Mark Smith is an innovative educator with more than 35 years' experience in the Victorian education system across all sectors. He holds a Master of Education in Gifted and Talented Education acquired through coursework and research at Monash University. He is passionate about best practice teaching and learning approaches and has facilitated outstanding results with students using mentoring as a means of cultivating student engagement, agency and self-efficacy. He is the author of Mentoring for Talent.

As a work health and safety professional, trainer and now author, Grant assists thousands of people to navigate the complexities of their working and private lives through the skills of self-forgiveness that assist us to face all manner of challenges, including defeats and victories, mistakes and successes, setbacks and even smooth running.

James Milne is the Principal of Franklin Primary School in Tasmania, bringing a wealth of experience shaped by a career that has spanned the length and breadth of the state His professional journey reflects a deep commitment to public education and a strong understanding of the diverse communities that make up Tasmania. James is dedicated to creating a school culture where every student feels a strong sense of belonging.

Simangaliso is a social worker and counsellor with over 16 years of experience, currently serving as a Cultural Practice Lead at the national level. Specialising in multicultural communities, Simangaliso works to embed culturally responsive best practice across services and policies. Previously, Simangaliso was Principal Practitioner and Cultural Advisor Coordinator at MacKillop Family Services and a counsellor at Deakin University. Simangaliso holds a Bachelor of Social Work and a Master of Counselling from La Trobe University and is currently pursuing a Juris Doctor at Monash University.

John is a Diclosure Specialist, Body Safety Educator, and Speaker with lived experience. Based in Melbourne, Australia, John’s mission is to share his story to inspire others and to promote his message about the importance of connection and sense of belonging.

Corinne Smith is the Founder of KinHub, a community-led charity supporting predominantly neurodivergent young people and families navigating school distress, homeschooling and alternative pathways to learning and participation. A late-identified neurodivergent parent and former entrepreneur, Corinne never expected to find herself building a youth organisation. But after experiencing firsthand the isolation many families face when traditional pathways no longer fit, KinHub was born. Drawing on both lived experience and community practice, Corinne is interested in what neurodivergent young people may be telling us through rising school distress, social isolation and disconnection from traditional pathways.

Mary Shamaly is the founder of Grace + Justice, a conflict transformation consultancy that helps people and organisations restore what matters in the midst of conflict. A lawyer, nationally accredited mediator, conflict and communication coach, and facilitator, Mary brings more than 13 years in the law to this work, including roles at Victoria Legal Aid, the Children's Court of Victoria, and Leo Cussen Centre for Law. Mary has chaired more than 1,500 mediations, sitting with people at their most distressed and most in conflict. Known for a warm, grounded and practical style, Mary is passionate about helping the people who hold others' hardest moments to find their voice, and to stay whole while they do it.

Dr Beau Hu-Jia is the National School Partnerships Manager at Together For Humanity, an inclusive educational organisation working with schools across Australia to strengthen intercultural understanding and social cohesion. Beau leads national school partnerships, supporting schools to navigate intercultural and interfaith challenges through tailored, whole-school approaches across metropolitan, regional and remote communities.

With expertise in intercultural understanding, culturally responsive teaching and teacher professional learning, Beau works alongside school leaders and educators to navigate the nuance and complexity of diversity in school communities. Academic expertise in identity informs this approach to understanding the contemporary challenges that can impact students' sense of connection, safety and belonging at school.

Beau holds a PhD in Education from the University of Melbourne and is passionate about supporting educators to engage confidently and thoughtfully with complex conversations, creating school environments where difference is approached with curiosity, care and critical reflection.

Abby is of Indian and European heritage, having migrated to Australia with family as a young child. Prior to entering academia, Abby worked as a food technologist and communications professional in the corporate sector. Abby currently teaches science and technology education at ACU, whilst leading STEM initiatives and several school-based partnerships. Research is informed by the theory of practice architectures and uses qualitative methodologies to examine the contextual conditions that enable or constrain leading practices within highly complex and diverse educational settings. As a finalist in the 2025 Women of Colour in STEM Awards, Abby is committed to creating equitable opportunities for historically underrepresented and marginalised communities to access and participate in STEM education.

Lily-Claire is a transnational academic, originally from Mauritius, who migrated to Melbourne in 2012 as a doctoral student in Education. Lily-Claire currently teaches at the Australian Catholic University in Sociology of Education and was particularly humbled when invited to join the teaching team leading Indigenous Knowledges units within ACU's National School of Education. Personal and professional interests are focused on the promotion of cultural identity in initial teacher education, community engagement and service-learning, as well as the enhancement of social justice in and through education. Research strengths are qualitative, political philosophy and critical social theory.

Katarina's expertise is in the socio-cultural politics of education, with a focus on equity and governance and policy intersections. This work explores how structures of power and inequality can be reconfigured to enable more socially just relations of recognition and redistribution, shaping stronger and more equitable educational experiences and outcomes. Recent work focuses on Indigenous education and Talanoa, slow ontology, diversifying the teaching workforce, racial literacy, and critical autoethnographic writing. This work is grounded in an Indigenous feminist ethics of care, emphasising relational-ethical responsibility and the nurturing of supportive educational communities.

Dr Gemma McKibbin is Senior Research Fellow in the Department of Social Work at the University of Melbourne and is a member of the Violence Against Women and Children research team. She brings 10 years of research experience to the children’s harmful sexual behaviour and child sexual exploitation field. The Theory of Change underpinning her work is: When child sexual abuse is framed as a public health issue and high quality applied research is translated into policy and practice, the child sexual abuse prevention and response agenda strengthens, and children and young people are safer from child sexual abuse.

Genevieve is a child protection practitioner and researcher dedicated to enhancing the understanding of coerced "self-produced" child sexual exploitation material (CSEM). Currently completing her PhD, with a focus on discovering ways to disrupt and prevent financially coerced "self-produced" CSEM. She is passionate about survivor-led research and committed to ensuring that children's voices are heard in the research process. Genevieve is open to collaborations and opportunities to support emerging research in this field.

Justin Roberts is an experienced educator and organisational leader with a strong commitment to improving outcomes for children and young people. His work spans educational leadership, professional learning design and the implementation of evidence-informed practice across school and community settings. Justin is recognised for his capacity to translate complex theory into practical strategies that support educators to respond to diverse learner needs. He brings particular expertise in wellbeing, student engagement and system-level improvement, and has contributed to collaborative initiatives that strengthen partnerships between education, community services and government to enhance child safety, inclusion and sustained educational success.

Stephanie is an experienced education policy professional with more than a decade of experience working across public policy and advisory. As an Associate Director at Deloitte Access Economics, she leads system-wide reviews in education and works with individual schools to understand their impact, and align practice with the evidence base. Through her work on evaluations, major reviews and policy redesign, she is interested in how systems can be made more cohesive in their support of children, young people and families experiencing vulnerability.

Sally Wood is a highly regarded leader in child and family practice with extensive experience in program development, training and sector capacity building. Her work focuses on trauma-informed education, safeguarding and the implementation of preventative and early intervention approaches within complex systems. Sally has led a range of initiatives that support practitioners to respond effectively to the needs of children and young people, particularly those impacted by adversity. She is known for her collaborative leadership style, strong strategic insight and commitment to translating research into practice, enabling organisations to deliver services that are responsive, ethical and grounded in best evidence.

Rabia is a Senior Analyst with Deloitte Access Economics, specialising in education and social policy. She has extensive experience in evaluation and analysis of student outcomes across schooling and early childhood education and care. Her work focuses on understanding how education systems, including alternative education settings, can better support vulnerable cohorts. Recent projects include reviews of school-level alternative education settings and evaluations of programs designed to improve outcomes for children and young people in care.

Cameron Burgess is a dedicated professional specialising in the design and delivery of programs that support children, families and communities experiencing adversity. With a background in applied practice and program implementation, Cameron has developed significant expertise in trauma-informed approaches, stakeholder engagement and cross-sector collaboration. He is committed to ensuring that initiatives are responsive, evidence-based and grounded in lived experience. Cameron works closely with businesses, community organisations and government partners to embed sustainable practices that enhance wellbeing and resilience, contributing to improved outcomes for vulnerable populations through thoughtful program design and effective system coordination.

Claire has 25+ years’ experience in inclusive education across Australia and the UK, working as a teacher, leader and consultant in government and non-government systems. She has led initiatives to build educator capability and implement evidence-informed inclusive practices across schools and systems. Claire has contributed to national NCCD projects, developing professional learning and resources for schools, and has coached school leaders on effective implementation of the NCCD and inclusive practice. In 2023, she completed a PhD at Monash University on teachers’ use of teacher assistants. She is an Associate Director at Deloitte Access Economics, leading inclusive education projects that evaluate system-level initiatives to improve outcomes for diverse learners.

Jessi Belli is an emerging leader in program delivery and professional learning, with a strong focus on child wellbeing, safeguarding and inclusive practice. Jessi brings experience in working across educational and community contexts, supporting the implementation of programs that respond to the needs of children and young people in both school and out-of-home care settings. She is recognised for her facilitation skills, attention to detail and commitment to continuous improvement. Jessi contributes to the development and delivery of training that equips practitioners with practical tools, while fostering environments that prioritise safety, connection and positive developmental outcomes for children.

Adam Inder is Head of Education at Pivot Professional Learning, where he partners with school leaders to strengthen student outcomes through evidence-informed improvement, effective data use, and sustainable whole-school change. His work focuses on helping schools create the conditions in which both students and staff can thrive, translating research into practical strategies that improve teaching, wellbeing, and organisational effectiveness.

Dr Sophie Lea is an educational consultant, therapist, clinical supervisor, and Adjunct Lecturer at Monash University. With a professional background spanning teaching, school counselling, and family therapy, she has spent 25 years supporting the mental health and wellbeing of young people and their families. Her research focuses on the role of prosocial practices in strengthening youth mental health and on developing effective, relational approaches to clinical supervision for educators and wellbeing professionals. Dr Lea is a Board Member of Living Ripples and a Senior Consultant with Resilient Youth Australia, contributing to national efforts to enhance child and youth wellbeing through evidence-informed practice.

Eliza is a Sorry Business Consultant and Managing Director of Ngiyani Wandabaa, a 2024 Churchill Fellow (Exploring Death and Dying in First Nations Communities). End-of-Life Biographer. One of six Founding Directors of, and the concept creator behind the establishment of the National Aboriginal and Torres Strait Islander Palliative Care Association. Advisory Member for the End-of-Life Law for Clinicians National Project, 2023 Palliative Care Queensland Award Winner for Outstanding Achievement in Palliative Care for First Nations Communities (IPEPA Team) and a Board Director for Homes North Community Housing.

Liz is the Education Services Manager at Ronald McDonald House Victoria & Tasmania, bringing over 20 years of experience in education. Liz holds a Bachelor of Education and additional specialist training in Learning Disabilities, Autism, Neurodiversity, and Auslan. Liz is a strong advocate for inclusive education, committed to ensuring young people can engage meaningfully in their learning while building confidence in their abilities. Liz continues to advocate for programs and inclusive practices that empower students to achieve success both academically and personally.

Sharon Anderson is a passionate educator dedicated to building safe, inclusive communities where every child is recognised, valued, and nurtured. She is currently the Principal at St Joseph’s Primary School at Korumburra. With extensive experience as both a teacher and a school leader, Sharon is deeply committed to ensuring that students and their families have access to meaningful resources that uplift and empower them during challenging times in their lives. Sharon has been honoured to work alongside Jo Quinn as a Seasons for Growth trainer, contributing to programs that support children and young people experiencing change, loss, and grief. In this role, Sharon and Jo played a key part in piloting the Stormbirds program in the aftermath of the Black Saturday bushfires in Victoria, helping affected communities rebuild emotional resilience and connection. Grounded in compassion and practical leadership, Sharon continues to advocate for approaches in education that prioritise wellbeing, connection, and timely support—ensuring that every young person has the opportunity to thrive.

Jacinta Bongiorno is a registered nurse, teacher, and public health practitioner with extensive experience in refugee health and education. She has worked in clinical and community refugee health settings in Melbourne and London and established a primary care clinic in Arusha, Tanzania. As Assistant Principal of Wellbeing at River Nile School, Jacinta leads a multidisciplinary wellbeing team and has helped develop a trauma-informed, culturally safe model that supports young women of refugee backgrounds to overcome barriers, build agency, and thrive in education and beyond.

Tom Davidson’s teaching journey began in secondary area schools in remote country of South Australia and Kangaroo Island, where he developed a passion for teaching children about sustainability and environment. Recognising the desire of children to use their hands, saw him develop a Centre for Sustainable Living – an integrated outdoor learning space, enabling a hands-on approach to student experimentation and research. Most recently, in Tasmania, Tom has found himself back in the primary years exploring the intersection of Science and Art where he continues to embed the importance of the natural world in creative expression. This work has reignited his passion for improved cultural understandings and the need for truth telling. His dedication toward teaching aboriginal perspectives and their knowledge of country is at the core of his work. He remains a strong advocate for a more environmentally connected youth in order to provide children with purpose and belonging.

Ella Heather is the School Business Manager at Franklin Primary School, where she has been pivotal in leading the smooth and effective operation of the school and a culture where every student, staff and community member feels supported and like they belong. Deeply respected within the wider Franklin community, Ella leads from the front, making sure that every student and family feels seen, heard and valued, and advocates that strong connections and a sense of belonging are at the heart of Franklin's school community. Ella's work has ensured that students recognise they are part of something bigger, that they are global citizens who each play an important role in shaping a better future for all people.

Rebecca White is an Early Years educator whose work centres on creating opportunities for children to connect with themselves, their community and the world around them. Her passion for building relationships and fostering belonging has led her to encourage a shift in thinking around how intercultural understanding is approached within schools, moving beyond one-off experiences to become an authentic and embedded part of teaching, learning and community life. Through Franklin Primary School's ongoing partnership with an Indonesian sister school, Rebecca has helped embed intercultural perspectives into everyday teaching and learning. She is passionate about creating authentic experiences that encourage students to be curious, empathetic and open-minded, believing that these foundations are essential for children to thrive in an increasingly connected world.

Craig is the dedicated and passionate principal of Gawler and District birth to Year 12 college in South Australia. Gawler and District College B-12 is a supportive, inclusive and enthusiastic community of independent thinkers. We are a learning community which encourages staff, students and parents to involve themselves fully in all aspects of school life with a focus on our core school values of Respect, Generosity and Excellence. Our students are welcoming, engaged and curious, and our staff passionate and committed to every students' needs.