Dr Clare Kermond is a Research Fellow in the School of Education at La Trobe University, Melbourne. Dr Kermond completed a PhD at the Olga Tennison Autism Research Centre, at La Trobe. Her doctoral research focused on Autistic secondary students, examining what enables or inhibits them from having a successful experience of schooling. This research was highly innovative and is understood to be the first to compare the perspectives of Autistic students with that of parents and educators, to examine students' experience of school. She has presented her work nationally and internationally. Clare takes a critical studies approach and has experience in participatory research. She is committed to work driven by the voice and perspective of Autistic people. Research interests include schooling for Autistic students, educator wellbeing and the role of positive psychology strategies in supporting teacher wellbeing and teaching practice, particularly in their work with students displaying challenging behaviours.

Professor Sarah Bendall is a clinical psychologist and head of trauma research at Orygen within the University of Melbourne. She researches trauma-informed care in youth mental health, trauma in early psychosis and the development of new psychological therapies for recovery in youth mental health. Sarah leads Orygen’s trauma-informed care training programs and trauma policy work within the Orygen Institute. She advises Government on trauma and youth mental health policy.. She is the author of over 140 research papers and three psychological treatment manuals. She has practiced as a clinical psychologist for over 20 years in a variety of settings including adult and adolescent outpatient mental health. She practices at headspace, Australia’s mental health primary care service for young people. She provides cinical supervision in trauma, youth mental health for psychologists in school settings.

Tyneele is a Clinical Lead and Occupational Therapist at Eli's Place Allied Health. Tyneele is passionate about working in paediatrics, with children and their families; and has an interest in trauma-informed practice, and neuro-affirming practice. Tyneele has completed a Bachelor of Occupational Therapy, and Masters of Autism Studies at Griffith University.

Greer Kharidi has over 15 years’ experience working across diverse school settings as both a teacher and counsellor, supporting children, educators, and school communities. Her work focuses on trauma-aware practice, educator wellbeing, and creating environments where all students and staff feel safe, understood, and supported. Greer works with schools through supervision, training, and workshops, helping educators make sense of the complex moments that arise in their work and strengthening reflective, responsive practice. She is also the author of the children’s book Is That Really Fair?, which supports conversations around equity and equality in classrooms. Her approach is grounded in practical application, relational safety, and a belief that when educators are supported to reflect and process their work, more thoughtful and sustainable outcomes are possible for both staff and students.

Amelia is a qualified Social Worker and Art Therapist with extensive experience supporting children, young people, and individuals across educational and community settings. Her work is grounded in a strong commitment to critical reflection, arts-based practices, and fostering social and emotional development. She brings strengths in communication, leadership, and creative, innovative thinking, alongside a deeply reflective approach to practice. Currently a PhD candidate in the School of Education at La Trobe University, Amelia has recently returned from the UK where she completed data collection for stage one of her research. Her topic is how arts-based practices enhance critical reflection with early years educators. Her professional experience spans roles in education, early years educator wellbeing, private practice, and higher education. In addition to her therapeutic and academic work, Amelia is an exhibiting artist, with recent exhibitions titled Intimate Connections in Bendigo (2023) and Kyneton (2024).

Melinda is an organisational psychologist, researcher and teacher with over twenty years’ experience supporting schools and school leaders through supervision, coaching and psychology support. Melinda has taught K-12 and has held roles including Senior Consultant with headspace schools/Be You; Consultant: School Innovation with Independent Schools NSW; Teaching Educator with Catholic Education, Diocese of Parramatta; and Lead – Program Content and Evaluation and General Manager with Good Grief/ MacKillop Seasons. Melinda has also practiced as a school counsellor with Catholic Schools Broken Bay. Melinda is undertaking a PhD exploring the psychosocial workplace conditions that enhance or buffer school-life’s subsequent impacts on staff wellbeing, and how schools/ the sector can individually and collectively strengthen the design and enhance the workplace experience for school leaders. Melinda’s earlier research focused on workplace wellbeing, specifically burnout, compassion fatigue and secondary traumatic stress following critical incidents, and the protective factors that lead to resilience and wellbeing.

Sarah McCluskey is a neurodivergent researcher and practitioner, and the Director of Billy Cart Behaviour. She is a Board Certified Behaviour Analyst (BCBA), Registered Psychologist, and Board Approved Supervisor with nearly a decade of experience supporting neurodivergent and psychosocial populations. Sarah is currently completing her PhD at Monash University, focusing on how emergency service personnel support individuals with neurodevelopmental disabilities, with an emphasis on least restrictive, rights-based practices. Her work is grounded in Positive Behaviour Support, with a strong focus on low arousal approaches, restrictive practice reduction, and improving quality of life. Sarah is a sought-after speaker and lecturer, presenting nationally on disability human rights, risk, and complex behaviours. As a neurodivergent clinician, she brings both lived and professional insight to her work, advocating for inclusive, ethical, and person-centred practice.

Leah is the Founder of ResourceYourself, based on the Sunshine Coast, Queensland, and is a Senior Social Worker, Dyadic Developmental Practice (DDP) Therapist, Consultant, and Trainer. She is committed to ensuring equitable access to high-quality psychological support where individuals are supported to share their story, feel heard, and grow. Leah brings 28 years of experience across government and non-government sectors, including Child Protection, Child and Youth Mental Health, Youth Justice, Domestic and Family Violence, Child Development, and Disability. For the past 11 years, she has specialised in Dyadic Developmental Practice within multiple therapeutic contexts. DDP is an attachment-based, relational model originally developed to support systems working with complex and/or relational trauma. Leah co-chairs the DDP Australia Steering Committee, sits on the DDP Worldwide Training Committee, contributes to the UniSQ Social Work and Human Services Industry Advisory Committee, and provides supervision, consultancy, and training across sectors.

Feren Yen has worked in the VET industry since 2015. A lifelong learner, she currently serves as director of the Australian Trauma Education Centre and Senior Learning and Teaching Specialist at RMIT University. In 2017 Feren completed a fellowship with the International Specialised Skills Institute on engaging and supporting disadvantaged students in adult education. She is completing an Ed.D with a focus on trauma-aware education for adult learners and was recently awarded an Associate Fellow of the Higher Education Academy (Indigenous Knowledge). Outside higher education she runs mentoring programs as a Trauma Centre – Trauma Sensitive Yoga trainer in Australasia. Reach out to connect on LinkedIn or over a chai.

Sharon is a social worker, educator, facilitator, lecturer, and PhD student and has over 12 years’ experience working as a wellbeing officer in the Victorian education system. During this time, she has led the development of whole school wellbeing programs, with a strong focus on trauma aware, developmentally informed approaches to support students. Her work involves close collaboration with educators, students, families, and communities. Sharon is the Lead Associate Consultant and Trainer for Nurture International Australia, a developmentally informed, trauma aware initiative grounded in contemporary neuroscience that supports educators across early childhood, primary, and secondary settings. She is also a Course Coordinator and Lecturer in community and human services and social work at a regional Victorian university, where she applies a critical lens to social policy and systems impacting vulnerable and marginalised communities. Sharon is currently undertaking a PhD, balancing research, teaching, and professional practice.

Michelle Thiele is the Child and Family Team Leader at The Benevolent Society’s, Centre for Women’s, Children’s and Family Health in Campbelltown NSW. Michelle works within a child centered practice from an attachment based framework with a specific focus on trauma and neurobiology. Michelle has more than 15 year’s experience working with children and families with complex needs. This work includes out of home care, domestic violence and mental health within the framework of the NSW child protection system. Michelle has a keen interest in the effects of trauma on the development of neurobiology, as well as attachment and emotional development in children. Michelle Is a certified practitioner in Dyadic Developmental Psychotherapy and a is a strong advocate for children’s rights, working within the local community to promote awareness, understanding and societal change around the impacts of trauma on children.

Pippa West is an experienced junior secondary educator and leader with a strong focus on trauma aware practice, relational pedagogy, and inclusive education. She has led the implementation of whole-cohort and targeted strategies that integrate positive behaviour for learning, student voice and restorative approaches to improve engagement, behaviour and wellbeing for students with complex and diverse needs. Pippa is passionate about building educator capability and supporting staff to apply consistent, evidence-informed practices that strengthen both student outcomes and teacher wellbeing. Her work bridges research and practice, translating trauma-aware and relational frameworks into practical, scalable strategies for classroom application. She is committed to fostering learning environments where students experience a strong sense of belonging and educators feel confident in responding to complexity, enabling sustainable improvement across diverse educational contexts and strengthening outcomes for both students and staff.

Prof. Marcelle Cacciattolo is a full Professor and is the Associate Director of Research Training in the Institute for Sustainable Industries and Liveable Cities at Victoria University, Australia. She received her Ph.D. from Monash University in 2002. Over the last twenty-four years her research has been cross-disciplinary involving health sciences and education-based research. Other research projects that Marcelle has been involved in include young people and their wellbeing, refugee relocation, trauma aware standpoints, social justice and innovative teaching and learning pedagogies within tertiary settings. Marcelle works closely with preservice teachers and schools to examine how inclusive pedagogies can support students and families who are the least advantaged. Mark Vicars is a Professor in the College of Arts and Education and Research Fellow in the Institute Sustainable and Liveable Cities of Australia at Victoria University Melbourne. He is Honorary Adjunct Professor, School of Education, Hull University, UK and the Institute Languages and Cultures of Asia (RILCA) Mahidol University, Thailand and Department of English, Arts & Commerce, Andhra University, Visakhapatnam, India. He is Lead Editor of Qualitative Research Journal and Series Editor of Global Perspectives on Adolescence and Education, Springer. Dr Greg Aronson is a senior lecturer in education and arts at Victoria University. Dr Aronson’s PhD explored the backgrounds and experiences of students in tertiary music education settings, and he has teaching and research expertise in research methods in education, Positive Education, musicology, music education, and creative arts-based projects. Greg has a strong interest in internationalising tertiary music education and has worked over the last ten years on projects in China, India and Indonesia to foster intercultural awareness for students through music and creative based arts projects. His latest research interests centre on implementing Trauma Informed Pedagogy in Initial Teacher Education programs. Greg is also a practising musician, with over 30 years of professional experience across a range of music contexts.

Mark Vicars is a Professor in the College of Arts and Education and Research Fellow in the Institute Sustainable and Liveable Cities of Australia at Victoria University Melbourne. He is Honorary Adjunct Professor, School of Education, Hull University, UK and the Institute Languages and Cultures of Asia (RILCA) Mahidol University, Thailand and Department of English, Arts & Commerce, Andhra University, Visakhapatnam, India. He is Lead Editor of Qualitative Research Journal and Series Editor of Global Perspectives on Adolescence and Education, Springer.