Tom Allsop is the chief executive of PeakCare, Queensland peak body for the child and family sector. Tom is a social worker, sessional academic and has led the design and implementation of nationally significant programs and projects for both the government and non-government sector. Tom's expertise includes the intersection of child protection with related service systems including youth justice, early childhood education and care, disability, mental health and youth homelessness. 

Tom is also a non-executive director of Families Australia and a member of the leadership coalition for Queensland's 'a right to learn' campaign.

John is the inaugural Principal of the Ignatius Learning Centre, which was established in early 2021.
John is an experienced educator with expertise in working with children and young people in the criminal justice system. A leader with integrity and a proven ability to engage successfully with children, teachers, and other stakeholders to ensure outcomes that are in the best interests of children.

John's values and passion to make a difference in young people's lives both individually and systemically led him to join the Ignatius Learning Centre as its founding Principal. Prior to joining Jesuit Social Services, John was the Assistant Principal at Parkville College for eight years, educating children detained in Parkville Youth Justice Precinct. John has worked in the education system for 17 years and has held various leadership positions in a number of Government schools.

Tony has taught in a variety of settings from mainstream to China to Special Assistance Schools (Alternate Schools). He is very passionate about alternate education and believes that every student deserves an education, when they are ready. He has been the Principal at Kairos Community College for 9 years highlighted by a 100% Queensland Certificate of Education completion rate.

Lynn Arvanitakis, has worked in the community sector for the past 12 years, working in not for profit and local government with schools to support vulnerable students. Lynn is the School Focused Youth Service Coordinator at Knox City Council in Melbourne’s Eastern Suburbs. In this role, Lynn works closely with all schools (Government, Catholic and Independent) and local service providers to develop programs and supports for 10-18 year olds who are attending school, but showing signs of or who are vulnerable to disengaging, to remain connected to education.

Robyn Arri has recently assumed the role of Assistant Principal for Learning at Holy Spirit College across three campuses in Cooktown, Manoora, and Edmonton. Landing in secondary education Robyn is dedicated to understanding how to bring education to young people in a way that resonates and positively influences their lives.  Robyn demonstrates thoroughness and an unwavering dedication to effective teaching practices, particularly in the realms of reading and writing. Robyn's passion for educational research, staff and student wellbeing, and lifelong learning underscores her holistic approach to planning and programming in education. Her role reflects her commitment to innovation and creating positive learning opportunities that have lasting transformations for the youth she serves. Robyn Arri is an advocate for all educators with a dynamic force driving meaningful change in education.

Amy Barnes is the Tier 3 Program Manager at Echuca College in Victoria.  She leads the applications for the College's Disability Inclusion Profiles and facilitates programs to support students with additional needs.  With Amy's lived experiences with neurodivergence she brings a wealth of strategies to support staff, parents and students alike when transitioning to secondary school.

Research interests include media representations of teaching and teachers in the media and social justice in education.

Cara Barrie is a Team Leader for the LOOKOUT Centre in the South-Eastern Victorian Region. She has worked with the LOOKOUT team for the past 7 years to lift the educational outcomes of children and young people in Out-of-Home Care. Cara is also a registered psychologist and has worked for the Department of Education for 13 years. for the LOOKOUT Centre in the South-Eastern Victorian Region. 

At the SACE Board of South Australia, Annalisa was a lead Education Consultant for the Exploring Identities and Futures subject and a key member of the EIF/AIF Innovation Team. Her commitment to innovation and attention to detail made a significant positive impact on the Pilot and Implementation phases for the development of the EIF and AIF subjects, ensuring their design promoted the inclusion and agency of all learners. As an experienced educator, Annalisa excels in placing student agency at the centre of innovative strategies to diversify curriculum, pushing boundaries of what is considered possible and creating new pathways through the SACE system, making full use of its flexibilities.

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. 

Stephanie Blunt is an experienced youth worker, educator and senior school leader, with over twenty years' experience around positive youth development and engagement with schools, communities and beyond.  For the last decade she has led youth work and wellbeing support at the Y Schools Queensland.  She has played a pivotal role in the development of the schools, particularly in the areas of wellbeing and inclusion.  As Head of Wellbeing, Stephanie currently leads a committed team of counsellors, case workers and youth workers, as well as the school's implementation of their own trauma-aware wellbeing framework, known as Thrive.

Jacinta is the Wellbeing Coordinator, School Nurse, and Health Teacher at River Nile School, she plays a dynamic role in an exceptional student support team. Specialising in a trauma-informed approach, she focuses on nurturing the wellbeing of female students and those from refugee backgrounds. Her commitment lies in providing tailored support to empower students, helping them overcome obstacles and achieve their fullest potential.

Megan Booth, (BA FA, Dip Ed Sec, Grad Dip Counsel, MA Art Th), is a teacher at Indie Education who has a heart for wellbeing and is passionate about doing school differently! She has been an educator for over 20 years, working in Secondary and Primary School settings in NSW and Tasmania. Megan is also a trained Art Therapist/Counsellor, working with solution-focused positive psychology frameworks. In 2008, Megan travelled with colleague, Jane Sleeman, on an Anika Foundation Scholarship to North America, researching 'Innovative Approaches to Adolescent Depression'. Visiting an 'Alternate High School' on Vancouver Island, is where her desire to work in schools 'doing things differently' began.

Dr Woody Boyce completed his PhD at Federation University contributing to the knowledge base of Out of Home Care practices and their effects on children and young people's readiness to learn. A Bachelor of Arts (Hons) and holds extensive experience across the sector of Out of Home Care, Multiple and Complex Needs and senior leadership positions in the Not for Profit and academic teaching sector.

Dr Boyce is committed and passionate to improve the educational disadvantage of children in the out of home care and welfare systems.

Nearing the end of my fourth year at SASY I have played an integral role in the introduction and implementation of The SASY Way, unpacking SASY's origins to clearly identify how SASY reconnects young people to themselves, their learning, and their futures. My two year journey as The SASY WAY Lead has deepened my skills to identify and design effective models that reflect SASY's unique holistic learning model. I believe my values are in line with SASY's ethos, personally and professionally. I am committed to cultivating a safe and curious space for vulnerable young people to explore who they are so they can bravely step into their futures.

Daniel is a visionary educational leader with more than a decade of experience in a range of learning environments. He moved into education because he is passionate about making a difference in the lives of young people. 

Daniel's view is that education is the most powerful way to bring about positive change and create growth opportunities for young people.  Core to Daniel's values are social justice and inclusion.  This translates into his professional life as a deep focus on belonging and equality for all regardless of where they start in life.  Daniel is the Head of BlendED and the Assistant Principal of St Joseph's.

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.

A science - SOSE teacher (and flexi convert), John started in 2002 at Rosebud Secondary College (Vict.), followed by a stint in some of Manchester’s (UK) toughest schools. Dysregulated complex young people have been a long-term staple. John then had the enviable and daunting opportunity to start an EREA flexi school on the far south coast of NSW. It was soon clear that safe risk taking, adventure and outdoor education would build trust between staff and students. This trust, the staff believed, would support genuine growth in classroom learning…and it did!  Now with a waiting list, they are trying to keep up with community demands.

Kerri Chard is a leading authority in Child Protection with a background in psychology and over two decades of professional experience in the Non-Government and Government Sectors. She has developed award-winning interventions within the Education sector, assisted schools to better understand complex developmental trauma, and brought trauma-informed curriculums into the classroom. Kerri is a passionate advocate for trauma-responsive systems and education for at-risk students.

Luis Castanon has a Bachelor of Arts in Counselling with a major in Youth Work, Counselling and minor in Psychology. Luis has spent his career working within multiple Local Government Organisations both as a Youth Worker and Counsellor. Luis has a passion in advocating for disadvantaged groups and leading/empowering groups of young people and youth workers. Luis is currently employed as a Youth Development Worker at Knox City Council in Melbourne's Outer East. This role involves having to chair the Q-East Alliance (group of youth and community workers in the south-east region of Melbourne), co-chair the Knox City Council LGBTQIA+ working group and manage/facilitate 5 rainbow groups that provide a safe space for young people aged 11-25 who identify as LGBTQIA+ to socialise and develop life skills.

Jacqueline Clark is a trained Primary school educator with 30 years of experience in education. She is passionate about teaching literacy. After many years of classroom teaching experience, Jacqueline qualified as a Reading Recovery teacher. Jacqueline was the lead teacher in implementing the Leveled Literacy Intervention program across her school, coaching teachers from Foundation to Year Six.  Jacqueline has also worked closely with  EAL students in Primary schools, supporting these students to access the English curriculum. 

Located in south-east Queensland, Jacqueline is a Professional Learning Specialist for Essential Assessment. She works with schools across Australia to facilitate using the Essential Assessment platform in Primary and Secondary school settings. Jacqueline provides professional learning support within the Victorian and Australian Curricula and the NSW syllabus. Jacqueline is proud to partner with schools to build teacher capacity and provide insights into Essential Assessment to know and grow students.

Melinda has 25 years of experience in government and non-government sectors in child and family services, disability services, child protection and out-of-home care.  

Melinda has worked in leadership roles in service delivery, quality management, contract management, investigations and reviews, policy development, practice support and service design and evaluation.  

Since 2014, Melinda has led child safe organisation work at Life Without Barriers, driving the We Put Children First child sexual abuse prevention campaign and other initiatives. 

Student Support Officer and competitive cross-fit athlete.  A talented sportsman, dedicated to supporting young people through their most challenging moments.  Experience and training in retail operations management, real estate, hospitality and education.

Teresa has been teaching in Special Educational schools specialising in students with ASD in Australia and the UK. At St Edmund's College she teaches Creative Arts. Teresa is passionate about using technology in her classroom and in recent years she has supported Art students making connections with their wider community.  She regularly takes students to art galleries for access programs and has supported students entering the Focus on Ability short film festival. Teresa always has some emergency chocolate in her draw.

Sarah is the Leading Teaching for EAL, Literacy and Numeracy at River Nile School where she leads the development of curriculum, assessment and teaching practices which support young women from refugee and asylum seeking backgrounds to access senior secondary education through the VCE Vocational Major and Victorian Pathways Certificate (previously VCAL).

Bryn Dunlop has been an outdoor educator since 1994 having worked in special needs boarding schools (UK), prison adventure therapy programs and flexi-schools. Since 2001, he has been a key player in EREA adventure based learning programming. He is currently the Leader of ABL in the Qld/NT region, leading programs and supporting staff in the “art and science” of outdoor programming and finding ‘teachable moments’. Bryn is addicted to the vicarious feelings of achievement and joy often felt by young people leaning into the challenges of ABL and learning in ‘class rooms on Country’.  Bryn has a Masters of Ed. (Outdoor Ed.) and holds numerous activity qualifications, including in patience!

Mark is a husband and father of 3 teenage and 1 soon-to-be teenage kids who are all very different! He is the Head of Campus at Deception Bay Flexible Learning Centre where he practices CPS almost all day everyday! He has 7 years experience as Head of Campus / Associate Head of Campus in flexis, and 14 years experience as a teacher and senior leader in mainstream EREA schools. Mark has a Masters of Educational Leadership and a Masters of Education in School Guidance and Counselling. He has done Tier 1, Tier 2, CPS Certification, and CPS Trainer courses through ThinkKids.

Ensuring children and young people access quality education - no matter where they live or the circumstances they face - has been the motivation behind Louisa Ellum's highly successful career across Australia's education, tertiary and social sectors. In her numerous leadership roles, Louisa has been able to advocate for greater cohesiveness between education, vocational training and other sectors, which has opened the door to collaborations and partnerships that benefit the support, learning and wellbeing of children and young people. Louisa has published multiple articles, research reports and book chapters on partnerships in education and led many national transformative education-based initiatives. She is currently finishing a PhD at the University of Tasmania.

Responsibilities include state schooling, early childhood education and care, higher education, non-state school funding and youth justice.

Shelley is an accomplished educational leader based in Perth. She is from the gold mining town of Kalgoorlie in WA, on the land of the Wongatha people. Her extensive background of over 30 years of experience comprises leading early years, primary, secondary, and tertiary education, making her a versatile leader with exceptional leadership skills. Shelley has a deep passion for student success and is committed to achieving excellence and school improvement. Shelley believes in creating innovative and flexible learning spaces that cater to each child's unique needs and strives to create an environment that encourages transformative learning.

Jemma Fuka is the Head of Learning at Rocky Flexi and has been a teacher there since 2017.  She was one of the many staff members that supported the inception of the Darumbal Language Program by helping facilitate learning activities in the classroom.  Today Jemma continues to make contributions to the program, collaborating with Darumbal Enterprises to create engaging projects for the young people whilst continuing to develop her knowledge around Darumbal language, culture and perspectives.

Chris is a Head of Department, Discovery and Entrepreneurial Learning at Yarrabilba SSC.  He has extensive experience in the enterprise learning space, winning awards for his leadership of students and staff in the Australian Curriculum through an entrepreneurial/social enterprise lens.

Amy Gill's 24-year teaching career is marked by her leadership as the Education Innovation Lead at Youth Off The Streets (YOTS), her authorship of The YOTS Model of Education, and the founder of the YOTS SOLAR Program. Recognised by NESA as a Highly Accomplished Teacher, Amy's impact on education extends beyond her immediate classroom. Her unwavering commitment to educational reform is driven by a vision to enact systemic change that champions equality and ensures universal access to quality education. Amy is also a Ph.D. candidate focusing on pedagogical practices that address the complex needs of students affected by trauma.

Kirra (she/her) has worked in the Flexible and Inclusive Education sector for eight years, both as a teacher and as a Pathways & Transitions Coordinator. She is currently in the final year of the Masters of Education (Research), completing a project exploring the interrelation of trauma-informed practice and careers education in Flexible and Inclusive Education settings.

Christine is a clinical member of Australian Association of Family Therapists (AAFT) and Psychotherapists and Counselling Federation of Australia (PACFA).

Christine has 25 years' experience with a focus on young people who are disengaged from mainstream school settings. Christine was instrumental in the David Scott School model (Brotherhood of St Laurence) that supports evidence-based trauma informed interventions to reach the most difficult to engage sector of the community. Christine currently works as Therapeutic Lead at Jesuit Social Service, The Men's Project on a pilot program with a focus on early intervention approaches that engage at-risk young people aged 12 - 25 years.

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.

Jack is a Senior Consultant in the Berry Street Education Model team, and a Doctor of Education candidate at the University of Melbourne.  He is a co-founder and facilitator of Teachers' Well, a wellbeing community of practice for teachers. Most recently he was a Senior Teacher on the lands of the Yolŋu people in East Arnhem Land, Northern Territory. Jack specialises in creating trauma-informed and culturally responsive learning environments where people are safe, seen and supported into their potential.

Megan has worked with young people in various settings, including homelessness, Youth Justice and Education for well over a decade. In addition to her work directly with young people, Megan has extensive policy, operational and systems-level experience across sectors. Her passion for working with and alongside of young people lies in her rights- based, social justice framework and strong belief that all young people have enormous potential as contributors to our world.

Megan’s previous experience at Edmund Rice Education Australia and now with Life Without Barriers focusses on supporting innovative responses for children and young people to access education and learning that works for them. Through Megan’s consultancy work, she supports the Australian Association for Flexible and Inclusive Education (AAFIE), a member-based organisation supporting the professionals who provide a range of unique and diverse educational opportunities to young people across Australia. 

Megan is also the Chairperson of the Queensland Youth Housing Coalition, Queensland’s Peak Youth Housing and Homelessness Service and holds a Social Science – Human Services degree (BSocSc), specialising in Young People and is completing her Master of Teaching (MTeach).

Rosamund Harrington is a Senior Lecturer in Occupational Therapy, School of Allied Health, Australian Catholic University (ACU). Her work, informed by ecological perspectives of health and wellbeing, focuses on building inclusive communities through sophisticated environmental design and collaborative action. Current research projects include a 5 year transdisciplinary NHMRC Ideas Project APP1187656 Inter-generational Learning and Living Campus: A New Model for Healthy Senior Living and Integrated School Communities across Urban and Regional Australia and a 3 year NDIS Economic and Community Participation Program grant funded project Breaking out of the Silos: Collaborating for employment outcomes for youth with disabilities.

Kalindi Hartigan (B Ed -Professional Honours - Inclusive Education) is a teacher at the Indie School in Launceston, Tasmania. The Indie School is a non-government school which provides an alternative education option for young people aged 15-18 years, who are not actively engaged in education.  Indie's foundations lay in Adult Education philosophies that encourage choice, independence, mutual respect and accountability.  Indie School teachers are committed to changing the lives of young people. Our students enjoy learning in an environment that values their voice, is fun, secure and provides pathways to employment or further education.

Kalindi is passionate about inclusive education, developing self-advocacy skills in her students, creating resources that make processes efficient & effective, and supporting teachers to spend more time teaching and less time completing administrative tasks.

Lelarnie Hatfield, a 25-year-old Darumbal woman, is a passionate custodian of Darumbal country and its people. Working as the Cultural Coordinator at Darumbal Enterprises, her knowledge, passed down through generations of elders, fuels her mission to preserve and celebrate Darumbal Culture and Language. LeLarnie has devoted seven years to collaborating with Rockhampton Flexible Learning School. Through this partnership, she's embarked on a dynamic journey, constantly learning, and adapting to deliver Darumbal Language, Culture, Protocol, and Lore. The program has seen remarkable success in preserving these Cultural Values. LeLarnie is determined to continue this important work for many years to come.

I am an artist and a youth worker. He has a BA in arts and a site safety officer qualification. He has been an artist in residence at several schools as well as coordinating Indigenous Men's Sheds.

Carmel Hobbs is a Postdoctoral Research Fellow in the Trauma Informed Practice lab at the University of Tasmania. She is a researcher and educator specialising in teen domestic violence and abuse and trauma-informed practice.  Her research approach prioritises the voices of children, young people and the professionals who work closely with them and she positions this work within a child rights and social justice framework.

Vikki Hipkin is an Associate Member of the Australian Dyslexia Association (AMADA) who is an experienced learning difficulties educator.  Educated through the Australian Dyslexia Association and the Dyslexia Action (Education institution of the British Dyslexia Association), Vikki founded Havenport MSL College in 2020 to improve the educational outcomes for students with unfunded learning difficulties.

I am research associate at Flinders University, I was a teacher and Principal for 2 decades. My research concerns early school leaving and new and emergent school designs that reconnect with young people.

Angelique Howell is a Postdoctoral Research Fellow at QUT.  Her work focuses on conducting research in partnership with marginalised students who are expected to be 'active and informed members of the community' on one hand yet are pathologised and positioned as problems to be solved on the other. She is dedicated to creative yet robust forms of research which enable these young people to work towards more hopeful futures through research partnerships which position them as capable producers of knowledge and embody the ideals of active and informed citizenship.

Lisa Hurst is an outstanding educator and compassionate individual committed to fostering an inclusive and positive culture across three campuses at Holy Spirit College in Cooktown, Manoora, and Edmonton. Serving disenfranchised and disengaged youth, Lisa, as a mentor, teacher, Head of Campus, and now Assistant Principal for Diversity, prioritizes an environment where all can thrive. Known for her infectious enthusiasm, Lisa uplifts and inspires young people, creating a joyful and engaging atmosphere. Her defining qualities include kindness, care, and a fierce dedication to holistic well-being. An advocate for young person-centred education, Lisa believes wholeheartedly in the power of the young person voice in establishing relationships, determining their pathways and creating their own successful opportunities in the special assistance school setting. Lisa is passionate about bringing mentors and young people together as valued partners in shaping the lives of our young people, where relationships are at the heart of everything they do.

Sharyn Ive is the Director of School Campus at Carinity Education Shalom. She is an experienced educator with expertise in the areas of Curriculum, Indigenous and inclusive education. During Sharyn's tenure as Head of Curriculum, Shalom was named Australia's most improved school for Year 9 NAPLAN. She is passionate about discovering innovative solutions to educational barriers and fostering a welcoming, safe environment where all students are championed. Sharyn's connection with students is the impetus behind her goal to promote justice, equity, and accessibility in education, enabling all young people to dream.

Parker currently serves as the Principal at North Academy, an Independent Special Assistance School situated in Newcastle, NSW, catering to individuals who have disengaged from mainstream education. North Academy specialises in trauma-sensitive and developmentally aware education, offering small class sizes and shorter days tailored to the needs of its young people. With a wealth of experience spanning over a decade in the Education Out of Home Care sector, Parker's journey began at Allambi Care's Learning Centre. There, he held roles as a Residential Youth Worker, Teacher, and Education Manager. Parker played a pivotal role in shaping Allambi Care's education model, which is now implemented at both the Learning Centre and North Academy.

Carlie Jones is the Inclusion Support Leader at Echuca College in Victoria.  Here she leads the Disability and Inclusion portfolio in addition to the First Nations.  Currently studying her Masters in Applied Behaviour Analysis, Carlie and her team use tangible strategies to support students with additional needs into secondary schooling.

Laura Kling, a passionate educator with a Bachelor of Secondary Education in English and History, graduated in 2018 and currently holds the role of Secondary Curriculum Coordinator at Carinity Education Shalom. With an open mindset, Laura dives headfirst into this fresh endeavour of Curriculum Coordinator to serve her students' needs and guide them towards their full potential. Laura loves that at Shalom, we encourage embracing student connections while valuing a curriculum that is accessible to all. She fosters an inclusive educational environment and thoughtfully tailors the curriculum, resonating deeply with the heritage and educational needs of Aboriginal and/or Torres Strait Islander students.

Tracey Korsten is a performance poet, educator, freelance writer, reviewer, public speaker, performer and recovering lawyer, based in Adelaide.

She, has won SA Speaker of the Year on three occasions and mostly likely has done many more wildly interesting things than I can find during a 2-minute Google search, whilst I should be marking.

She has a particular interest in improvised performance of all varieties and runs workshops on Theatre of the Oppressed. She currently freelances as an MC, marriage celebrant, speaker and writer and inspires and distracts her colleagues and students at Inventorium with raucous stories and sage advice.

Sally has been an educational leader in a variety of school settings and roles for over 25 years. She has led school turnaround initiatives and significant educational outcome improvements in a large outer metro secondary school. Sally has advocated for the Department of Education to improve the reengagement opportunities and wellbeing resources available to schools, most particularly those in the outer metro fringe.

Yulinbal Principal, endurance athlete and dedicated angler.  Passionate educator with a heart for the most vulnerable young learners, and experience teaching in the Northern Territory and across NSW.  Significant education and experience working with students who experience complex learning challenges.

Natalie Lewis is a descendant of the Gamilaraay Nation and was appointed the Commissioner of the QFCC in May 2020. Natalie works to bring the rights of children to life and drive changes that improve the safety, wellbeing and interests of children and young people. 

Chris works for Edmund Rice Education Australia Flexible Schools as part of the St Joseph's Special Assistance School's network of schools. He is a specialist in trauma informed education and has extensive experience working with young people who have disengaged from mainstream education settings.

Chris established the Geelong Campus of the Networks flexible schools and until 2020 lead this community. He now works as the Manager of Liberating Education and Formation for the network supporting a number of new initiatives to further support young people to access relevant and appropriate education.

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.

Tahlia is from Gold Coast and has been in the Education sector since 2000. Tahlia's career in Education begin in Early Childhood, where she spent 8 years, whilst studying her Psychology Degree. After completing this, in 2009, Tahlia began studying Secondary Education at Southern Cross University, majoring in English and Music. In 2014, Tahlia extended her studies, completing a Master of Forensic Mental Health through Griffith University, which extended her passion into Art/Music Therapy through teaching. In 2020, Tahlia became the Principal of Arcadia College, a special assistance school for youth at risk, which she is leading her passion and love for the Arts through embedding this in daily school life. Additionally, Tahlia is a Doctoral Candidate at Southern Cross University, researching the topic of 'School Improvement for Youth at Risk through the Arts.' Tahlia draws her inspiration from Elliot Eisner; an Arts educator and educational researcher. While Education is one of Tahlia's passions, her love for Country music has encouraged her singing/song-writing career, allowing her to tour in Nashville and produce two albums, one of which was released in 2019. Over the school holidays, Tahlia can be found performing at venues on the Gold Coast as a Country Music Artist.

Deputy Head of Learning & Teaching (School of Education & Professional Studies. Research areas include schooling engagement and social justice and education.

I’m supporting local groups and leaders in Queensland and Regional NSW to take action for climate justice. My role includes organising these grassroots groups and mentor leadership in their communities.

Alyssa started her career as a Secondary School teacher in 2008. She quickly discovered her passion for supporting students who are living in out-of-home-care. She was a successful applicant of a Department of Education scholarship to study for a Master of Inclusive (Specialist) degree. She then worked as a Learning Advisor for Lookout (Dept of Ed, Victoria), then moved into a role as a Project Officer supporting the roll-out of the Disability Inclusion Reforms in Victoria. After becoming intrigued by a position she saw advertised with Hester Hornbrook Academy, she applied and became a successful applicant!

Professor of Education at QUT. His research is focused on social justice issues in education.

Mes Mitchelhill is a researcher and educator who specialises in school alternatives which centralise connections to community and Country. Their research focuses on the role and evaluation of flexible schools on Wurundjeri Country, as a means of envisioning more just and relational practices of education in the settler colony of Australia.  As a white researcher, they enact their theory work with an active practice of youth work, supporting criminalised and marginalised young people to achieve meaningful and relational access to education.

Youth Programs Manager and overly enthusiastic surfer.  30+ rewarding years working with diverse young people as a teacher, coach, program facilitator and mentor in Australia, Canada and New Zealand.  Completed a Masters in Non-Profit Leadership many years after completing teacher training.

Dale is Director Education for Life Without Barriers, one of Australia’s largest charitable organisations with services in every state and territory including remote areas. 

Life Without Barriers supports around 25,000 people each year in the areas of disability support, aged care, mental health services for refugees and people seeking asylum and supports some of Australia’s most vulnerable children, young people and families in out-of-home care. 

As Director Education of Life Without Barriers, Dale leads the education unit to support children and young people in care to reach their educational potential. For over 35 years Dale has worked in flexible education provision with a focus on supporting kids with barriers to education. His career began as a teacher in the Centre Education Programme before he was promoted to Principal. Dale then held the role of Edmund Rice Education Australia (EREA) Principal Flexible Learning Centre Network, Director EREA Youth+, Youth+ Institute and Director Partnership for EREA. In his time with EREA he was responsible for the creation of 23 Flexible Learning Centres in Australia impacting 1,000’s of young people. 

Dale focusses on education strategies that create partnerships between families, carers, care case managers and schools – believing that collaboration to support children’s enjoyment and success in education requires a joint effort, especially when children are dealing with complex trauma histories. 

Dale is Co- Board Chair of the Australian Association Flexible and Inclusive Education (www.aafie.org.au) and participates in a range of research partnership with the ARC and NHMRC. He has completed a Churchill Fellowship and Endeavour Fellowship which focused on education environments for disenfranchised young people and first nations education respectively.

Dale has a deep commitment to working with communities, NGO's, government, families and young people in developing learning environments and pathways that offer socially inclusive education.  

Emily Nester is the Senior Manager of Youth Crime Prevention at Berry Street. Emily has extensive experience in the field of childhood trauma and social reform over the past eighteen years. Grad Dip Criminology, Grad Dip Developmental Trauma, Dip Youth Work, Dip Management.

Clea North is a proud Aboriginal woman and descendent of the Mithaka and Gunngari people of south-west Queensland. 

Clea has dedicated her life’s work to education, and for the inclusion and acknowledgement of Aboriginal & Torres Strait Islander students, their families, their communities, and culture in education. This work has spanned 25 years across various positions, including Office Administration, Teacher Aide, Community Education Counsellor and Secondary Teacher.

Clea now works as an Education Consultant, for Life Without Barriers advocating for children & young people living in out-of-home care, working with schools to support trauma informed practice, and culturally responsive practices.

Janice O'Connor is the Research & Innovation Manager at Onemda, a disability service in Melbourne. With over 20 years' experience collaborating and driving projects with people with a disability, and their families and carers, Janice is responsible for overseeing the work of Onemda's Research & Innovation Centre and working with others to challenge traditional therapy and learning models through collaboration and co-design.

Kate is the inaugural Principal at GOAL College, a position she has held since 2015. Prior to taking this role, Kate had 25 years of experience in education, and has held senior policy and implementation roles both in Australia and internationally.

Prior to returning to Sydney to start the College, Kate spent four years working in the United States in a senior leadership role in education with America Achieves, and in that role worked alongside the OECD on reporting international trends in educational attainment, as well as advising district and state leaders on the implementation of the Common Core in the USA.

Before her work in America, Kate was the Director of Educational Measurement and School Accountability for the Education Department of New South Wales where she led the development of new technologies, and assessment models as well as supporting teachers, principals, district and state staff across NSW in understanding and using data effectively to help students learn.

Kate has also held the position of Chief Assessor for Writing for Australia, responsible for training hundreds of markers across Australia in effective assessment of student writing from Year 3 to year 10, and developed, in conjunction with the Australian Council of Educational Research, an online learning module for teachers to improve their skills and get accreditation in writing assessment and development.

Kelly O'Toole has worked for Education Qld for the past 23 years.  She has been working with the YFC Program since 2019 in her capacity as Deputy Principal of Ipswich SHS. She has a long history of working in alternative education and is passionate about supporting all students to remain engaged in education. 

Alongside Program Manager Corinne Harper, Kelly has been a strong advocate for the Young Families Connect Outreach Program, receiving departmental approval earlier this year to extend the program to support pregnant and parenting students throughout Queensland. This future focused learning program is a first of its kind for Education Queensland.

Jamie is a highly accomplished educational leader with over 13 years of experience in diverse educational settings, including government, independent, youth justice, and overseas schools. Currently serving as the Assistant Principal - Head of Campus at the Berry Street School, Jamie demonstrates an unwavering commitment to providing high-quality education to all students. Jamie's work is guided by trauma-informed practices and positive psychology. She consistently seeks innovative approaches to address the unique needs of each learner, ensuring their holistic growth and development.

With over 13 years experience in alternative education settings, she is passionate about working with students who require an individualised approach to their education. Using a multidisciplinary approach to wrap a team around the student to enable this to happen is what Prue strives for.

School Psychologist and nationally ranked skateboarder.  Master of Professional Psychology, with Distinction and training in Aboriginal Studies.   Experience as a counsellor, tenancy support coordinator and senior roles with several youth refuges, prior to becoming a highly respected psychologist.

Tracie is Head Of Campus at The Centre Education Programme. It is a small secondary school in Queensland that offers educational pathways for young people in grades 7-12 who have difficulty accessing school for a variety of reasons.  We work with young people to improve cognitive and academic skills, enhance social and emotional competency, strengthen cultural and spiritual life, and find employment or further training. We focus on Small learning groups, negotiated learning experiences that support social and emotional needs as well as academic skills, strong relationships between young people, and adults, and connecting with community.

Marie's current role is supporting skills and training for EREA Flexible Schools and Colleges in Queensland.  She has substantial experience in leading learning teams both within schools and education systems. Marie sits on a range of industry reference groups and has significant state and national networks.  She was Senior Education Officer for the Queensland Catholic Education Commission (QCEC). Marie also worked for the Department of Education in Tasmania as the Operations Manager of the Professional Learning Institute.  She also held education leadership roles within Brisbane Catholic Education and worked as a teacher and leader within a range of schools.

Rebecca is an educator and school leader based in Melbourne where she serves as Principal of The Berry Street School. She is committed to equity in education by creating safe, inclusive, and positive learning environments for groups of diverse communities including Aboriginal and Torres Strait Islander young people, Culturally and Linguistically Diverse young people, and LGBTQIA+ youth. Rebecca's leadership style centers on creating student-centered and cohesive teams; and integrates her extensive experience of embedding trauma-informed practice; her degrees in psychology and education; and her teaching experience in both mainstream and flexible school settings.

Rachel Rodriguez is very thankful to be born near the ocean on Menang country in South West WA. She brings with her extensive experience in teaching and educational leadership, having worked in places such as the UK, Honduras, Guinea-Bissau, and currently in Perth. Rachel is particularly interested in ensuring that all children, regardless of their circumstances, have the same opportunities to access quality education. She believes in creating innovative and flexible learning spaces that cater to each child's unique needs. Rachel's current role is Director of Education at Alta-1 College, as well as caring wife and mother to two young daughters.

Iley has worked with youth in a variety of school settings including private, public and independent for over 18 years.  With a background in counselling, experiential creative arts and bush adventure therapies, Iley seeks to work with student’s to explore every facet of themselves; both as unique individuals and also as a part of a greater community. Exploring collaborative, alternate approaches to learning, Iley is passionate about shifting education from a ‘factory based model’ to a more individualised and curious, person-centred, approach.

Believing that we are all learners and teachers, in her role at Cire, Iley seeks to support students, families and staff alike, to find healthy habits, and create regular daily rhythms, that nurture positive change and can lead to, effective, long-term personal transformation.

Dr Amanda Samson (PhD) is a Lecturer in the Master of Teaching and Executive Engagement Lead in the Faculty of Education (MGSE) at the University of Melbourne. Amanda has held leadership roles in schools as well as research and teaching positions in London. Prior to joining the Faculty of Education, she worked in leadership consulting with a focus on career and professional development for educational leaders. Amanda's areas of research interest include educational leadership, women's professional identity and leading in schools, innovation and partnerships and preparing the next generation of teachers. She is particularly interested in how universities and schools can engage in reciprocal partnerships which support the full cycle of educational professionals' careers and further the purpose of education. Other areas of interest include collaborative enterprise and innovation, coaching for growth and leadership.

I have a diverse background in social work, machining, sales, and art. I hold a BA of social work. I have worked as a sales manager and a consultant in industrial power transmission products. I also make and sell steampunk inspired lights and furniture. We have worked in a range of diverse FLO and SAS programs as makers in residence for the last decade.

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.

Loretta's research is with youth with intellectual and developmental disabilities and their participation in everyday adult life. Current research explores barriers and facilitators to employment, and the role of environmental supports in the workplace using approaches such as Project TEAM and Pathways and Resources for Engagement and Participation. Currently undertaking a 4-year NDIA project with industry partner Onemda implementing a co-designed collaborative service model to support youth with disabilities into employment by identifying environmental, personnel, and practice factors impacting social and economic participation. It builds on previous research exploring goal setting, self-determination and school-based transition programs for youth with disabilities.

Rita Sinclair is an experienced teacher at Carinity Education Shalom. She is passionate about wellbeing and creativity and the important role culture plays in the wellbeing of our First Nation students.  She believes that creating a culturally sensitive and trauma-informed educational environment is essential for fostering the well-being and academic success of Aboriginal and Torres Strait Islander students, recognising and respecting their unique experiences, and providing the necessary support structures to promote healing, resilience, and a sense of belonging within the school community. 

Her wish is that all students can grow from learning about culture and language to acknowledge our true history, to embrace inclusivity and celebrate the healing powers of nature and culture, and to have the courage and space to dream big. 

Rita is also an illustrator, with her latest work Story Doctors, with legendary storyteller Boori Monty Pryor, making the shortlist of the Wilderness Society Environment Award for Children’s literature – Karajia Award.

Kellie's current role is the Director of Learning and Pedagogy for Edmund Rice Education Australia Flexi Schools. She has fulfilled a number roles in flexible learning programs associated with Edmund Rice schools in Queensland since 2004, including Leader of Learning for the Wollemi Flexi Schools Network, Associate Head of Campus at Townsville Flexible Learning Centre, and teacher in several schools and programs. No matter her job title or line manager, she works for young people.

Bart Stiller has worked with the Department of Education for 10 years in project work and policy regarding education and students in OoHC. Bart has worked in the youth education sector for over 20 years and has an educational background in Community Mental Health (Postgraduate Diploma in Mental Health Science).

Vyvyan is an arts educator of 30 years in the field both in mainstream education, flexible learning and cultural institutions. She is passionate about social justice and empowering youth via the arts.

Chrissie Taylor, foundation staff member of Yarrabilba SSC and Head of Department Global Studies, Enterprise and Media Arts.

Phi has been working on Kaurna Land (South Australia) with vulnerable children and young people since 2014 through the Living Arts program at Life Without Barriers. As a proud daughter to two retired teachers, and a self-confessed 'nerd for learning' she is thrilled to be coming back to the "Doing School Differently" conference in 2024.

As an Arts Worker Phi understands the transformative power of the creative. As an artist herself she understands the power of stories and combines these with music to open conversations and challenge social stigma. Phi works across a broad range of creative mediums, tailoring her sessions to the needs of the individuals she supports. Phi is a passionate advocate for inclusion across intersectional experiences within her own creative work, community events and Living Arts sessions.

She sits on the mindshare Advisory Committee, a platform for showcasing the creative work of artists with lived experience of mental health challenges hosted by the Mental Health Coalition of South Australia. Within Life Without Barriers she is a Child Participation Champion, an active member of the national Pride Without Barriers (LGBTIQA+) committee , and the South Australian Community Engagement and Events Reconciliation Action Plan Committee. Phi also became a Therapeutic Crisis Intervention trainer for Life Without Barriers in 2022 and is a passionate advocate for trauma informed practise within any learning environment she encounters.

Andrew is a teacher at The Centre Education Programme. It is a small secondary school in Queensland that offers educational pathways for young people in grades 7-12 who have difficulty accessing school for a variety of reasons.  We work with young people to improve cognitive and academic skills, enhance social and emotional competency, strengthen cultural and spiritual life, and find employment or further training. We focus on Small learning groups, negotiated learning experiences that support social and emotional needs as well as academic skills, strong relationships between young people, and adults, and connecting with community.

Belinda Tregea is the foundation principal of Yarrabilba State Secondary College in the city of Logan.  The College opened in 2020 just as the COVID pandemic hit Australia. Rather than seeing this as a negative, Belinda capitalised on the opportunity to challenge the educational status quo. 

Belinda has more than 35 years in Queensland state education, including sixteen years’ experience as Principal, across a diverse range of primary and secondary schools from the Darling Downs in the west, to Mossman and Cairns in the far north, Ipswich and most recently in Logan. 

A year as Principal in the Brisbane Youth Detention Centre confirmed for Belinda that schools were failing too many kids with catastrophic consequences.

Her appointment as the foundation principal of the new Yarrabilba State Secondary College gave her carte blanche to ‘do school differently’. At the same time, she had embarked on Masters research into alternatives to ‘traditional models of schooling’.  Her goal was to identify models of teaching and learning that might mitigate effects of educational disadvantage, close the gap and more easily differentiate instruction for the diverse learners in her new school.

Belinda has a Masters of Education (Inclusive Education) and together with her teaching learning leadership team, will co-deliver an interactive hands-on workshop on why project-based learning and social enterprise better meet the needs of our diverse learners.

Mark has presented legal education to young people for over 10 years, including at many Flexible Learning Centres.  He began at Victoria Legal Aid in 2009, giving telephone legal advice on a wide variety of legal problems.  As part of the Community Legal Education team, his role is to make legal education useful, engaging, and interesting for students, teachers and other professionals.  Mark is a registered lawyer who is passionate about "bringing the law to life" to help young people, and his training and experience as a theatre actor help him to do this effectively.

Mary joined the SELLEN team in January 2014 bringing a background in community-based education, project development & management, people management, career development and organisational development.
With twenty-five years' experience in the public, private, not for profit, higher education and community sectors, she has wide-ranging expertise.

Mary holds qualifications in business leadership, management, action learning, career development, adolescent counseling and is a qualified (International Association of Public Participation) IAP2 Facilitator.

She was a member of the National Youth Careers and Transitions Advisory Group (NYCTAG) to the Hon Brendan Nelson MP and the Hon Julie Bishop MP, Minister for Education, Science and Training. 

In her role, Mary develops innovative partnerships and works with diverse teams to reinvigorate design and advocate for inclusivity.

Diana is a special educator, VET Retail teacher and Language Coordinator at St Edmund's College. She has previously taught History in mainstream schools in the Netherlands, the Caribbean and Australia. Diana has a Diploma in Special Education and has a long history of working with students and adolescents with special needs in diverse roles. She enjoys good food and reading at the beach.

Janelle is a foundation staff member of Yarrabilba State Secondary College and Deputy Principal, Teaching Learning and Wellbeing.

Louise Willie is an Iman/Ghungulu woman and descendent of Australian South Sea Islanders. Living in Central Queensland Louise has experience working with Traditional Owners documenting and recording Traditional Ecological Knowledge. Along with her personal and cultural knowledge Louise has been able to transfer this knowledge into her current role as Head of Practice Flexible Learning and in working with Darumbal Enterprises to support the delivery of the Darumbal Language Program at Rocky Flexi Centre. Louise has a passion for seeing young people learn and experience culture from one of the oldest cultures in the world.

As the Education Manager, Timeka spearheads the management of the Learning Centre and provides educational oversight and advocacy for the children and young people within Allambi Care. Timeka’s deep commitment to individual growth sees her focus on fostering strong connections, nurturing wellbeing and boosting self-belief in a bid to repair, rebuild and re-engage young people with education. Drawing from her diverse career background encompassing business management, primary teaching, and casework she fervently champions the creation of brighter futures, fuelled by her profound love for learning and penchant for innovative thinking.