More than just a buzzword, mindfulness provides a scientifically validated, proactive approach to both individual and collective wellbeing and performance. It all starts with awareness. Mindful Leaders have a strong awareness of the personal, social and professional landscapes that they inhabit.

A schools learning culture can be accurately described by the extent of the positive influence that it generates in the lives of those in which it serves: students, educators and families. Schools that effectively promote growth consist of individuals with a strong sense of themselves and each other. They need to. It is this well-tuned sensory system that generates timely and reliable information in order for a school to learn and respond in efficient ways.

Join Mike and AJ as they draw upon decades of experience in Psychology, Mindfulness, Learning Science and Education Leadership to explore relevant theory, routines and rituals that will drive the institution of a powerful wellbeing culture across your school. It is through enhanced awareness of the personal, social and professional landscape that we are able to navigate the at times wonky bridge between individual and collective practices, thus creating a mindful learning community where every stakeholder can thrive.

Andrew Jones is an expert in learning design and teacher professional development. His research interests include School Learning Culture and Education Leadership Development. Andrew has been working in schools in a range of school settings as a teacher, principal and leadership coach for over 25 years. He led the closure and regeneration of four failing schools in the northern suburbs of Melbourne and he has a Master’s degree in Educational Leadership. Andrew now consults regularly with practitioners, researchers and policy makers across Australia and has worked extensively in New Zealand as well as the Pacific Islands, Europe and in the United States.

Michael Hines is a Registered Psychologist with a passion for helping people function at their best. His expertise lies in the related fields of Mindfulness and Well-being Science and he has worked extensively with individuals, schools, and businesses throughout his career. His passion for mindfulness stems from a personal meditation practice and professional development spanning two decades. Michael has taught Mindfulness at Monash University, UNSW and in organisations across Australia. Michael recently spent 4 years as lead mindfulness expert at Smiling Mind where he was responsible for the design and delivery of workshops and training across all schools, workplaces and general community programs. His role included content and program development, workshop facilitation, and providing oversight and guidance in the strategic direction of Smiling Mind products and programs. Michael now consults directly to schools and organisations on the intersection of mindfulness, wellbeing and performance.

There is a growing recognition nationally and internationally, in schools and educational organisations that complex childhood trauma has a detrimental impact to the developing body and brains during early childhood. Research tells us that adverse childhood experiences negatively impact a child’s ability to learn and engage with schooling in a productive manner and given the large amount of time that children spend at school, teachers have been identified as important stakeholders when helping children in the process of recovery and healing. The Royal Commission into Family Violence (Victoria 2014-2016), highlighted that schools are a service provider that could better respond to children with complex needs.  Early childhood settings and schools being ideally placed to contribute to the development of vulnerable children due to the amount of contact they have with the child as well as the educator’s potential in forming quality relationships with children.

Trauma theory and the advent of trauma-informed approaches are based on the emerging research regarding child development and educational practices. By investigating the ways in which society can safeguard against child abuse, neglect and maltreatment and by focusing on early childhood development, communities can be educated about the ways in which a child’s adverse experiences can shape the way they see, feel and think about their world and the world around them. When seeking to understand the impacts of complex trauma there must be consideration given to understanding what has happened to a child and this is unpinned by the notion that adverse childhood experiences happens to a child not because of them.

Schools are learning more about how to support all children and particularly those who have historically been disadvantaged across their life course. This increase in evidence regarding trauma-informed practice within schools is very promising. If they can be consistently employed and adapted for all children, perhaps there would be a generation of children grow up with increased self-regulation, improved academic and social development, and better mental and physical health outcomes into adulthood. Perhaps the threat of complex trauma on the body and brain met with a buffer of secure attachment, unconditional positive regard and love would interrupt the cycle of trauma as these children become supportive and attentive parents, thus minimising the likelihood of subsequent generations experiencing complex trauma.

Our presentation will engage the learning process by enabling the audience to learn about building collaborative communities that shift attitudes, beliefs and behaviours about childhood adversity and hear about why schools are a critical system for delivering evidence-based interventions.  Secondly, reflect on current practice in schools and how to create safe and predictable learning environments, reframing our approaches. We will then deepen their understanding of how to create the preconditions for improved teaching, learning and wellbeing and the application of research into daily practice.

Ben is a strategic thinker with over 15 years in Education and Business Management. He has been a teacher, Assistant Principal and Senior Officer (Department of Education), working across staff and student wellbeing, curriculum design, policy development and implementation. His leadership experience spans government, corporate and non-profit sector organisations. Ben has a proven track record of building longitudinal national and international partnerships and is known for building trusted relationships and partnering for meaningful impact.

We all have stories worth sharing. Giving ourselves the time and space to learn about each other’s stories helps us to foster tolerance, and respect and dissipate ignorance and stereotypes. This alone has the power to promote positive mental health and emotional well-being for many. In a spirit of mutual respect and an appreciation of different perspectives join this practical workshop to share stories and reflect upon your legacy during these challenging times as an agent of change in the 21st-century global classroom.

Alisa is passionate and certain about the role of Global Citizenship Education to empower 21st-century citizens and strengthen socially cohesive communities. As an experienced educational consultant, Alisa has accompanied schools and organisations to enhance a culture of global citizenship and global competence and achieve maximum success for all students. Alisa specialises in whole-school approaches to global education and evidence-based global pedagogies.