Andrew Fuller, Clinical Psychologist, Author, Family Therapist

Converting Neurodiversity Into Neuro-advantage

Students with neurodiversity include students who are gifted, those who are oppositional or have dyslexia, or experience attention issues such as ADHD, or have experienced trauma as well as those who are on the spectrums. Each of these groups have strengths as well as vulnerabilities that can be catered for. Teachers are equipped with strategies as well as the most recent tech that overcomes learning disadvantages for neurodiverse students.

Kerri Ledingham, VE Teacher, RMIT University

From Diagnosis to Discovery: A Teacher’s Journey into Dyscalculia

The session will begin with an overview of the indicators and characteristics of Dyscalculia, followed by techniques and supports that benefit learners experiencing Dyscalculia, maths difficulties, and maths anxiety.

In addition to academic strategies, the session will explore teaching and learning frameworks that support cognitive and emotional development and examine the role of executive functioning in shaping both educational and personal outcomes for dyscalculic learners.

Lillian Jia, Principal, Laura State School

Teach the Nervous System First

This session helps principals and school leaders turn trauma-aware practice and emotion regulation into everyday routines that lift learning time. We begin with a short primary classroom story. In table groups, we quickly spot the trauma-related signs. Then we move to the leadership work: how to make calm, predictable routines standard across classrooms—without adding heavy paperwork.

Sarah Glencross, Research Manager, The Sycamore School

From Cognitive Science to the Classroom: Practical Strategies to Support Neurodivergent Learners

Executive function challenges can significantly impact learning, especially for neurodivergent students. This workshop explores how research on executive function can be translated into inclusive classroom strategies that support planning, organisation, attention and emotional regulation. Drawing on practice-based insights from The Sycamore School, a specialist setting for autistic learners, we will unpack what executive functioning looks like in real classrooms and share practical supports that benefit all students. Participants will leave with evidence-informed tools, case examples and insights into how a cognitive science lens can enhance engagement and independence for diverse learners.

Dr Michael C Nagel, Associate Professor - Child and Adolescent Development, University of the Sunshine Coast

Nurturing the Mind of a 'Livewired' Child!

What are the most important things we can do to nurture the development of children’s brains and minds and by association enhance learning experiences? Equally important, what might limit or hinder those opportunities? The first question has an extensive body of research to support it and this will be explored by looking at new understandings of how the brain grows and develops and how experiences shape a child’s life and future. The second question has an equally expansive corpus of research, and key elements of this are important considerations when it comes to raising and educating young minds. This presentation will unpack all of the key points noted above in a user-friendly and interactive way. The aim is to provide food for thought and strategies related to fostering environments that positively contribute to the mind of a ‘livewired’ child.

Scott B Harris, Founder, CRASHING INTO POTENTIAL

Neuroinclusivity in Action: What It Feels Like to Learn with a Different Brain

Every classroom includes students whose brains process, learn, and behave differently, yet many teachers still feel unsure how to recognise and respond to neurodiverse needs. In this powerful and practical session, Scott B Harris draws on 17 years of lived experience with a traumatic brain injury to give teachers a firsthand understanding of what neurodiversity feels like, and how to create classrooms where every learner can thrive.

Combining evidence-based research (developed in collaboration with Professor John Hattie) and practical classroom strategies, this session takes participants through interactive simulations that mirror real neurodiverse experiences such as cognitive dysfunction, disorganisation, and sensory overwhelm. Teachers will walk away with a deeper understanding of executive functioning, simple adjustments that de-escalate behaviour, and classroom tools that make learning more inclusive, not just for neurodivergent students, but for all.

Jade Wong, Author, The Learning Support Hub

Navigating Education with Adverse Childhood Experiences: A Dual Lens of Parent and Educator

Children with adverse childhood experiences (ACEs), particularly those who have been in out of home care, face unique challenges in educational settings. This session, led by an educator and carer with lived experience of neurodivergent children impacted by trauma, will explore the profound impact of ACEs on learning, behaviour, and emotional regulation. Attendees will gain insights into the dual perspective of a parent and educator, with practical strategies to create trauma-informed, supportive environments that foster growth, safety, and resilience for all students.

Millie Carr, Learning Specialist, Doherty’s Creek P-9 College

Spotting Hidden Struggles and Creating Classrooms Where Students Don’t Have to Pretend

Masking (when students hide their needs, distress, or differences in order to “fit in” at school) is one of the most overlooked challenges in education. These students often appear quiet, compliant, or high achieving, yet crash at home or in safe spaces.

In this interactive session, we will unpack the hidden cost of masking and how educators can learn to spot the subtle red flags. Participants will leave with a clear understanding of how masking affects learning, how to respond compassionately when unmasking looks “messy,” and how to build classrooms where every student feels safe enough to be themselves.

Nicolette Wheaton, Teacher, The Glennie School

Creating Buzz for All Learners: Inclusive STEM through Sustainability and Design

Discover how to engage diverse learners in critical and creative thinking through authentic, real-world STEM challenges. This hands-on workshop immerses educators in the urgent issue of the Varroa destructor mite and the essential role of European Honey Bees in Australian agriculture and biodiversity. Grounded in Universal Design for Learning (UDL) and inclusive pedagogies, participants will explore adaptable strategies that differentiate learning and support students with a range of abilities and behaviours. The session will also demonstrate how Harvard University’s Project Zero thinking routines can extend classroom practice to deepen thinking and foster transferable skills. By connecting sustainability, agriculture, and STEM design processes, educators will leave equipped with practical tools to create inclusive, engaging, and thought-provoking STEM experiences that empower all learners to thrive.  

Melissa Earl, Teacher & Case Manager - Diverse Learning Centre, Redlynch State College

Thriving Minds, Thriving Classrooms

This session is designed to deepen the understanding of brain development, basic human needs, and the impact these have on behaviour and wellbeing. Using a trauma-informed lens, it highlights the importance of positive relationships and connecting habits to support student engagement and inclusion.

We will explore links between brain development, behaviour and wellbeing. It examines strategies to understand behaviour and manage challenging behaviour in the classroom and school environment.

We will practice connecting conversations (to unpack behavioral incidents) in small groups, developing co-created student led behaviour plans, profiling staff and student needs and how to use this information to build a needs satisfying classrooms for staff and students.

Participants will gain valuable knowledge and understanding around brain development and emotional wellbeing in order to promote positive behaviour and maximum student engagement in an inclusive learning environment. You will leave with practical tools and strategies ready to use in the school environment because Thriving Minds lead to Thriving Classrooms where both staff and students are empowered to succeed.