Jane Newman is a powerhouse. Founder New Core Consulting; Educational Leader, Consultant, Trainer, Coach and Speaker. Her journey as an Educator spans more than 25 fulfilling years, culminating in a decade of leadership roles. Jane’s diverse teaching experiences has taken her though regional, remote, and urban settings allowing her to gain a deep understanding of people. In more recent years, Jane has dedicated her focus and study to that of the intricacies of human behaviour—what motivates our choices and shapes our relationships and interactions with self and others.

Last year, we had the pleasure of inviting Jane to facilitate Mindful Teaching, Mindful Leading: Connecting with Self and Student at the 2024 C&K Conference. We recently sat down to interview Jane, to bring you the knowledge and insights she shared with us. Read on to learn about Jane’s work, mindful teaching and leading, and more.

Us: Can you share what inspired you to start New Core Consulting and focus on early childhood education?

Jane: What inspired me to start New Core comes from my 25 years of experience as a teacher, school leader, and principal. During my time in education, I witnessed firsthand the incredible passion and dedication teachers, and school staff pour into their work. Yet, I also saw far too many leaving the profession due to burnout, frustration, and the toll of bureaucratic decisions that often seemed disconnected from what truly mattered to them — the students.

I’ve always believed in the transformative power of education, and I knew I could do more to support the people at the heart of it — the educators. These are some of the most generous, selfless individuals in society, and yet, too many of them were feeling drained and unsupported. That’s when I made the decision to step away from the school system and create something that would allow me to have a bigger impact on those who give so much of themselves.

I wanted to create a space where educators — and anyone who’s passionate about personal growth — could explore their own potential, rediscover their sense of purpose, and learn how to achieve the best out of themselves without sacrificing their own well-being. New Core is my way of helping people reconnect with their strengths, set healthier boundaries, and reignite their passion for their work and their lives.

It’s been incredibly rewarding to see this vision come to life and to have the privilege of supporting individuals on their own journeys of growth. I truly believe that when we understand ourselves better, we can thrive in every aspect of our lives, and that’s what drives me every single day.

Us: How do you tailor your training sessions for educators?

Jane: When tailoring my training sessions for educators, I focus on the fundamental aspects of our humanness — understanding that educators, like the rest of us, are individuals with unique experiences, challenges, and passions. Built on a strong foundation of effective relationships, my approach begins with truly understanding where each person is coming from. I take time to listen, connect, and create an environment where educators feel seen, heard, and supported.

Once I have a sense of their needs and goals, I then develop a personalised programs or individual session that introduce and deepen their knowledge of internal control psychology, with a strong emphasis on Choice Theory. This theory helps individuals understand how their behaviours and decisions are influenced by their basic human needs and internal motivations. By applying this lens, educators can begin to recognise the power they have in controlling their responses, emotions, and actions, which in turn helps them function as their best selves — both in the classroom and in their personal lives.

I aim to equip educators with practical tools and strategies to navigate the complexities of their profession, fostering not only their professional growth but also their personal well-being. By empowering educators to understand themselves better, they can build more positive, effective relationships with their students and colleagues, reduce stress, and reignite their passion for teaching.

Every training session is carefully crafted with the aim of creating lasting, meaningful change — helping educators thrive in ways that benefit both themselves and the students they serve.

Us: Can you tell us, what is mindful teaching and mindful leading to you?

Jane: To me, mindful teaching and mindful leading are about living, teaching, and leading with intentional and deliberate purpose. It’s about being deeply aware of yourself — your thoughts, emotions, and triggers — so that you can respond with clarity, rather than reacting impulsively to the external world.

Mindful teaching involves creating a space where both the educator and students are fully present in the moment. It’s about being aware of the dynamics in the classroom, acknowledging your own biases, and responding with intention, not just from a place of habit. It’s about showing up as your best self, so you can be the kind of role model who inspires, supports, and motivates others, rather than being consumed by stress, burnout, or frustration.

Mindful leading takes that a step further. As a leader, it’s about being fully present with your team, understanding their needs, and being responsive rather than reactive. It’s knowing your own values and vision so well that you can guide with clarity and authenticity, especially when challenges arise. Mindful leadership creates an invitational environment where everyone feels valued, heard, and supported without coercion, control or boss management tactics.

Ultimately, mindfulness in teaching and leadership is about creating spaces where we don’t just react to what's happening around us.

Ultimately, mindfulness in teaching and leadership is about creating spaces where we don’t just react to what's happening around us — we respond in ways that align with our values, our goals, and the well-being of those we serve. It’s a practice of showing up fully, with awareness, intention, and compassion.

Us: What role does self-awareness play in effective teaching and leadership within early childhood education?

Jane: Self-awareness plays a critical role in effective teaching and leadership, especially within early childhood education. Young children are incredibly impressionable and are constantly learning from the adults around them. They pick up on our emotions, our responses, and our behaviours in ways that we may not even realise.

For this reason, it's essential that the adults guiding them are highly self-aware. When we understand our own emotions, triggers, and behaviours, we’re in a better position to regulate ourselves and respond thoughtfully rather than react. This level of emotional regulation is not just about managing stress, but about being a stable, positive presence for those in our care.

The more self-aware we are, the better we can model how to handle emotions, resolve conflicts, and build relationships. In early childhood, where emotional development is foundational, this is crucial! Children learn how to navigate their own feelings by watching us. If we can model calm, compassionate, and purposeful responses, we’re ultimately teaching them how to do it too.

Self-awareness also helps us to recognise our biases, understand our values, and align our actions with the best interests of the children. When we are in tune with ourselves, we can more effectively create environments where children feel safe, respected, and seen — which is vital for their growth and development and it’s a professional necessity. It allows us to be the kind of emotionally regulated, intentional role models that young children need to thrive.

Us: Can you discuss the connection between human behaviour and learning in young children?

Jane: The connection between human behaviour and learning in young children is deeply rooted in the state of their nervous system. For children to learn and develop optimally, their bodies and brains need to be calm and safe. When children are anxious, stressed, or feel threatened, their nervous system shifts into a fight-or-flight response, which is essential for survival in dangerous situations but highly detrimental to the learning process.

When children feel safe — both emotionally and physically — their brains can engage in higher-level thinking, problem-solving, and social interactions.

When a child's nervous system is in a state of calm and regulated, their brain can focus on processing new information, building relationships, and engaging with the world in a way that promotes healthy cognitive and emotional growth. This is why psychological and physical safety are critical for learning to flourish. When children feel safe — both emotionally and physically — their brains can engage in higher-level thinking, problem-solving, and social interactions. They are open to exploring, asking questions, and making mistakes, all of which are vital for learning.

In contrast, when children are in a state of stress or fear, the brain is more likely to focus on survival rather than learning. In these moments, learning capacity is significantly diminished. This is why creating an environment that supports emotional regulation and safety is essential. It's not just about the content being taught, but about fostering an environment where children feel seen, heard, and valued — where they know they are safe enough to take risks, express themselves, and explore new ideas.

This is also why behaviour plays such an important role in early childhood education. Children often act out or exhibit challenging behaviours when they don’t feel safe or are struggling with big emotions they can't fully regulate. As educators and caregivers, we need to approach these behaviours with understanding and empathy, recognising that the root cause is often a nervous system that's not in balance. By addressing the underlying emotional needs and creating a safe, supportive environment, we can help children return to a calm state, allowing them to access their full learning potential.

Safety and connection are the foundation for learning in young children. When their physiological and psychological needs are met, children can thrive academically, socially, and emotionally. It's about creating the conditions where they can engage fully with the world around them — and that starts with a nervous system that feels secure and regulated.

Us: What outcomes can early childhood educators expect when teaching and leading mindfully?

Jane: When early childhood educators teach and lead mindfully, they can expect to see a range of positive outcomes that benefit both the children and themselves. One of the most significant outcomes is the creation of a classroom environment that is constantly evolving in terms of emotional regulation. By modelling compassion and emotional awareness, educators can foster a space where both children and adults are more attuned to their emotions, needs, and behaviours. When this is happening, we observe the following:

· Improved Emotional Regulation,

· Calm and Focused Learning Environment,

· Increased Psychological Safety,

· Enhanced Teacher-Child Relationships,

· Increased Resilience and

· A Culture of Compassion and Empathy.

Ultimately, when early childhood educators teach and lead mindfully, they create an environment where all individuals — both children and adults — feel safe to explore, grow, and flourish. It's a space where emotional regulation is the norm, risk-taking is encouraged, and learning happens.

Us: What advice would you give to educators looking to foster more intentional and connected relationships with their students?

Jane: The best advice I can give to educators looking to foster more intentional and connected relationships with their students is to start with yourself. The foundation of any meaningful relationship is built on self-awareness. Before you can effectively connect with your students, it’s essential to check in with your own nervous system.

Ask yourself: How is my nervous system right now? Are you feeling calm and centred, or are you operating from a place of stress, overwhelm, or burnout? Your emotional state directly impacts how you interact with others, including your students. If you're not in a regulated state, it’s harder to be present, patient, and responsive in a way that fosters positive connections.

Self-regulation is key. Educators are often juggling many responsibilities and navigating high-stress situations. Being able to cope with stress effectively — to pause, breathe, and centre yourself — is essential for maintaining the kind of emotional presence that is needed to build strong relationships with students. When you are grounded, calm, and able to regulate your emotions, you model for your students how to handle their own feelings and responses. This creates a ripple effect of emotional intelligence in the classroom, where both you and your students can build trust, empathy, and understanding.

Us: Do you have any advice for parents, who may wish to connect with themselves and their children? Further to this, how can this help them beyond the classroom and into schooling?

Jane: Absolutely! The advice for parents who wish to connect more deeply with themselves and their children, and to build stronger, lasting relationships, is all about awareness, intentionality, and empathy.

First, it’s essential for parents to connect with themselves — to check in with their own feelings, needs, and emotional state. This starts with asking yourself some important questions:

· How am I feeling right now?

· What do I need in this moment to be present?

· How can I regulate myself in a challenging situation?

Parents, like educators, can often find themselves caught up in the busyness of life, trying to juggle multiple responsibilities. But, if we don't take the time to nurture our own emotional well-being, it’s much harder to show up fully for our children. When we’re more self-aware, we can regulate our emotions and reactions, which sets the stage for calm, clear communication with our children.

As you begin to understand yourself better, take a moment to notice how you react in different situations with your child. Are you responding impulsively, or are you able to pause and choose your response more intentionally? In moments of stress, many parents can feel triggered by their child's behaviour, but when you become more aware of your own emotional triggers, you can shift from reacting to responding with thoughtfulness and empathy.

Next, think about how your child might experience you in those moments. Are they feeling heard? Are they feeling safe to express themselves? Empathy is key in building a strong connection. The more we understand how our children may be processing and experiencing their world, the better we can connect with them on a deeper level.

This practice of intentional self-awareness and empathy not only strengthens relationships within the family but has powerful implications beyond the home and into school life as well. When parents model emotional regulation and self-awareness, children learn how to handle their own feelings, manage conflict, and interact with others in healthier, more constructive ways. These lessons transfer to their interactions in school, with teachers, peers, and authority figures.

In fact, this approach works in any type of relationship, whether romantic, friendships, or professional relationships. The principle is the same: Don’t try to control another person’s nervous system or emotions. Each person has their own experiences, and while we can influence others, we can’t dictate how they feel or respond. Instead, focus on how you can be more present, more intentional, and more aware of how your actions and reactions impact the other person.

By cultivating this awareness and intention in our relationships, we build trust, mutual respect, and understanding — whether at home, in school, or in any other part of our lives.

Special thanks to Jane Newman for spending the time with us to bring you this informative and thought-provoking article. You can learn more about New Core Consulting by visiting https://www.newcoreconsulting.com/