Dr Ross Greene

Collaborative and Proactive Solutions (CPS) is the evidence-based model Dr. Ross Greene describes in his influential books The Explosive Child, Lost at School, Lost & Found, and Raising Human Beings. The CPS model has transformed thinking and practices in countless families, schools, inpatient psychiatric units, and residential and juvenile detention facilities throughout the world, and has been associated with dramatic reductions in adult-child conflict, concerning behaviours, disciplinary referrals, detentions, suspensions, restraints, and seclusions. The model represents a significant departure from discipline-as-usual: it focuses on solving problems rather than on modifying behaviour, emphasises collaborative rather than unilateral solutions, encourages proactive rather than reactive intervention, de-emphasises diagnostic categories, and provides practical, researchbased tools for assessment and intervention.

Dr Tom Brunzell

Dr Tom Brunzell (PhD) has experience as a teacher, school leader, researcher and education advisor in New York City and Melbourne. Currently he is the Director of Education at Berry Street. Tom presents internationally on topics of transforming school cultures, high expectations for differentiated instruction, trauma-informed practice, wellbeing and the application of positive psychology, and effective school leadership. His research at the University of Melbourne Centre of Positive Psychology investigates trauma-aware pedagogy, positive psychology, positive education and their impacts on workplace meaning.

Dr Iain Matheson

When it comes to improving the wellbeing of disadvantaged children and young people, Iain Matheson understands the critical connection between evidence, experience, and intent. He also values the all too often unrealised power of collaboration, whether with children and young people, across professional groups and agencies, or with other jurisdictions. Mainly working in New Zealand and Australia, Iain’s an independent child welfare researcher, author, speaker, trainer, facilitator, and mentor. He helps government agencies and community organisations to improve outcomes by better generating, leveraging, and acting upon evidence and learning.

Iain’s research and consultancy work builds on his many years of experience gained across several statutory child welfare operational, policy and leadership roles in England, Scotland and New Zealand; his last government appointment was to lead New Zealand’s residential and foster care system. While he works across the spectrum of child and family services, Iain has a particular interest in youth justice, out-of-home care and leaving care; his 2015 education doctorate was on the education of university students with a care background. A lifelong learner, he also has postgraduate qualifications in social work, child protection, social services management, and social sector evaluation research.

Associate Professor Marnee Shay

Associate Professor Marnee Shay is an Aboriginal researcher whose maternal family is from Wagiman Country (Southern Daly River Region in the Northern Territory). Marnee was born in Brisbane and has strong connections to Indigenous communities in Southeast Queensland. Marnee is a registered secondary school teacher with experience as a flexi school practitioner.

A/Prof Shay is currently a Principal Research Fellow at the University of Queensland. She has an extensive externally funded research program and has many publications in the fields of Indigenous education, flexi schooling and Indigenous education policy. Marnee is a Chief Investigator on the first Indigenous-led Australian Research Council Centre of Excellence ‘Indigenous Futures’ (2023-2029). Marnee advocates for strengths-based approaches in Indigenous education and Indigenous-based evidence to inform policy futures.

Carolyn Blanden

Carolyn has been Principal of three independent schools covering the spectrum from a high-fee, highly academic girls’ school through a PK – 12 community school where 100% of the students were LBOTE, to a Special Assistance School for young people 15 – 22 from disadvantaged backgrounds.

Carolyn is committed to making a difference in the lives of young people through a holistic education that is inclusive and supportive of all students and future focused.  Warakirri College has 5 campuses in western Sydney serving young people who have disconnected from mainstream education through social disadvantage, mental health challenges, parenthood or the trauma associated with refugee status. Around 80% of Warakirri students live with one or more disabilities.

Carolyn is the recipient of a 2022 Menzies Foundation School Leader Fellowship enabling her to complete the Principals’ program at Harvard and carry out research in the USA and UK.