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Webinar 1 - Laurie Barron 22 July, 7.15 am (AEST)
Creating a Middle Years Culture & Climate Where Kids Belong & Become
Webinar 2 - Luke McKenna 5 August, 7.15 am (AEST) Building Authentic Student Leadership: A Practical Framework for Whole-School Implementation
Webinar 3 - Dr Tom Nehmy 26 August, 4:00 pm (AEST)
Prevention of Mental Ill-Health in Middle Years Students: Fads, Fashions and Facts - what does the evidence say?
Webinar 4 - Amanda Bourgeois 9 September, 4.00pm (AEST)
The Adolescent Dip: practical, evidence-informed strategies to better support our learners in the middle years.
Abstract: The middle years are often described as some of the most challenging — for both students and those who teach them. During this time, many educators observe a noticeable shift in engagement, motivation, and wellbeing, what we refer to as the Adolescent Dip.
This dip reflects a period of rapid change — emotionally, socially, and cognitively — underpinned by ongoing brain development. The systems that support planning, self‑regulation, and independent learning are still developing, even as expectations for independence and performance increase. This often creates a developmental mismatch between what we expect of our students and what they have been explicitly taught or learned.
This session is grounded in the Science of Learning, drawing on insights from neuroscience, psychology, and education to explore how educators can better support young people during this stage. We’ll begin by unpacking what we know about the adolescent dip, before moving into practical, evidence-informed strategies to better support our learners.
The goal is to focus on how we can refine and strengthen what teachers are already doing, using evidence to ensure our practice aligns with how young people learn and develop — especially during adolescence.
Webinar 5 - Glen Chippendale & Isaiah Maccicou 21 October 4.00pm (AEST)
Supporting Emotional Regulation through proprioceptive and interoceptive skill development
Abstract: Adolescents experiencing difficulties with emotional regulation may be at increased risk of disengagement from learning, reduced wellbeing, and increased school disciplinary absence. This webinar explores the influence of explicitly teaching self-awareness, self-management and emotional regulation skills on the engagement, wellbeing and learning outcomes of adolescent learners at Benowa State High School. The intervention combines proprioceptive activities, including structured physical exercise, with interoceptive strategies such as breathing exercises, body-awareness activities and progressive muscle relaxation. These activities are designed to help students recognise physiological responses, connect bodily sensations with emotions and apply strategies to regulate their behaviour.
Suitable for upper primary and secondary who are supporting children and young people with their social and emotional skills. This webinar will unpack key concepts and outlines strategies young people can use to help with emotional self-regulation and wellbeing.
Webinar 6 - Liz Benson & Sue Mullen 28 October 4.15pm (AEST)
Keeping Minds Engaged: Exploring the Benefits of Brain Breaks
Abstract: Brain breaks are increasingly being used in classrooms as a strategy to support student wellbeing, engagement, and learning. These short, purposeful pauses provide students with an opportunity to temporarily disengage from the lesson content before refocusing on the task.
In this Webinar, Sue and LIz will share how their understanding of brain breaks has evolved and the staff at Braemar College Middle School have collectively embraced brain breaks as part of their teaching toolkit. Participants will gain practical insights into implementing effective brain breaks, and consider how these strategies can support diverse learners.
