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IMPLEMENTING BOTHEREDNESS
From ‘can’t be bothered’ to ‘properly stuck in’ – by design
A free 15-minute read for teachers and school leaders, by Hywel Roberts & James Mannion
"What’s the point of this?"
If you’ve been teaching for more than a few months, you’ve probably come across this question once or twice.
From the educator’s perspective, having a pre-ordained curriculum makes a lot of sense. It’s carefully sequenced, knowledge-rich, and designed by experts to open up the world.
From the learner’s perspective, though, the school day can feel like a procession of things other people have decided are important. Over time, curiosity can wane. Learning starts to feel like something to get through rather than something to inhabit.
This guide is about how we move beyond surface-level engagement and towards something deeper: genuine investment in learning.
Engagement isn’t the goal – investment is
A class can look engaged – quiet, busy, compliant – and still be emotionally disconnected from the learning.
Investment is different. It’s what happens when pupils care. When they lean in, ask questions, make connections, and stick with the learning even when it gets hard.
Implementing botheredness explores how teachers and leaders can design for that kind of investment – deliberately, ethically, and sustainably.
What this guide covers
The guide brings together two powerful strands:
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The pedagogy of ‘botheredness’ - how stories, stance and thoughtful pedagogy can warm up abstract knowledge and help pupils feel that learning matters – and that it matters to them.
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The science of implementation - how to move from one-off ‘great lessons’ to everyday practice, using simple, proven tools that respect professional judgement and real-world constraints.
Who it’s for
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Classroom teachers who want learning to feel more human and meaningful
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School leaders who want to move beyond cultures of compliance
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Anyone interested in embedding good ideas so they actually stick
The ideas are relevant across phases and contexts – primary, secondary, post-16, special schools and alternative provision.
In this short guide, you’ll explore:
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What ‘botheredness’ really means – and what it isn’t
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Why stories are ‘psychologically privileged’ and how to use them well
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How teacher stance quietly shapes investment
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What it means to ‘protect pupils into learning’
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Why implementation matters just as much as pedagogy
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How steps to success help turn big ideas into achievable practice
Want to go further?
If the ideas in this guide resonate, we’re soon running a six-part professional learning programme called Implementing Botheredness 2026.
The programme supports schools to embed these ideas over time, combining Hywel's pedagogy of botheredness with James's implementation know-how.
Click below for details.
About the authors
Hywel Roberts is a teacher, writer and storyteller, widely known for his work on imagination, enthusiasm and curriculum design, and the author of Botheredness.
Dr James Mannion is a teacher trainer, author and government advisor specialising in learner effectiveness, oracy, and implementation science, and the author of Making Change Stick.
Both work extensively with schools across the UK and internationally, supporting teachers and leaders to embed meaningful, sustainable change.
Botheredness ® is a registered trademark of Hywel Roberts.
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