Teachers’ come to ShiftED largely expecting to improve classroom dynamics. They have concerns for external influences and classroom climate as factors impacting on student behaviours.

Teachers come with strong growth mindsets and mostly a high sense of self-efficacy

Teachers have high levels of confidence in using the tools and strategies immediately after training.

“I really love this class. I am so enjoying learning about the process and opening my eyes to the many ways this can be used to give every single child a voice and ensure every child is heard and valued.”

Student behavioural and attitudinal changes are reflected in:

• academic engagement and performance;

• an ability to navigate sabotaging behaviours to improve classroom wellbeing and dynamics, role fluidity.

Teachers reported transformational changes in both their personal and professional dispositions and capacity for Meta Skills of compassion and neutrality.

“What seems to stand out for parents is deeper listening, openness to other views, resting into having a voice-their student trusting that that will be listened to, shifting the protocols of being heard and having a voice, not being stuck stridently in a pre-adolescent view.“

Teachers’ pedagogical practices changed to:

• achieve more inclusive and respectful classroom climates

• reflect greater openness to energy fields and role fluidity

• being deliberate and conscious of democratic versus autocratic approaches

• incorporate a supportive community of practice

Teachers face structural challenges in schools such as time and space to do professional learning.

Some barriers to fully implementing ShiftED were described as and related to:

• resistance or being stuck

• limited explicit use of LDD language with students

• not consistently using the processes

• limited time for embedding implementation

Flexible options for face-to-face and online delivery of the ShiftED tools and strategies can achieve pedagogical change.