Learners & learning

Understanding and supporting emotional self-regulation at school: Why some students may find it difficult to regulate their emotions at school, and what to do to support them.

How OCD affects students, and what schools can do to provide support.

Understanding some of the common challenges with writing that neurodivergent students may experience.

Understanding the additional mental health needs of neurodivergent students.

Understanding the additional mental health needs of neurodivergent students.

A closer look at the specific mental health and wellbeing needs of students in their upper teens.

An introduction to dyscalculia, a cognitive difference that affects students' ability to understand and work with quantities and numbers.

A set of approaches and strategies for promoting the wellbeing and achievement of students with FASD at school.

How to promote the success of students with Developmental Language Disorder in secondary school.

Approaches and strategies for supporting students with Developmental Language Disorder in primary school classrooms.

How to support students with Developmental Coordination Disorder in schools and classrooms.

An overview of DLD, one of the most common forms of neurodivergence, and how to support students with DLD in the classroom.

An introduction to understanding sensory processes differences and the impact they may have in classrooms and schools.

Understanding twice-exceptional students and how to support them in the classroom.

An introduction to the research on the role of exercise and movement in promoting learning and wellbeing

Tools and approaches for evaluating approaches to P.E. and exercise at the school, teacher, and student level

An exploration of the different skills that make up executive function, and how to develop them in primary school classrooms.

An introduction to a rare but distinct form of autism.

Introducing trauma-informed approaches in schools

The key principles of trauma-informed practice, and why it is so important.

First Nations peoples and culturally and linguistically diverse (CALD) groups (including refugees) face unique issues and stressors that impact their emotions, learning, behaviour, and psychosocial health. Whilst it is important to acknowledge the resilience developed and demonstrated by people within these groups, it is pertinent to consider how this may impact how they experience their […]

An introduction to childhood trauma and the serious and lasting effects it can have.

How fetal alcohol spectrum disorder affects children and young people, and the implications it has for students at school and in life.

A closer look at some strategies for helping students in Years 1-4 develop their executive function skills.

A range of games and activities to support students in Years 5-8 to build their executive function skills.

Approaches for supporting secondary school students to consciously build and hone their executive function skills.

Innovative ways to use Facebook and other social media tools to support the transition to school.

A summary of the research into growth mindset and why it is important for learning

An overview of the key components of creativity and how to support it in schools

A closer look at how to support and develop students’ creativity in primary school classrooms

What creativity looks like across subjects and how to promote it in secondary schools

The implications of cognitive load theory for learning, and how to design instruction to minimise cognitive load and maximise learning.

How the process of learning occurs in the brain and the relationship between memory, understanding and knowledge

The key features of long-term and working memory and how they work together as part of the learning process.

Retrieval practice is a learning strategy designed to promote consolidation of knowledge through recall over time.

Spaced or distributed practice is a pedagogical strategy based on cognitive principles of memory formation.

How to support and promote essential executive function skills in secondary school classrooms.

A set of strategies to help teachers support neurodiverse learners by building on their strengths while addressing their learning needs.

A guide to some of the more common bullying behaviours at secondary school and how to prevent them.

Practical ways that early childhood education and primary school teachers can help ensure that the transition to school is a positive and successful experience for children and their families.

A guide to help teachers support their students to develop good study habits, use effective learning strategies, and stay motivated while working independently.

An introduction to the kinds of behaviours that constitute bullying in primary school-aged children, and some strategies for addressing and preventing them.

A visual scheduling tool designed to support autistic children with their learning and wellbeing.

An overview of executive function, why it’s important, and how it can be supported and developed at primary school.

An explanation of the concept of neurodiversity as a strengths-based approach to learning differences, and an introduction to some of the different forms of neurodiversity.

An overview of the research on the transition from primary to secondary school, and how schools and families can support students through the challenges and opportunities that this transition creates.

An overview of the different definitions and understandings of giftedness, along with a set of strategies that schools and teachers can use to better support gifted and talented students.

A guide to understanding what differentiates bullying from other mean and hurtful behaviours, and myths about bullying busted.

A set of strategies specifically geared towards motivating students who are struggling academically or grappling with new challenges.

An approach to enhancing student autonomy in order to boost their motivation and increase their engagement.

A set of practical strategies and instructional approaches to help motivate your students.

A set of practical strategies designed to help students develop resilience in their learning.

The importance of resilience to student learning and success, and tips for building students' resilience.

The different types of engagement and strategies for promoting and supporting engagement in the classroom.

What is social emotional learning, why it is important and how to integrate it into teaching and learning in schools.

An introduction to the concept of student agency and its importance for learning and lifelong success, as well as some practical strategies for promoting student agency.

The importance of self-regulation to learning and how students can be supported to become self-regulated learners.

The importance of self-regulation to learning and how students can be supported to become self-regulated learners.

The importance of social connection to student learning and wellbeing, and practical approaches for promoting positive social connection in schools and classrooms.

The different types of motivation, their importance for learning, and strategies designed to boost student motivation.

The importance of self-regulation to learning and how students can be supported to become self-regulated learners.

A set of practical strategies and approaches to help teachers support students with autism to thrive at secondary school.

A brief introduction to ADHD and a set of strategies to help support students with ADHD in the classroom.

The following survey can help teachers determine students’ perceptions of their teacher’s ability to teach them and their confidence in their own ability to learn.

Using Gibson and Dembo’s Teacher Efficacy Scale[i], how would you currently rank your teacher efficacy in the following areas of teaching and learning – low, average, or high? [i] Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. Retrieved from http://dx.doi.org/10.1037/0022-0663.76.4.569 By Helen Withy

Teachers with high sense of efficacy create mastery experiences for their students whereas teachers with low instructional self-efficacy undermine students’ cognitive development as well as students’ judgements of their own capabilities.

How teachers can design learning opportunities that strengthen students’ efficacy and the impact that this has on learning and achievement.

The beliefs a person has about their own capabilities has a substantial impact on their achievement.

An introduction to role of the emotions in the cognitive process of learning.

A brief introduction to autism and what it means for teaching and learning.

A brief introduction to dyslexia and what it means for teaching and learning.

An introduction to evidence-based strategies for supporting autistic students in primary school settings.

Key non-cognitive skills and why they are important to learning.

A questionnaire to help teachers evaluate their own mindset.

Speech pathologist Vanessa Leaver talks about DLD, how it can affect children and young people at school, and how to support students with DLD in the classroom

Exploring ideas and practices that enhance student ownership and autonomy in afterschool makerspaces

Tami Harris of Acorn Neurodiversity explores how using a trauma-informed lens to support neurodivergent students in school settings can help teachers to mitigate challenges

Dr Tanya Evans from the University of Auckland talks about how the decades of cognitive research can be applied to teaching mathematics in the classroom

Dr Nina Hood and Dr Stephanie MacMahon introduce the science of learning, exploring what it means, the research base it draws on, and its implications for curriculum and pedagogy in school

This webinar with Jennifer Neill offers valuable insights and practical strategies to ensure a child’s transition from early childhood education to school is as smooth and positive as possible

Researcher and medical doctor Dr Chris Jenson discusses his research into providing effective mental health and wellbeing support for students by embedding it into existing curricula and learning programmes

Dr Greg Ashman explores what cognitive load theory is and its practical implications for teachers.

Dr And Pasley discusses why all children deserve to be affirmed for who they are and how gender affirmation might become a space where teachers and students can unpack differences in the classroom and support all children to explore how they want to be in the world

Dr Tracy Stewart explores what is meant by emotional regulation and discuss practical strategies that teachers can use to support emotion regulation skills in the classroom. She will also discuss her new, not yet published, research, in which she is working together with teachers to co-develop emotion regulation skills that are embedded directly into classroom practice.

We held a free webinar to launch our research report into the experiences of neurodivergent children and those supporting them in Aotearoa New Zealand’s education system. Watch the recording of our webinar where we discuss the reports key findings and to explore what needs to happen to improve the support and opportunities neurodivergent young people receive in New Zealand.

Kim Milne (principal advisor at FASD-CAN) discusses what FASD is, how it affects children and adolescents, and what teachers and schools can do to support students with FASD.

Dr Jess Stubbing shares her expertise as both a researcher and Clinical Psychologist to help teachers and schools know how best to support student mental health and wellbeing.

International expert Gill Connell discusses the range of movement patterns children need to be engaging with to support their holistic development

A special presentation from Emeritus Professor Peter Moss.

Dr Emily McDougal shares insights from her work into supporting neurodivergent students in schools and classrooms.

Dr Dione Healey shares insights from her extensive research into ADHD, much of which is concerned with supporting children with ADHD through cognitive training.

Professor Carol Mutch (University of Auckland) shares her research from over 12 years of supporting schools through different disasters and crises both in Aotearoa and the wider Asia-Pacific

Dr Heidi Leeson from Monocle Education discusses social-emotional learning (SEL) and shares her latest research on the most impactful areas of SEL in regard to academic performance and the developmental stages of students.

Kate Jones talks about how to make learning stick, focusing on the benefits of retrieval practice and practical ideas for teachers to ensure classroom practice is based on relevant research evidence.

This webinar explores the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges.

This webinar explores trauma-informed practice at primary and secondary school level, including the key principles, strategies, and common barriers and solutions.

Justine Munro and Madelaine Armstrong-Willcocks explore what is important and what works in gifted education and share insights from their work with the New Zealand Centre for Gifted Education.

Professor Andrew Martin presents a guide to the good, the bad, and the ugly of student motivation.

This webinar is a sequel to our 2021 webinar, exploring the role of movement in children’s learning and development, and how teachers can support children.

Exploring the role movement plays in child development and how teachers can support children to be develop gross and fine motor skills.

This webinar speaks to earliest transitions in early childhood education as threads of significance in and across time.

In this webinar, Heather Matthews from Hornby Primary School, Raewyn Davis from Hornby High School, and Dr Amanda Denston from Te Whare Wānanga o Waitaha | University of Canterbury share the findings from their collaborative research around the creation of a culturally and linguistically sustainable framework for socio-emotional learning that supports wellbeing for rangatahi in Years 4 to 8.

This webinar examines the Pathways section of Te Whāriki and its potential to support learning as children transition from early childhood education to school.

Trish and Fay Purdie-Nicholls discuss the underpinning principles for teaching and leadership, and the core practices they have developed to enable neurodiverse learners to demonstrate their intellect and capability.

Discover how two teachers used real-world problems drawn from their local community to engage students in collaborative problem-solving.

Sally Peters and Hazel Woodhouse from the University of Waikato explore transitions in the early years.

Benjamin Riley, the founder of Deans for Impact, explores how teachers can design learning experiences for students rooted in scientific insight.

Dr Jared Cooney Horvath explores how humans take in, embody, and utilise new information and ideas.

Patrice Bain shares the valuable experience she has gained from working with cognitive scientists over the past fifteen years.

Harry Fletcher-Wood discusses the research on motivation and engagement as well as practical techniques teachers and school leaders can use to increase student engagement.

Dr Claire Han explores the different mindsets, skills, and competencies that SEL incorporates and how they can be integrated into teaching and learning.

Creativity in education and how teachers can support it

Executive function skills support wellbeing and success at school and in life. Find out more about how to promote and develop them

Agency is an enabler of success at school – find out how to promote it

Discover why social connectedness is important and how to cultivate it

Discover strategies for schools and teachers to help support gifted and talented students

Discover the ways our emotions affect our learning, and how to design the classroom with emotions in mind

Learn how different levels of memory are developed and what influences how we retain information

Self-regulation is the process by which students monitor and control their cognition, motivation, and behaviour in order to achieve certain goals.

What you need to know to embed SEL in your school culture

Some key non-cognitive skills and strategies for supporting them in the classroom.

Key insights from a webinar with speech pathologist Vanessa Leaver.

Key insights from a webinar with Professor Andrew Gibbons and Associate Professor Ricardo Sosa.

Key insights from a webinar with Tami Harris from Acorn Neurodiversity.

Key insights from a webinar with Dr Stephanie MacMahon from the University of Queensland.

Insights from a webinar with Jennifer Neill on the transition to school.

Key insights from a webinar with Dr Chris Jenson.

Key ideas from a webinar with Dr Greg Ashman.

Key insights from a webinar with Dr Ampersand Pasley.

Key insights from the webinar with Dr Tracy Stewart.

Key insights from the webinar with clinical psychologist Dr Jess Stubbing on supporting students' mental health and wellbeing.

An introduction to a new approach to supporting students' mental health within learning programmes.

Insights from our webinar with Kim Milne from FASD-CAN.

Insights from the webinar with Emily McDougal on supporting neurodivergent students in schools and classrooms.

A firsthand account of how undiagnosed OCD profoundly affected one student's experiences at school.

The key insights from our webinar with Associate Professor Dione Healey on understanding ADHD.

The key insights from our webinar with Carol Mutch on schools' responses to disasters and traumatic events.

The key insights from our webinar with Dr Heidi Leeson on the importance of social-emotional learning for academic achievement.

Dr Heidi Leeson of Monocle Education offers her perspective on the relationship between social-emotional learning and the key competencies

The key insights and strategies from Kate Jones' webinar on using retrieval practice to promote deep learning.

Key insights from our webinar with Justine and Madelaine from the New Zealand Centre for Gifted Education.

Dr Chiara Horlin offeres practical ways that teachers and schools can help to ameliorate these challenges and support neurodivergent students to celebrate and use their strengths in the classroom.

The teachers from Coromandel Area School share their insights into using a range of tools and approaches to promote the success of neurodiverse students in the classroom

Key insights from our webinar with Emily Berger and Karen Martin on understanding trauma and adopting trauma-informed approaches in schools

Key insights from the highly practical and informative webinar with Professor Andrew Martin on student motivation and engagement

Key insights from our webinar with Gill Connell on the importance of movement for learning.

Gill Connell answers your questions about how to support and promote movement for learning in ECE settings

Bright Spots winners Trish and Fay Purdie-Nicholls from Coromandel Area School share the key findings from their research.

Further insights from our second webinar with Sally Peters and Hazel Wodhouse on supporting enriching transitions from early childhood education to school.

Key insights from our webinar with Dr Cara Swit

Key insights on transitions from Sally Peters and Hazel Woodhouse.

Teacher and creativity researcher Dr Tim Patston shares his insights on teaching with, about, and for creativity

6 principles from the learning sciences research to support effective teaching

What teachers need to know about how we learn and what it means for their practice

Key insights from Claire Chuter on how to support and promote students’ social emotional learning.

The key things you need to know about what executive function is and how to support it in children.

Key ideas for supporting parents and children through the transition to school.

A brief introduction to what social emotional learning is and why it's important

A brief introduction to how memory works and its importance to teaching and learning

An introduction to the research on the importance of mindsets, and associated beliefs, behaviours and actions

What is self-efficacy, why is it important, and how can teachers support their students’ self-efficacy?

Associate Professor Hunter Gehlbach talks about the free resources that Panorama Education makes available to teachers.

Associate Professor Hunter Gehlbach discusses instruments that schools can use to measure socio-emotional learning.

Associate Professor Hunter Gehlbach talks about whether teachers should be actively trying to measure the elements of socio-emotional learning.

Associate Professor Hunter Gehlbach discusses the relevance of the ideas underpinning socio-emotional learning to all levels of schooling.

Associate Professor Hunter Gehlbach describes some things that teachers can do to help students regulate their emotions.

Associate Professor Hunter Gehlbach talks about some practical things that teachers can do to promote and support their students’ motivation.

Associate Professor Hunter Gehlbach talks about how teachers and schools can help support social connectedness.

Associate Professor Hunter Gehlbach talks about what we mean when we talk about socio-emotional learning.