The conference is for Alternative Education staff, including teachers, administration staff, leaders, youth workers, support staff, psychologists, teachers’ aides/student support learning officers, and researchers – or those wishing to learn more about Alternative Education.
Attending the 2024 Alternative Schools Conference, "Every Child, Every Chance: Transformative Education in Action," is an essential opportunity for all professionals in the alternative education sector, including youth workers, counsellors, psychologists, educators, support staff, and leaders. Scheduled for 4th and 5th July, this conference offers a unique platform to explore innovative educational strategies and discuss the challenges and opportunities in transformative education. Participants will benefit from a range of expert-led sessions covering inclusive practices, engagement techniques, resilience building, and much more. This event not only provides invaluable networking opportunities but also equips attendees with practical tools and insights to enhance their practices, ensuring that every child has equitable access to education. Join us in this collaborative effort to reshape educational landscapes and foster a culture of inclusivity and empowerment, making a real difference in the lives of students who thrive in alternative settings.
July 4, 2024 08:15July 4, 2024 08:45July 4, 2024 09:00
Judy Barraclough
CEO, Youth Off The Streets
As the CEO of Youth Off The Streets, it is my honour to welcome each of you to the 2024 Alternative Schools Conference.
This year marks an important milestone as we convene for the fifth Alternative Schools Conference in NSW, celebrating the theme Every Child, Every Chance: Transformative Education in Action.
Our journey here at Youth Off The Streets is driven by a deep commitment to education that empowers and transforms young lives. We are privileged to host an ever-growing number of delegates who share our vision for a future where every child is afforded the opportunities they rightfully deserve.
I would like to express my gratitude to Warakirri College and Skillset Senior College for their steadfast support of this conference. Their dedication to alternative education continues to inspire and pave the way for impactful discussions and collaborations.
A special thank you to the University of Newcastle for opening their doors to us for this important event. Their support in hosting us at the picturesque Ourimbah Campus is much appreciated. We extend a special acknowledgment to the Central Coast schools for their enthusiasm and readiness to offer insightful school tours, contributing a practical and interactive dimension to our conference. Additionally, our sincere thanks go to our speakers and presenters, especially Dr. Helen Cahill, Mary Teague, Joe Kwon and Dr. Carmel Hobbs, whose expertise will greatly enrich our collective learning experience.
To our diligent conference committee, your tireless efforts have not gone unnoticed. The thoughtful planning and organisation have been instrumental in shaping what promises to be an extraordinary event.
This conference is designed to be more than just a gathering of minds; it aims to be a time of learning and collaboration that will have a lasting impact for our students, families, staff, and wider communities. The diverse range of topics we are set to explore reflects the multiplicity of approaches that contribute to transformative education. From inclusive practices and engagement, to resilience, collaboration, and beyond, we endeavour to cover the expanse of alternative education.
As you participate in the wide array of interactive sessions, engage in thought-provoking dialogue, and share in collective wisdom, I encourage you to embrace this opportunity wholeheartedly. Together, let us champion the cause of transformative education and ensure that every child truly gets every chance.
July 4, 2024 09:15
John Martin
Youth Off The Streets
July 4, 2024 09:20
Emeritus Professor Helen Cahill
Faculty of Education, The University of Melbourne, Australia
Effective approaches to wellbeing education use participatory methods to elicit student voice and development of those skills and values that are central to healthy relationships. This has been demonstrated across a substantial body of research in the fields of social and emotional learning, drug and alcohol education, bullying prevention, and sexuality and respectful relationships education. Collaborative learning activities not only enhance engagement, but also provide opportunity for students to develop their social capabilities. Indeed, when educators use more didactic teaching methods, the programs do not produce the same positive results. Using drug and alcohol and consent education as the focus, this presentation provides an overview of the research into what works, and the ways in which wellbeing education can attune to the interests and priorities of young people who have found that conventional schooling does not meet their needs.
July 4, 2024 10:10
John Martin
Youth Off The Streets
Join us for our interactive 'Connection Activity', a structured networking activity designed to foster meaningful connections and facilitate engaging discussions among delegates, enhancing both professional relationships and collaborative opportunities.
July 4, 2024 10:15July 4, 2024 10:55
Carolyn Blanden
Warakirri College
With an emphasis on the individuality of each student, a diversity of strategies is necessary to cater for individual needs, backgrounds and the childhood experiences that have shaped our learners resulting in their disengagement from mainstream educational pathways. Exploring options and opportunities for responding to individual needs will assist participants to better support their students.
Using systems thinking, schools can identify factors affecting attendance and engagement and modify their policies, processes and practices to craft a student experience that builds confidence, competence and fosters high aspirations. Simple systems mapping opportunities will enable participants to explore the multitude of variables that impact student outcomes and identify those which can be harnessed to better effect.
Managing the tension between Maslow's hierarchy and Bloom's taxonomy is one of the biggest challenges for alternative schools. Finding the right balance produces life changing outcomes for our students and great professional satisfaction of our staff.
July 4, 2024 10:55
Amy Gill
Youth Off The Streets
The Youth Off The Streets Model of Education stands as the innovative framework at the core of Youth Off The Streets (YOTS) Education. It captures the visionary spirit of its founder, Father Chris Riley, and the profound insights of our expert educators. This model is both an homage to three decades of empirical resilience and a beacon for future pedagogical endeavours. At its heart lies the Circle of Courage, a compass that guides the YOTS philosophy, emphasising belonging, mastery, independence, and generosity. This presentation will unravel the eight core principles that constitute The YOTS Model of Edcuation, elucidating how each principle contributes to our healing communities. We will delve into how The YOTS Model has been instrumental in harnessing the collective, experiential, and research-based knowledge of our educators to strengthen and expand the capabilities of our schools. By sharing our journey, we aim to inspire and invigorate the alternative educational community, ensuring that both educators, and the students they serve, not only survive but thrive. Join us in exploring how The YOTS Model can illuminate the path for educators and students alike, creating ripples of positive change that extend far beyond the classrooms of Youth Off The Streets.
July 4, 2024 10:55 Dr Rosei Espedido
Youth Off The Streets
Aladdin Houssein
Youth Off The Streets
The power of inquiry in fostering self-directed learning within the area of science cannot be overstated. Encouraging students to ask questions, explore predictions, and seek answers independently serves as a catalyst for their growth and autonomy. By engaging in scientific inquiry, students not only deepen their understanding of fundamental concepts but also develop essential skills such as critical thinking, problem-solving, and information synthesis. Through hands-on experiments, research projects, and investigative activities, students are empowered to take ownership of their learning journey, driving their curiosity and passion for scientific exploration. Moreover, the process of inquiry instills a sense of confidence and self-efficacy, as students learn to navigate the complexities of the natural world through their own initiative and perseverance. As educators we are committed to harnessing the transformative potential of inquiry-based learning to cultivate a generation of scientifically literate and self-directed learners poised to tackle the challenges of tomorrow.
July 4, 2024 10:55 Hamish Neal
The Duke of Edinburgh's International Award - Australia (NSW)
An introduction to The Duke of Edinburgh’s International Award and how the Framework is used as a platform to enable youth in a non-formal education environment to successfully be empowered within themselves and their communities. What does The Duke of Ed look like for you in your local community? Come and find out!
July 4, 2024 10:55
Annette Bulling
Be You - Headspace Schools and Communities
Maggie Maslanka
Be You - Headspace Schools and Communities
When a suicide or critical incident occurs in a school the impact on the community is profound, so it’s vital that staff respond with consideration and care. This interactive workshop will highlight best practice in improving your school’s capacity to mitigate risk.
Through activity-based learning you will gain a clear understanding of the strategies required to embed whole school mental health and wellbeing at your school. You will
• learn how to develop a detailed Suicide Response Plan,
• consider helpful partnerships,
• identify professional learning opportunities for staff on mental health topics, such as grief and loss and self-harm,
• consider protective intervention strategies for people at risk.
The session will provide guidance and resources to reduce staff uncertainty in managing critical responses, and will show you how to access free, ongoing consultancy and support through Be You.
July 4, 2024 11:55July 4, 2024 12:00
Emeritus Professor Helen Cahill
Faculty of Education, The University of Melbourne, Australia
In this workshop participants will sample use of playful participatory methods designed to elicit student voice about wellbeing and relationships. The learning activities deploy strengths-based approaches and collaborative games to develop relationship skills, and to help participants engage with concepts such as power relations, respect, consent, peer support, and help-seeking.
July 4, 2024 12:00
Liz Parker
The Y School, WA
At The Y School in WA, our goal is to provide educational experiences that enable our students to Flourish.
Using the Model for Positive Youth Development as our basis, we focus on the 5C Outcomes of Connection, Character, Competence, Confidence, and Caring. As a basis for our curriculum, we choose to ensure all our students have the support necessary to develop in these key areas, learning skills where they can investigate problems and have the courage to face them in a constructive manner.
In this presentation, you are encouraged to dive into Y… or why we choose to educate. Why do we choose to turn up for our students, always working above and beyond? Why do we need to create such innovative ways to educate? And how can we do this more efficiently without losing the heart of it all?
Liz will unpack some of the vital considerations when working with at-risk students, providing insight and opportunities for further discussion, specifically related to mental health, well-being, positive recognition and student empowerment. As a group, we will create a foundation outlining how we can elevate our students, motivating them and empowering them to engage in their own learning path.
Through information sharing and a series of group activities, we will look at how we can seamlessly connect high-quality curriculum planning, teaching and learning, and mental health support, to create opportunities for students to feel fully invested in their own education. We’ll connect and find the ways in which we can show compassion and care in all we do. We’ll focus on best practice and how to help students feel that they can effortlessly find their independence in learning. We’ll create a pathway to success that fosters the concept of Human Flourishing at its very heart.
July 4, 2024 12:00
Karelynne Randall
MBL Consultancy
In 2023 86.4% of 7 to 10 students regularly attended school. By year 12 the full-time retention rate was just 79%. (5 Feb 2024 https://www.theguardian.com)
Statistics fail to accurately describe the reasons for and levels of disengagement, nor the health, wellbeing, educational or employability outcomes for students.
Of real concern are the less obvious reasons for student disengagement. Primarily poor living conditions, generational disengagement from education and living with the influence and effect of drug use, alcohol, consumption, and effects of domestic violence. All being Adverse Childhood Experiences.
Ref: The ACEs Study - Dr. Vincent Felitti, MD & Dr. Brian Alman, PhD.
To assist the wellbeing and education of reluctant, ‘hardest to teach’ and /or marginalised students, I’ve created a rapport-based, values-driven intervention program, to help students identify and understand their values, to effect communication of student voice and agency.
My belief (with substantial evidence-base) is that often through no fault of their own, students have a reason for being withdrawn or exhibiting abject behaviour, with resultant educational disengagement. These students are who I was, and they are:
• Deserving of understanding, acknowledgement, and appreciation.
• ‘Teachable’ yet with unidentified potential, that deserves nurturing to successfully re-engage in education, to experience educational progress and become
• Valued, holistically healthy, independent, resilient, and successful contributors to society.
Supporting Student Re-Engagement through values identification involves:
• Understanding how values form,
• Learning to be discerning about ‘helpful and unhelpful values and
• Applying the most appropriate values – Signature Strengths®, to empower positive self-leadership, and informed decision-making to encourage productive learning engagement, towards achieving positive educational outcomes.
Participants are invited to participate in the Signature Strengths® identification process, hear results of educational pedagogy and student responses to successful strategy practice.
July 4, 2024 12:00 Aaron McDonald
Youth Off The Streets
In the quest for inclusive schools, fostering positive relationships coupled with high support and accountability emerges as a cornerstone. This presentation delves into the pivotal role of cultivating a student-centred community where holistic education flourishes. By setting high expectations for student engagement and growth, we create an environment conducive to thriving. Central to this approach is the construction of a therapeutic web, carefully designed to bolster students' capacity to flourish academically, socially, and emotionally. Join us as we explore the symbiotic relationship between inclusive environments, positive relationships, and student success.
July 4, 2024 12:00
Emma Fitzgerald
Come As You Art: Art Therapy
In this workshop you will learn all about art therapy, and the benefits of creativity. This will be part presentation, and part practical, where there will be an experiential art therapy component. In the presentation section I will explain a little about my practice as an art therapist, and the therapeutic frame I work within. There will be an explanation about what art therapy is, how it is beneficial and helpful for children and adolescents to creatively express themselves. I will help clarify, and understand some common misconceptions associated with art therapy, how art therapy can function in school contexts to promote more holistic care. Finally we will look at some examples of art therapy work I have had permission to share. We will then move through to the practical component, where to truly understand art therapy and its effectiveness, there will be chance to take part in an immersive art making experience. This will not be an art therapy session, but rather a contained, safe way to start to see the potential of art therapy. This will involve art making, a time to reflect and there will then be time for questions at the end. This is a chance to be curious and come with an open mind to see the many benefits of art therapy.
July 4, 2024 13:00July 4, 2024 13:50 Shikara Collins
The Y School, WA
Kylie Semler
Youth Off The Streets
Danielle Costanzo
Youth Off The Streets
Ray Saipele
Youth Off The Streets
Anthony Tyrell
Youth Off The Streets
Kathryn Taylor
Turning Point Consulting Pty Ltd
Tim Garland
Youth Off The Streets
A focused session for youth workers and wellbeing staff to share strategies and insights on enhancing student support and resilience in alternative education settings.
July 4, 2024 13:50 Sally Roseby
Youth Off The Streets
Lance Stephenson
Youth Off The Streets
Tailored for psychologists and counsellors, this session provides a platform to discuss therapeutic approaches and mental health strategies beneficial within school environments.
July 4, 2024 13:50 Raghida Issa
Youth Off The Streets
Shantai Smith
Youth Off The Streets
Rachel Freeburn
Youth Off The Streets
This session is designed for SLSOs and teacher aides, providing a collaborative forum to exchange strategies and insights on enhancing individualized learning and support in diverse educational settings.
July 4, 2024 13:50
Natasha Matthews
Youth Off The Streets
Alex Rowe
Youth Off The Streets
Jenny Dowley
Youth Off The Streets
Kimberley Wheeler
ET Australia Secondary College
Designed for educators, this session encourages the sharing of innovative teaching methods and classroom strategies that align with the ethos of transformative education.
July 4, 2024 13:50
John Martin
Youth Off The Streets
Joanna Nicholson
Youth Off The Streets
Dr Lisa Hobden
Youth Off The Streets
Kirsty Napper
KAN Education Consultancy
Elizabeth Moodey
Youth Off The Streets
Aimed at school leaders and executives, this session offers an opportunity to explore leadership strategies that foster inclusive and effective educational communities.
July 4, 2024 13:50 Lee-Anne Hanney
Youth Off The Streets
Yasmin Schubach
Youth Off The Streets
Bonnie Dolores
Youth Off The Streets
A session for administrative staff to discuss and exchange best practices for supporting the operational and strategic needs of alternative schooling environments.
July 4, 2024 15:00July 4, 2024 15:05 Nathanial Baker
Youth Off The Streets
This panel discussion, Voices of Tomorrow: Student Perspectives on Transformative Education, features a diverse group of students from Alternative Schools on the Central Coast. These students bring their unique insights and experiences from environments that step away from traditional educational models to embrace more inclusive and adaptive approaches. During the panel, they will share their personal journeys within the alternative education system, highlighting both the challenges they have faced and the successes they have celebrated.
The session aims to provide conference attendees with a rare and valuable opportunity to hear directly from the students themselves about what works, what doesn't, and what future educational transformations are necessary to better serve diverse learner populations. The discussion will cover a range of topics, including the impact of innovative teaching methods, the importance of supportive school cultures, and the ways in which personalized education has influenced their academic and personal growth.
Through their stories, attendees will gain a deeper understanding of the practical implications of alternative educational practices and the transformative potential these models hold. The panel not only aims to inform but also to inspire educators, administrators, and policymakers to think creatively and courageously about how to evolve our educational systems to meet the needs of all students.
This engaging and enlightening session promises to highlight the powerful voices of tomorrow's leaders, offering critical insights into the ongoing evolution of education in a way that only those who have lived it can convey.
July 4, 2024 15:35July 4, 2024 16:00
Dr. Carmel Hobbs
School of Education, College of Arts, Law and Education University of Tasmania
At a time when recognising children as victims of domestic violence in their own right is increasing, the experiences of teens in violent and abusive relationships remain invisible. The intimate partner relationships of young people of secondary school age are often dismissed as short term, fleeting and fickle, increasing the likelihood of violence and abuse being dismissed or normalised.
The narratives of young people aged 12-17 who experienced intimate partner violence depict a harrowing and complex issue that is poorly understood, and often invisible. Alongside professionals who work with young people, their voices highlight what it is like to navigate life, including school participation, while living with violence and abuse from their partner, the impacts of intimate partner violence, the conditions that keep them trapped, and what they need from the people around them.
They want you to know that this is happening, how bad it can be, and they need people to believe them and to care. In this presentation, we will talk about what this care looks like, and the role schools can play in preventing and responding to this issue.
July 4, 2024 16:45July 4, 2024 17:00July 4, 2024 18:00Cap off a day of learning and connection by joining us at the rooftop bar of Central Coast Leagues for our conference networking function. Enjoy an evening filled with delightful food, engaging entertainment, and ample opportunities for networking. Don’t miss this chance to unwind and form lasting connections with fellow delegates.
July 5, 2024 08:30July 5, 2024 08:50July 5, 2024 08:55
Catherine Harland
Youth Off The Streets
July 5, 2024 09:00
John Martin
Youth Off The Streets
July 5, 2024 09:10
Mary Teague
Director of Access, Equity, and Inclusion, UNSW Sydney
Joe Kwon
Confit Pathways
Australia’s future is dependent upon combatting intergenerational disadvantage and educational exclusion, how do we practally approach this as individuals in our roles and how can we play a key role?
This session will focus on the drawing upon your shared knoweldge, experience, and understanding of young people who are historically underrepresented in tertiary education and who have been excluded from traditional secondary schooling contexts.
We hope that the “conversation” or “dialogue” today springs forth many future conversations and ideas sharing on how we can partner to improve the educational outcomes for the young people who have found themselves on the periphery and are at a precipice.
We are going to talk about our shared vision; our experience in establishing partnerships that enable student success; provide key insights on our approach; our recent student outcomes; understand what quantifies student success and how we measure it.
We acknowledge that our audience and the young people we work with are important partners in establishing a partnership and that much of this work is at its early stages and small in scale but can hopefully provide a blue print for transformational change that is motivating and inspiring.
We will examine some of the structural barriers that are at play and maintain the current status quo in the Australian Higher Education system, and forthcomming change in Higher Education, providing a brief outline of relevant recommendations from the Australian Universities Accord- what does student equity in the future look like?
We will upack the UNSW Confit partnership and use this case study to and draw upon tangible and hopefully relatable and practical approaches in workshop with you on developing a future partnership.
July 5, 2024 09:55
Jacqui Rainey
The Association of Independent Schools NSW
This workshop offers a hands-on approach to planning effective supports for students presenting with behaviours of concern, such as aggression. Participants will gain insights into Functional Behaviour Assessment (FBA), enabling them to identify environmental factors and skill deficits contributing to these behaviours. Through collaborative planning with the student, emphasis will be placed on enhancing social-emotional and communication skills to proactively prevent or replace behaviours of concern. Additionally, participants will develop an awareness of how certain responses to these behaviours might unintentionally reinforce them, thus fostering a more informed and proactive approach within school settings.
July 5, 2024 09:55
Tim Lloyd
Plumpton High School
Plumpton High School’s Student Executive Council Leadership, Agency, Voice and Community Engagement Capability-based Framework was initiated, developed and implemented in 2017 and it is an innovative and essential part of the curriculum. This was a result of changing needs of the workforce, Universities and capabilities required of high school graduates to be successful global citizens and the leaders of tomorrow. A significant focus is to improve lives at the school/local community level, state, national and international level and develop the leaders of tomorrow. The framework was developed through collaboration of the Principal, newly self-nominated senior (Year 12) Student Executive Council (SEC), the Futures Centre Coordinator and two SEC Coordinators. The framework continues to evolve with each subsequent SEC leadership team refining processes and implementing specific initiatives with support from approximately 20 alumni who have worked on developing the model since 2017. The framework replaced the Student Representative Council (SRC) that was largely a symbolic structure with quotas and a voting system that did not ensure high quality leadership.
There are approximately 135 students from years 7-12 currently SEC members with the goal of 100, with this varying year on year based on student choice with no limit being set. In 2023 there are 135 members, 2021 there were 29 Year 12 Prefects, 41 in 2020, 29 in 2019, 16 in 2018 and 22 in 2017.
The SEC is divided into seven project management teams; Inclusion, Charity, Community, Sustainability, Leadership, Media and Marketing and Junior SEC continue important work to support the ongoing implementation of the Merit System, House Spirit and Primary to Secondary Transitional Leadership teams. Each team has alumni from 2017-2019 as leadership mentors, are trained in Gazelle Project Management by mentors from Citi Group, AMEX with SEC teams using Gazelle to implement projects under supervision of SEC Coordinators. Students also participate in formal leadership courses facilitated by some of our 40 business partners. If we demonstrate what the world beyond school looks like by being immersed in it through partnerships with industry, our students learn and understand what they need to have as essential skills/capabilities to succeed in that world.
July 5, 2024 09:55 Sally Roseby
Youth Off The Streets
Schools are uniquely positioned to support children and young people who have a history of childhood adversity (Soleimanpour, et al., 2017), with educators and wellbeing staff embracing this and recognising the significant role they play in providing a nurturing and safe school environment (Bernardi & Morton, 2017). Yet what if this is the tip of the iceberg? What if we, through the foundations of being trauma-informed and healing centred, transform our alternative schools into a community hub whereby students can access much needed services (including psychology services) and resources within the safety of their school environment?
Often, the language used around schools is that it is education that is their ‘core business’, with significant resources, time and energy put into influencing students ‘higher order functioning’ i.e. academic functioning. However, we know that ‘readiness to learn’ is mostly a function of an individual’s emotional, behavioural and social skills (Bettencourt, Gross, Ho & Perin, 2018). Furthermore, it has also been established that the capacity for individuals who have experienced childhood adversity to effectively learn is significantly compromised (Bick & Nelson, 2016; Perfect et al., 2016). Lastly, it has been highlighted that the relationship between childhood adversity and poor academic functioning may be mediated by a student’s mental health symptoms (Porsche, Costello & Rosen-Reynoso, 2016; Threlfall, Auslander, Gerke, McGinnis & Tlapek, 2017). Therefore, if we are going to effectively support students to learn, shouldn’t we also be providing services and supports that address the underlying factors for their school difficulties?
Through the safety of the Eden College school environment, maintained by the dedicated staff, students and their families have been provided the opportunity to access the psychology services provided on site. These services have included comprehensive assessment, diagnosis and reporting as well as ongoing and long-term intervention. Targeted supports provided within a wider trauma-informed school environment; reimaging schools as ‘hubs’ for students and creating significant change for future outcomes.
July 5, 2024 09:55
Simon Byrnes
Y Foundations
This session examines the role of the Youth Advisory Sub-committee within the TACCT (Taking Action Creating Change Together) project, illustrating how youth engagement and empowerment are pivotal in addressing the challenges faced by children and young people (CYP) experiencing domestic, family, and sexual violence (DFSV). The Youth Advisory Sub-committee is a cornerstone in ensuring that the perspectives and lived experiences of CYP are not only heard but are integral to shaping project outcomes and strategies.
The TACCT project serves as the backdrop for a deeper exploration into how youth-led governance can significantly impact service design and delivery. The sub-committee’s active involvement in the project has been testament to the effectiveness of engaging young people in decision-making processes, highlighting their capacity to contribute meaningful insights and solutions.
Through the lens of the Youth Advisory Sub-committee, this session underscores the importance of creating participatory spaces that empower CYP and amplify their voices. This approach not only enriches the project’s development and implementation but also exemplifies a scalable model of youth engagement that enhances service responsiveness and effectiveness. Preliminary insights from the TACCT project have demonstrated transformative potential of integrating youth perspectives in crafting holistic and impactful interventions for CYP impacted by DFSV.
July 5, 2024 09:55
Alex McAnespie
Skillset Senior College
In today's diverse classrooms, ensuring every student has access to quality mathematics education presents both a challenge and an opportunity. This presentation explores the transformative impact of innovative software solutions on mathematics education, focusing on enhancing students' confidence, well-being, and academic success. Developed by My Maths Room and trialed through Skillset Senior College, the software offers practical implementation strategies tailored to address the unique needs of students at all ability levels.
Aligned with the conference themes of Inclusive Practices, Engagement and Empowerment, and the Role of Technology, this presentation showcases how technology can create inclusive learning environments where every child can thrive. Attendees will gain insights into the power of technology to foster active engagement and empowerment among learners through a demonstration of the software's features and its real-world impact on student learning.
Key highlights include strategies for customising learning experiences to meet individual student needs, promoting active participation and collaboration, and leveraging technology to enhance mathematical understanding and problem-solving skills. Moreover, the software significantly reduces teacher prep time by enabling the generation of randomised and levelled questions with just a touch of a button. This feature facilitates easy repetition of similar concepts, making it invaluable for group instruction, revision and independent practice, ultimately enhancing student comprehension and mastery of lesson content. Additionally, the software boasts a very low learning curve, ensuring staff and students can readily utilise its features with minimal support. This user-friendly interface fosters seamless integration of technology into the classroom, maximising instructional time and promoting independent learning.
Ultimately, this presentation aims to inspire educators with practical tools and strategies for implementing similar software solutions in their classrooms. By embracing technology as a tool for inclusivity and empowerment, educators can create dynamic learning environments that support the diverse needs of all students, ensuring every child has the opportunity to succeed in mathematics education and beyond.
July 5, 2024 10:55July 5, 2024 11:25
Leeanne Woodley
The Association of Independent Schools NSW
The Nationally Consistent Collection of Data on School Students with Disability (NCCD) supports schools to refine systems and processes to identify students with disability and capture the work of staff in providing personalised learning and adjustments due to the functional impact of their disability. This workshop will explore the principles of effective whole school processes to enhance and strengthen systems for the successful implementation of the NCCD and evidentiary requirements aligned to school obligations under the disability legislation. Participants will have an opportunity to reflect on their current processes, discuss practices with other schools and examine the shared roles and responsibilities.
This workshop assumes participants have a working knowledge of the NCCD process.
July 5, 2024 11:25
Rikka Lamb
Youth Off The Streets
Craig Brown
Youth Off The Streets
The social and emotional wellbeing of Aboriginal students is crucial to their success in education and beyond. This is because their cultural background shapes their identity and influences their values, beliefs, and behaviors. Therefore, it is essential for the education system to recognize and support the social and emotional needs of Aboriginal students to ensure their overall wellbeing and academic success. Implementing programs and strategies that focus on Aboriginal social and emotional wellbeing in schools can have numerous benefits. Firstly, it helps create a safe and supportive environment for Aboriginal students to learn and thrive. By incorporating culturally relevant practices and teachings, students feel more connected to their heritage and are more likely to engage and participate in their education.
Prioritising social and emotional wellbeing can help prevent and address issues such as mental health problems, substance abuse, and low self-esteem, which are more prevalent among Aboriginal populations. By providing holistic support that considers the emotional, cultural, and spiritual aspects of wellbeing, schools can help students develop resilience and coping strategies to navigate the challenges they may face. In addition, promoting Aboriginal social and emotional wellbeing can contribute to reconciliation efforts and promote understanding and respect for Aboriginal cultures and histories. By incorporating and acknowledging Indigenous perspectives into the curriculum and fostering cross-cultural relationships, students are encouraged to celebrate diversity and build meaningful connections with their peers, teachers, and community members. Overall, recognizing the importance of Aboriginal social and emotional wellbeing within the education system is crucial for creating inclusive and equitable learning environments that support the holistic development of all students. By prioritizing the social and emotional needs of Aboriginal students, schools can empower them to reach their full potential and thrive academically, emotionally, and culturally.
July 5, 2024 11:25
Dr. Carmel Hobbs
School of Education, College of Arts, Law and Education University of Tasmania
Nationally, 28.5% of 18–19-year-olds report experiencing intimate partner violence (IPV) in the previous 12 months. To understand the lived experience of victim-survivors, I interviewed 17 young people who had experienced IPV from a partner when they were under 18 and 20 professionals working closely with teens in Tasmania. Central to their narratives was a need for professionals to better understand, recognise, and appropriately respond when teens they know are, or may be, in an abusive relationship. Professionals referred to a lack of available formal training and guidance on this issue.
In this workshop we will explore strategies to recognise and respond to teen IPV. Workshop participants will be invited to share current practice and discuss opportunities for strengthening school-based responses to this issue. Feedback produced during the workshop will inform ongoing work to develop trauma-informed guidelines for schools and services working with teens to effectively recognise and respond to teen IPV.
July 5, 2024 11:25
Susie Edmonds
Inner Directions
This workshop is for you! How do you look after yourself and maintain your balance, whilst being in a demanding job that often leads to burnout and compassion fatigue? Self care is not just about recharging ourselves - it’s also about doing the tough stuff: setting boundaries, and living in alignment with our values.
Drawing on insights from renowned researcher Brene Brown, discover how setting boundaries is an act of self-love and courage, allowing us to prioritise our own wellbeing without sacrificing our compassion for others. Gain practical strategies for living our values authentically and maintaining healthy boundaries, ensuring that we remain responsible for ourselves while still offering support and empathy to others.
Through interactive activities and self-reflection, gain clarity on the various dimensions of your life and identify areas where balance may be lacking. By pinpointing strengths and areas needing attention, you'll be equipped to implement interventions aimed at maintaining a positive state of wellbeing. Whether it's setting boundaries, prioritising self-care, or seeking support, these interventions are crucial for nurturing overall happiness and fulfillment.
This workshop will help you gain clarity and insight, and walk away with meaningful strategies to help you show up to yourself before showing up to others.
July 5, 2024 11:25 Nathanial Baker
Youth Off The Streets
Kylie Semler
Youth Off The Streets
Natasha Matthews
Youth Off The Streets
Taylor Harvey
Youth Off The Streets
At Youth Off The Streets, we have successfully integrated animals into our educationalprograms to create healing environments for marginalised youth. This presentation will highlight our experiences with individual animals like Kobe the dog, as well as our collaborations with Grace Springs Farm, experiences of equine therapy and the Taronga Zoo for wildlife education program. Through these initiatives, we have observed significant enhancements in our students' emotional wellbeing, behaviour, and academic engagement. Case studies will illustrate the therapeutic impact of these animal-assisted interventions, showcasing improvements in student interaction, responsibility, and empathy.
Additionally, the presentation will address the challenges and practical considerations of implementing such programs, including animal care and student safety. By sharing insights, outcomes, and the things we continue to learn in this space, we aim to provide actionable recommendations for other schools considering the integration of animals into their curriculums. Our goal is to inspire similar approaches that leverage the unique benefits of animal companionship to foster more nurturing and effective educational environments.
July 5, 2024 12:25July 5, 2024 12:30
Amy Gill
Youth Off The Streets
This session explores the profound significance of a healing-centered community within the context of alternative education, drawing upon the framework of the Circle of Courage and the universal adage, "It takes a village to raise a child." This presentation delves into how schools, as microcosms of society, can embody the role of a nurturing village, crucial for the holistic development and healing of young people, particularly those from disadvantaged backgrounds.
Grounded in the poignant experiences of individuals like our casestudy Sky, whose narratives of neglect and invisibility highlight the dire consequences of community disengagement, this talk underscores the need for an integrated approach in supporting vulnerable youth. It discusses the theoretical underpinnings of collective guardianship that have sustained and nurtured many traditional cultures, advocating for a shift from fragmented interventions to comprehensive, inclusive strategies that engage every facet of the community—from family members to educational staff and policy makers.
Further, the session will outline practical implementations of these philosophies in educational settings, demonstrating how schools can transcend their conventional roles to become epicentres of communal healing. Emphasising the importance of consistent, caring relationships and a therapeutic web of support, we explore how educational environments can foster resilience, hope, and recovery, turning schools into therapeutic landscapes that are not only about academic achievement but also about nurturing well-being and communal bonds.
July 5, 2024 13:15July 5, 2024 13:30July 5, 2024 14:15July 5, 2024 14:45Ngaruki Gulgul Central School (translates to 'Standing Strong' in Darkinjung language)
NG Central is a secondary school for young people who need an alternative to mainstream education. We believe that school should be a pathway towards a purposeful future and that given the right conditions, all young people are capable of learning and laying the foundations for a life they're truly proud of. At NGC, we take a practical, personalised and enterprising approach to education, combining mandatory RoSA and HSC subjects with hands-on vocational training, innovative extracurricular programs and wraparound wellbeing support. This is complemented by our therapeutic bush setting, where outdoor learning and immersion in nature is the norm. We encourage our students to connect their learning with the world around them through the integration of Aboriginal and Torres Strait Islander culture, social and environmental perspectives, and opportunities to participate in our local community. Practical work experience and training - both at school and in external workplaces - are also key to our philosophy, helping our students prepare for the workforce and build their employment readiness and aspirations in real-world environments. At NGC, every young person can experience inclusion, belonging and a fresh start on their learning journey.
Address: 1 Kangoo Rd, Kariong NSW 2250
July 5, 2024 14:45The Lakes College (TLC), nestled in the Blue Haven community on the NSW Central Coast, is a small but impactful alternative school established in 2017 to cater to disengaged and at-risk youth. Starting with just two staff members and 12 students, TLC has grown to support 24 students. The college offers a highly tailored educational experience for students in Years 9–12, adhering to NESA guidelines and operating under the innovative Youth Off The Streets Model of Education.
TLC's approach is flexible and personalised, adapting to the specific needs, interests, and talents of each student. Wellbeing initiatives, including counselling services, form an integral part of the college's support structure. This nurturing environment is further enhanced by the Circle of Courage framework, which promotes belonging, mastery, independence, and generosity, thereby fostering each child's self-esteem and resilience.
The classrooms at TLC are transformative spaces that prioritise trauma-informed practices and conscious pedagogy. By defining students by their potential rather than their circumstances, TLC, as part of the broader YOTS education network, offers a comprehensive therapeutic support system aiming to provide pathways to positive life outcomes and transform schools into places of educare and healing.
Address: 1 Apsley Court Blue Haven New South Wales 2262
July 5, 2024 14:45ET Australia Secondary College (ETASC) is a Years 7 to 12 independent special assistance high school located in the Gosford City Centre. ETASC had 260 students in 2023 and will have 280 students enrolled in 2024. ETASC has two campuses, a Years 7 to 10 campus inside a shopping centre and a Years 11 and 12 campus co-located with our ET Australia’s adult training college. ETASC provides a supportive learning environment that allows individuals to excel regardless of the challenges they may face. The school provides students with the right balance of self-expression and supervision allowing them to focus on achieving their personal best whilst developing ethical and behavioural self-management skills for life.
ETASC delivers the NSW Education Standards Authority (NESA) approved curriculum that fosters academic progress for all students. The school model is based on explicit teaching and learning with a focus on literacy and numeracy and preparing students for the world of work. Every subject contributes to the achievement of an ATAR and the HSC.
Address: Level 1 Imperial Shopping Centre, Gosford NSW 2250
July 5, 2024 14:45TLK Youth College is a not-for-profit independent high school designed specifically for disengaged and at-risk youth. We provide alternative education for young people who present with a range of lifestyle factors, catering predominately to Aboriginal and Torres Strait Islander individuals and/or students who are living with mental health struggles, low socio-economic families and/or those unable to complete mainstream schooling. Our school offers enrolment for up to 65 students from Year 9 to Year 12, using a proven and successful model for young people on the Central Coast. A key difference lies in the adult education setting, where the school encourages learning, freedom of thought, independence, mutual respect and responsibility.
Address: 78W Shannon Parade, Berkeley Vale NSW 2261
July 5, 2024 15:45
Judy joined Youth Off The Streets as CEO in April 2023. Judy has extensive leadership and operational experience in both the for-purpose and corporate sectors, with specialist expertise in strategy and philanthropy. Her not-for-profit experience reflects her passion for supporting children and young people in need, with previous roles including eight years with The Smith Family in various executive leadership roles, as well as a non-executive directorship with World Vision Australia. Judy’s corporate career spanned leadership roles in global and Australian listed companies across the agribusiness, finance and property industries.
Professor Helen Cahill leads a body of research addressing child and youth wellbeing. She has developed a number of teacher development, student voice, violence-reduction, social and emotional learning, gender rights, sexuality, HIV prevention and drug education programs used in both mainstream and alternative settings in Australia, as well as many countries in the Asia-Pacific and East and Southern Africa regions. She specialises in use of participatory methods which bring young people into relationship with each other. She is the lead author of over 100 publications, and over 40 wellbeing education programs, including the Resilience, Rights and Respectful Relationships program – an open-access research-informed social and emotional learning and respectful relationships education programs for use in primary and secondary schools.
Carolyn has worked in the government and independent school sectors and has 20 years’ experience as a Principal in a diversity of schools including 10 years in the Alternative Schools sector. She is particularly interested in innovative ways to address the needs of disadvantaged students to break the cycle of welfare dependence, enhance students’ wellbeing and self-confidence and support them into employment or further education. Carolyn is one of four 2022 recipients of the Menzies Foundation School Leader Fellowship which enabled her to visit schools in the UK and attend the 2023 Harvard Graduate Education program “Achieving Excellence in School Leadership”.
Dr Rosei Espidedo and Aladdin Houssein have collaborated as educators for a year at Eden College. Rosei embarked on her professional journey in Science, culminating in a PhD in Biochemistry and Molecular Biology in 2007. Despite her extensive academic background, her aspiration to engage in education persisted, leading her to obtain secondary teaching qualifications in 2010. Rosei began her career as an educator for students living in out of home care. While embracing teaching experiences at secondary schools, she also held several curriculum leadership roles at the Australian Catholic University and Macquarie University before transitioning to a back to a full-time teaching position at Eden College in 2021.
Aladdin's academic journey commenced with a degree in engineering, yet his passion for education was evident throughout his studies. He immersed himself in various educational roles, encompassing tutoring, laboratory support, and the development of online learning platforms. Opting to pursue a career dedicated to education, Aladdin joined Eden College in 2023.
Despite the discrepancy in their tenure, Rosei's 14 years of experience juxtaposed with Aladdin's emerhing career, the two educators immediately connected over their shared passion for making Science accessible to all students and anchoring learning within real-world contexts. Together they have worked to innovate Science education, building units of learning that embrace contemporary teaching practices that are learner-centred and inclusive. Through their instructional approach, Rosei and Aladdin endeavor to incorporate diverse modes of learning, while also challenging students to cultivate critical and creative thinking skills.
The Duke of Edinburgh's International Award is a global youth development program, empowering young Australians aged 14-24 to explore their full potential regardless of their location or circumstance. The Award’s non-formal education framework helps young people develop their skills, attitudes and practical experiences to become socially responsible members of the community. Participants will become equipped to make the most of future personal, educational, and professional opportunities.
Liz Parker began her education journey in the UK, working with excluded youth as an Education Assistant in a community college just outside Manchester. The passion for supporting young people at risk of significant disengagement began here.
Specifically targeting the most at risk youth, Liz worked in schools both in the UK and Western Australia in significantly low socio-economic communities, supporting young people in their Literacy & Numeracy development, as well as pathway planning through creating innovative, inter-connected curriculum opportunities.
As the school leaving age raised, Liz moved into the development of Senior School Engagement Programs, creating the flagship program in the Southwest of Western Australia, mentoring teachers from local schools in the development of their own discreet programs. She advised on the organisation and delivery of the programs, encouraging school staff to think “outside the norm”. The theory to maximise student success through cross-curricular opportunities, focussing on the strengths of the young people was always the priority.
Stepping into the role of Principal at a behaviour centre, Liz worked on developing case management processes to provide a wraparound approach to education, supporting young people and their families. Schools were also supported, through the delivery of mentoring processes, professional learning, and case management.
After working in Perth high schools leading Student Services Departments, Liz moved into the Not For Profit sector, and is now the Executive Principal of her second Curriculum and Re-engagement (CARE) School. This move allowed her to find innovative ways to bring education to those seeking an alternative to mainstream. Liz’s background of working with young people impacted by trauma, mental illness, cognitive diagnoses, and physical barriers to learning has come to the fore, constantly working with young people and their families to develop pathways for them to find their futures and to flourish!
Karelynne’s mission is to empower educators to build student capacity and capability by understanding how values develop, encouraging ‘student voice and agency’, to support the development of healthy, independent and response-able students, as valued contributors to society.
Her educational philosophy and practice supports Youth Off The Streets PRIDE values.
‘We are who we are’ because of the values (feelings, attitudes, and beliefs) formed during significant, emotional life experiences.” (Prof. Morris Massey-Sociologist)
Karelynne is a qualified and experienced educator with a postgraduate degree in language, literacy education (UOW) and as a certified Master Neurolinguistic Practitioner (NLP). The benefits of her innovative and empowering values identification, supports students’ in transformational behavioural change and productive educational re-engagement.
She believes it is an indictment on society that children are born into ‘less-than’ supportive home environments, and are living with the effects of Adverse Childhood Experiences (*ACEs) and become disengaged from education. However, amongst abject adversity there are some Positive Childhood Experiences (*PCEs) that deserve to be acknowledged and those resultant values strengthened, so children and young people can be supported to learn how to move away from the effects of adversity, towards health, wellbeing, and positive re-engagement in education.
* Ref: Dr. Vincent Felitti MD, and Dr. Brian Alman Ph.D., ACEs Intervention.
Karelynne's knowledge about how subconscious limitations can negatively affect wellbeing, learning engagement and educational achievement takes her expertise to a new level; creating a unique, enormously valuable resource, for transformational (behavioural) change, health, and wellbeing.” Dr. Sue Curtis – Aust. HR Inst. (CAHRI)
Publications:
• ‘Literacy and Social Responsibility’ – Multiple Perspectives’, co-authored with Fr. Chris Riley- Founder of Youth Off The Streets.
• Smart Money - The Youth Off The Streets, a values-based consumer, cross-curricular financial literacy program, acknowledged by The Australian Securities and Investment Commission (ASIC) in National Financial Literacy Training.
Aaron McDonald is a experienced educational leader with a 23-year career dedicated to fostering inclusive learning environments and empowering young individuals to reach their full potential. Currently serving as the South Cluster Principal for Youth Off The Streets, Aaron's passion for education is palpable, particularly in his unwavering commitment to student wellbeing and its correlation with academic achievement.
Holding a Master of Arts (Theological Studies) and a Bachelor of Health Science (PDHPE), Aaron's educational journey has been marked by a diverse background. With a teaching focus on PDHPE and Religious Education, Aaron has held leadership positions in Cocurricular, Pastoral Care, and Mission, as well as worked as an Education Officer in Wellbeing. His comprehensive understanding of holistic education extends beyond the traditional academic scope, emphasising the importance of nurturing both the mind and the spirit.
Drawing from his experience in high-performance rugby league coaching, Aaron recognises the pivotal role of mentorship and positive role modelling in shaping the lives of young individuals. He advocates for the cultivation of strong, positive relationships within educational settings, believing them to be the cornerstone of a supportive community where students can thrive.
Central to Aaron's philosophy is the belief in amplifying student voices and providing them with the necessary support and accountability to foster personal growth. He champions the implementation of high-support, high-accountability frameworks within educational institutions, recognising them as catalysts for student empowerment and success.
Shikara (she/they) is a Youth Worker at The Y School in Western Australia. She graduated with a Bachelor of Counselling and Youth Work from Edith Cowan University, achieving the Youth Work WA Student Prize for highest Weighted Average Mark in the 2022 cohort. Shikara has worked across youth centre program delivery, youth accommodation, and case work in both mainstream and alternative education. Their significant focus is based in youth advocacy and inclusion, developing spaces for young people to be recognised and celebrated, and being an advocate for the Youth Work industry which recognises professional competencies and adequate leadership opportunities. Within the youth and community spaces, Shikara has participated in steering committees for improved mental health access and developing wellbeing tools for young people.
During Shikara’s first year at The Y, they were accepted as a national Youth Advocate, receiving full organisational support to attend the Asia Pacific Alliance of YMCA’s Youth Assembly and Annual General Meeting. Within this role, Shikara spent two weeks in India meeting young people from across the Asia Pacific region, developing strategies for youth leadership, identifying key areas of global development, and co-facilitation for workshops presented by the National CEO of The Y Australia. Shikara has been included in several inter-organisation projects such as participating in Perth Pride, participating in steering groups developing national mental health resources, and was runner-up for The Y WA’s Power of Inspired Young People award 2023.
Over the past 10 years as principal of Plumpton High, Tim and his team have successfully transformed Plumpton into a school that is recognised for its focus on developing student leadership, agency and voice, and its commitment to building strong relationships with corporate business partners.
Tim’s leadership as a principal was recognised at the 2019 Australian Education Awards, when he received the Australian Government School Principal of the Year Award, and, for two years in a row in 2019 and 2020, Plumpton High School was acknowledged by The Educator magazine as one of Australia’s most innovative schools. Impressively, in 2021, Plumpton High School was 1 of 100 schools from across the world to present at T4 World Education Week - an initiative designed to provide a platform for schools to share their stories of success whilst coming together to advocate for quality education. In 2022 Plumpton High school was awarded Australian Computer Science School of the Year.
Tim was named as one of Australia’s Most Influential Educators in 2023 by The Educator Magazine. Plumpton High School was also the recipient of the Duke of Edinburgh International Award Scheme Whole Year Model Australian Champions for 2023.
In his previous role as Director of Strategic Resourcing, with the NSW Department of Education, Tim helped to lead, develop and implement school funding reform through the Local Schools, Local Decisions program. The program empowered schools to decide how they could best distribute funding to meet students’ needs. In 2018, he was awarded a Commendation Prime Minister’s Award for “Promoting Excellence and Professionalism in Public Administration” for this work. Tim also regularly presents on change processes in schools and was a member of the NSW Secondary Principals Council Executive for 3 years.
As a National Coach for Gymnastics Australia Tim coached an Australian World Champion and World Cup Gold Medalist in 1997.
Sally Roseby is a school psychologist at Eden College, an alternative school run by Youth off The Streets located in the south-western Sydney suburb of Macquarie Fields. During her time at Eden College, she has worked beside the skilled and passionate teaching and wellbeing staff to highlight and embed the importance of being trauma-informed in all interactions with young people and their wider systems of supports. In addition to this, she has walked alongside many students of Eden College as they navigate their life experiences and work towards achieving their educational goals.
Whilst working at Eden College, Sally also completed her Master of Psychology (Clinical), finalising this in late 2020, before achieving endorsement as a clinical psychologist in early 2023. Her published thesis, titled ‘A systematic review on the impact of trauma-informed education programs on academic and academic related functioning for students who have experienced childhood adversity’ (Roseby & Gascoigne, 2021) complimented her professional practice experience and cemented the premise that educational attainment is the key to changing future outcomes for young people.
Prior to her work as a school psychologist, Sally worked for approximately 4.5 years as a psychologist and therapeutic specialist for an out of home care residential care provider. Her role was wide and varied and included: conducting thorough risk assessments and responding to and managing risk and critical incidents; providing counselling and psychological support to young people; as well as training staff on the implementation of behaviour intervention supports plans and the organisations therapeutic practice framework.
Sally is passionate about working with young people and their families to ensure they achieve positive outcomes now and for future generations.
Simon Byrnes is the Lived Experience Coordinator at Yfoundations, the peak body for children and young people at risk of and experiencing homelessness in NSW. Having experienced child and youth homelessness firsthand, as well as surviving family and domestic violence and sexual abuse from a very young age, Simon brings a unique perspective to his work. At just 15 years old, he found himself sleeping rough on the streets of Sydney. This led him to be in and out of homeless services for years. Throughout his struggles, Simon engaged with over 40 different services while he was experiencing homelessness. In 2011, Simon started his advocacy journey with Yfoundations. This led him to the Founding of the Youth Homelessness Representative Council (YHRC) in 2016, providing a safe platform for young people in NSW to voice their experiences and drive positive change. Simon's journey is an excellent example of what happens when you give young people the support they need. To end homelessness, we must engage the lived expertise of children and young people. Their input is crucial, and their voices should be included in the discussions and decisions that affect them.
Leanne Woodley works as a education consultant and manager of the Student Service team at the Association of Independent Schools, NSW. She works collaboratively with school leaders and teachers to strengthen inclusive practices through the design of learning, teaching and assessment experiences. Her role focusses on supporting students with diverse needs, disabilities and challenging behaviours in a variety of educational settings. She provides advice and implementation support on disability legislation, National Consistent Collection of Data (NCCD), Universal Design for Learning and schoolwide frameworks to assist schools develop inclusive practices.
Annette Bulling is the State Manager for Be You in NSW/ACT. She has extensive experience working with students and educators to promote mental health and wellbeing. For many years her specialist knowledge of trauma-informed practice and wellbeing science has influenced whole school change at different levels of the education system. She has worked as an education policy advisor in child protection and mental health. She has facilitated student voice initiatives, trained educators across Australia, and supported leaders to manage suicide postvention. With the Be You team, Annette is guiding education leaders through continuous improvement cycles to build mentally healthy communities. Her work supports educators to understand how to remain connected and buoyant through challenging times and build supportive cultures in schools.
Maggie Maslanka is a Clinical Consultant for headspace Be You and brings a wealth of training and education experience and knowledge of the complex nature of mental health and wellbeing within the education sector. Maggie has worked as a classroom teacher and instructional leader in wellbeing and has been a member of various schools’ leadership teams. Whilst working as a school counsellor in a secondary school, she assisted many young people in navigating mental health and wellbeing concerns. Maggie has a Master of Counselling and has worked closely with both primary and secondary school educators to assist them in supporting students who have been trauma impacted and those experiencing significant behavioural challenges. Having established her private counselling practice in 2012, Maggie also trained beginning counsellors for UnitingCare Counselling and Mediation. More recently she trained school staff in headspace Schools and Communities SAFEMinds program to assist them in noticing, inquiring and planning around students’ mental health. Having worked with children and adolescents, Maggie recognises the mental health challenges students and schools are facing and is dedicated to empowering educators with appropriate supports.
Emma Fitzgerald is a qualified counsellor and registered Art Therapist with The Australian, New Zealand and Asian Creative Arts Therapies Association (ANZACATA). After completing her Masters of Art Therapy in 2020, she has established herself as a trauma-informed art therapist, residing and working on Gadigal land. Her journey into art therapy began following a Bachelor of Fine Arts at UNSW, after which she traveled and lived overseas. During her time in London, she worked at a school for students with Autism, sparking her passion for art therapy
Emma is deeply committed to integrating non-verbal creative therapeutic interventions within school systems, believing strongly in the power of art making to foster connection, creativity, and collaboration among teachers, staff, and students. Her practice spans a variety of demographics, specialising in working with children, adolescents, and youth with complex trauma. She has extensive experience in both acute inpatient hospital settings and outpatient youth organisations, including government services like Headspace and Youth Off The Streets.
In her work, Emma focuses on creating a safe environment for students to process strong feelings and emotions through art. By offering non-verbal therapy, she provides a unique opportunity for students to explore, express, and connect. Emma’s approach is characterised by authenticity, curiosity, and openness, which she believes are essential in facilitating a healing space through art making.
Carmel is the Acting Lead in the Trauma Informed Practice lab at the University of Tasmania. She is a researcher and educator specialising in teen intimate partner violence (IPV), trauma-informed practice, and socially just schooling. 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. She is the Deputy Chair of the Youth Network of Tasmania, and in 2023 was named one of the Top 5 Humanities Early Career Researchers in Australia for her work on teen IPV.
Jacqui is a clinical psychologist and brings over two decades of experience in disability and mental health in schools, private practices and as a consultant at AISNSW. Jacqui is passionate about supporting students to thrive. She highlights the importance of amplifying student voice and fostering collaboration with parents/carers, caseworkers, school staff and external professionals to understand students' needs and plan and implement supports to guide their social-emotional, academic and behavioural development for best outcomes.
Alexander McAnespie is a passionate mathematics educator and software developer dedicated to enhancing accessibility in mathematics education. Currently serving as a mathematics teacher at Skillset Senior College, Alexander implements innovative software solutions to cater to students of all abilities. Additionally, to teaching, he is a software developer for ‘My Maths Room’, a public website offering his software to educational professionals worldwide.
With expertise in both mathematics education and software development, Alexander leverages technology to empower learners and revolutionise classroom instruction. His commitment to ensuring every student's success in mathematics is evident in his work, which focuses on developing software tailored to meet diverse learning needs.
Through using this software, Skillset Senior College has become a model of inclusive mathematics instruction, utilising technology to foster engagement and understanding among students.
As a presenter, Alexander combines his expertise in education and technology to deliver dynamic and inspiring pedagogy. He offers practical insights and actionable strategies for implementing technology in the classroom, empowering educators to transform mathematics instruction and support student success.
Alexander holds a degree in Education from Charles Sturt University, a Certificate in Connected Leadership from Yale University and is currently studying a graduate certificate in Educational Leadership at the University of Canberra. Through this study, he has developed a strong foundation in mathematics and educational theory. He continues to pursue his passion for educational change through ongoing professional development and collaboration with colleagues and industry partners.
Rikka is a proud Murrawarri and Yuwaaliyaay woman from Goodooga, NSW. She served as the Regional First Nations Services Lead at Youth Off the Streets and as a Non-executive Director of the Regional Enterprise Development Institute (REDI.E). With many years of experience in the health sector, both in community-controlled health organizations and public health, Rikka started her career as an Aboriginal Health Practitioner specializing in psychological medicine and general medicine. She values her strategic focus and her ability to establish, develop, and implement programs and policies that are client-focused and improve holistic health outcomes for Aboriginal and Torres Strait Islander people and communities. Rikka holds undergraduate and postgraduate degrees in health science, Indigenous health promotion, and is currently undertaking a master’s degree in public health, specialising in chronic disease prevention. She is heavily involved in Western NSW communities, passionately advocating for and providing opportunities for children, young people, and their families. An accomplished athlete, Rikka has previously played Rugby League for the South Sydney Rabbitohs Women’s team and utilizes those relationships and experiences to grow the game and provide Rugby League opportunities to Aboriginal people.
Susie Edmonds is more than just a teacher; she's a seasoned leader in the art of life. With a wealth of experience across various educational settings, Susie is dedicated to helping adolescents, young adults, and those who support them reach their full potential. With a Master's level teaching qualification, Diploma in Positive Psychology and Wellbeing, certification as a Life Coach and Mentor, and training in the Mindfulness in Schools Project in London, Susie possesses a distinctive range of expertise to apply in her work.
As Head of Program and Founder of Inner Directions, Susie has honed her skills in facilitating connections and fostering personal growth. Her ability to create meaningful connections has transformed individuals and strengthened relationships and teams alike. Susie has been conducting workshops in schools, community groups, national organisations, and non-profits for the past six years. To date, Inner Directions has positively impacted thousands of young individuals and their support networks.
Having navigated the challenges of teaching within the educational system herself, Susie understands the intricacies of school dynamics and the pressures faced by both students and teachers. Her passion lies in empowering people to develop self-awareness, overcome limiting beliefs, and thrive in all aspects of life.
She provides invaluable support for individuals in navigating life's challenges and cultivating balance. With a compassionate and empathetic approach, Susie helps people access their full potential while maintaining a healthy work-life balance.
Mary Teague is the Director of Access, Equity, and Inclusion at the University of New South Wales, Sydney. With over 16 years of experience in higher education, Mary is a formidable advocate for social justice, championing transformative projects that enhance experiences and outcomes for diverse communities within the academic sector.
Mary’s work not only aligns with but actively promotes UNSW's strategic goals, ensuring that educational equity remains at the forefront of the university's agenda.
Mary's leadership at UNSW has been marked by a series of strategic achievements, including the development and implementation of the comprehensive Equity Diversity and Inclusion Strategy (2022-2025), the UNSW Gender Equity Strategy, an institutional first, the Disability Inclusion Action Plan, and the impactful Student Access & Equity Strategy. Her innovative approach to inclusivity has led her to spearhead initiatives that have left a lasting impression on Australia’s tertiary sector. This includes the Gateway Admission Pathway and Program, which earned a Silver Award at the QS-Wharton Reimagine Education Awards.
Before her tenure at UNSW, Mary led Widening Participation and Outreach at the University of Sydney, where she developed strategic partnerships and advocacy efforts that significantly increased access and participation rates for underrepresented groups.
Mary holds a Master’s degree in Fine Arts from Goldsmiths College, University of London, and another in Teaching from the University of Sydney. She combines academic rigour with a deep-rooted passion for educational equity. As a result, Mary is known for her insightful contributions to discussions on higher education policies and her influential advocacy for systemic change.
Mary's commitment extends beyond administrative leadership to impactful community engagement. She actively collaborates with a range of stakeholders, from NGOs to government bodies, to help enhance the educational landscape for all.
Joe is a social entrepreneur and passionate advocate for reducing recidivism in Australia. Born and raised in Sydney, Joe's early years were marked by adversity, growing up in a community rife with violence and negativity. At the age of 21, he found himself on the wrong side of the law and was sentenced to 13 years in prison for directing a criminal enterprise.
However, Joe's time behind bars became a turning point in his life. He was fortunate to encounter his first positive mentor, who instilled in him the value of education, business, and most importantly, self-worth. This encounter sparked a transformation in Joe, leading him to dedicate himself to a new path upon his release.
Today, Joe is the driving force behind Confit Pathways and Confit Gym, operating a charity and social enterprise aimed at helping formerly incarcerated individuals reintegrate into society, where all revenue redirects back into the charity to support programs. Through a unique approach that combines mentorship, fitness, and education, Joe and his team empower individuals to find a sense of belonging and purpose by providing programs to young people
Joe's personal journey from a life of crime to a life of service exemplifies the power of second chances and the importance of positive influences. With a deep commitment to giving back and adding value to those who need it most, Joe is dedicated to spending the rest of his life making a positive impact on the lives of others. His story serves as an inspiration to anyone facing adversity, reminding us that with resilience, determination, and the support of others, it's never too late to create positive change.
Nathanial Baker (Nate) has been the dynamic Deputy Principal for Youth Off The Streets' schools since July 2023. Before this, he honed his leadership, strategic planning, and staff wellbeing skills at Key College's Chapel School Campus. Nate's expertise was recognized when he won the "Manager of the Year" in 2019 for his exemplary handling of a crisis, demonstrating his commitment to a holistic, trauma-informed educational approach.
As Deputy Principal, Nate has significantly contributed to the success of Youth Off The Streets by supporting the establishment of Professional Learning Communities, which foster teacher connection across six geographically separated schools. He championed the creation of a Student Voice council, involving students in the organisation’s strategic planning and rebranding efforts. His advocacy for programs like the Duke of Edinburgh Award and the integration of outdoor recreational opportunities highlights his understanding of the impact of positive experiences on young people’s self-esteem.
Additionally, Nate serves as a firefighter with Fire and Rescue New South Wales, where he manages responses to fires, vehicle accidents, and other emergencies. This role enhances his insights into trauma and crisis management, deepening his understanding of human resilience and the long-term impact of trauma on communities.
Nate’s approach to education and leadership is deeply informed by his experiences in crisis management and community service, emphasizing the importance of safe, supportive environments for youth. His commitment extends to maintaining robust communication with parents and stakeholders, ensuring comprehensive support for student development. Nate embodies the principles of trauma-informed care, making him a steadfast advocate for empowering young people through education and community engagement.
