Sarah Parsons is Professor of Autism and Inclusion in Southampton Education School at the University of Southampton, UK. Sarah’s work is participatory and inclusive with an emphasis on knowledge co-construction between research and practice. Sarah co-directs the Autism Community Research Network @ Southampton [ACoRNS] with Professor Hanna Kovshoff, which is a neurodiverse research-practice partnership between the University, education providers, and related organisations.

Ruth Luzmore is a Research Fellow and Lecturer at Southampton Education School, University of Southampton. A former school leader, her work focuses on educational leadership, ideas-engagement in society at large, and how schools can navigate evidence-informed practice in high-stakes cultures. Ruth continues to work closely with school leaders through governance and mentoring roles Follow Ruth on X @RLuzmore or LinkedIn

‘I am’ Digital Stories Giving autistic children a voice – the power of ‘I am’ Digital Stories | University of Southampton

‘I am Lil’: Enabling Autistic Voices in Transitions from School to Adult Life through the Co-Creation of a Digital Story - Asha Ward, Sarah Parsons, Hanna Kovshoff, 2024

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School placements are a key moment in teacher training, but they can be particularly challenging for some neurodivergent beginner teachers. Kate Freeth and Lucy Hoyes share their project using digital stories to help neurodivergent beginner teachers, and by extension, all beginner teachers, have more successful placements in schools on their PGCE.

Lucy Hoyes is the Co-Director of Initial Teacher Education, where she works closely with the mathematics PGCE and champions inclusive practice, with a big focus on supporting beginning teachers’ wellbeing and confidence. She loves helping new teachers find their feet and feel at home in the teaching profession. Connect with Lucy here on LinkedIn

A Secondary English Teacher by trade, Kate Freeth has worked at Southampton University for 21 years. She has had various roles during this time, but all have centred around Initial Teacher Education, SEND and integration between theory and practice in one way or another! Connect with Kate on LinkedIn

Ruth Luzmore is a Research Fellow and Lecturer at Southampton Education School. A former school leader, her work focuses on educational leadership, ideas-engagement in society at large, and how schools can navigate evidence-informed practice in high-stakes cultures. Ruth continues to work closely with school leaders through governance and mentoring roles. Connect with Ruth here on X @Rluzmore or LinkedIn

This podcast is produced by Southampton Education School

What does it really take for beginning teachers to be classroom-ready? Rachele Newman shares findings from her research revealing a gap between how mentors and trainee teachers on an ITE programme understand classroom readiness. While mentors focus on technical proficiency and compliance with school systems, trainees look for professional autonomy and the confidence to make their own decisions. We explore why this matters for teacher retention, the tensions between centralised curricula and teacher agency, and what happens to professional creativity when teachers become deliverers rather than designers of learning. Plus: why retrieval practice might be getting lost in translation.

Rachele’s article in Chartered College Impact – What does it really mean to be classroom-ready? Professional agency, autonomy and confidence in beginner teachers. https://my.chartered.college/impact_article/what-does-it-really-mean-to-be-classroom-ready-professional-agency-autonomy-and-confidence-in-beginner-teachers/

National Education Union Are you on slide 8 yet? The impact of standarised curricula on teacher professionalism: https://neu.org.uk/latest/library/are-you-slide-8-yet

Mark Priestley’s blog for BERA Teacher agency: What is it and why does it matter? https://www.bera.ac.uk/blog/teacher-agency-what-is-it-and-why-does-it-matter

Southampton Education School Education Research Practice Network: https://erpn.soton.ac.uk/

Rachele Newman is Director of Teacher Professional Learning and co-founder of the Education Research & Practice Network at Southampton Education School, University of Southampton. A former secondary school teacher with 26 years in education, she has held various roles in initial teacher education including Director of ITT. Her research focuses on teacher learning, particularly for beginner and early career teachers, and the professional agency, identity and autonomy of teachers. Connect with Rachele on LinkedIn https://www.linkedin.com/in/rachele-newman-52a1b5332/

Ruth Luzmore is a Research Fellow and Lecturer at Southampton Education School, University of Southampton. A former school leader, her work focuses on educational leadership, ideas-engagement in society at large, and how schools can navigate evidence-informed practice in high-stakes cultures. Ruth continues to work closely with school leaders through governance and mentoring roles Follow Ruth on X @Rluzmore or LinkedIn (2) Ruth Luzmore | LinkedIn

This podcast is produced by Southampton Education School Southampton Education School: Posts | LinkedIn