The School of Wellbeing with Meg Durham Georgia Park: Cognitive Load & The Impact On Staff Wellbeing | Episode 156
“When the cognitive load is too high, and you're not coping, it really tears away at the fabric of who you think you are.” Georgia Park
In this rich and reflective episode, Meg is joined by Tasmanian instructional coach and literacy leader Georgia Park to explore how understanding Cognitive Load Theory can transform the way we teach, learn, and lead in schools.
Georgia shares her journey from classroom overwhelm to clarity and confidence, offering deep insight into how instructional practices grounded in cognitive science can support both student outcomes and educator wellbeing. Together, they explore what cognitive load actually means, why it matters, and how structure and explicit instruction can unlock greater engagement, equity, and joy in the classroom.
If you have ever felt stretched too thin or wondered why your lessons are not landing the way you hoped, this conversation offers both practical insight and a sense of possibility.
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Chapter Markers
- 01:48 - What sparked Georgia’s interest in Cognitive Load Theory
- 03:44 - Defining Cognitive Load Theory in simple terms
- 05:27 - Why cognitive load matters for student wellbeing
- 06:49 - How instruction shapes student identity
- 08:43 - Reflection, vulnerability, and removing shame from teaching
- 10:13 - Georgia’s shift from inquiry-based to explicit instruction
- 12:19 - Common myths and misunderstandings about CLT
- 14:24 - The deeper value systems behind the resistance to change
- 16:05 - Comparing past and current teaching practices
- 17:36 - How CLT helped Georgia personally and professionally
- 19:13 - Learning struggles, self-forgiveness, and grief
- 22:39 - Literacy success and what changed at a systems level
- 24:38 - Teacher impact and flow in structured classrooms
- 26:45 - Whole-school alignment and shared direction
- 28:24 - Structure is not boring when it’s collaborative and empowering
- 32:10 -What really moved the needle in Georgia’s school
- 34:51 - Instruction and wellbeing cannot be separated
- 36:04 - Georgia’s final reflections
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Deliberate Actions
- Reduce the load before raising the bar
Take a moment to reflect on whether your students (or staff) are overloaded. Before introducing something new, consider what you might simplify, scaffold, or step back from. - Use structure to create flow
Try applying a clear “I do, we do, you do” sequence in your next lesson. Structure is not the enemy of creativity, it is what allows deeper engagement and clarity. - Build shared language with your team
Introduce phrases like “Is this in their long-term memory yet?” or “Could the load be too much?” to help depersonalise challenges and support professional reflection.
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Episode 156 Shownotes - Click here.
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** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **