(Hybrid) From Early Signals to Proactive Evidence Based Action

The neuroscience of belonging, behaviour, attendance, disengagement and re-engagement, plus whole-school reporting done for you. Five sessions, one connected evidence base A deeper understanding of the science and evidence behind attendance, behaviour, engagement and learning, and how earlier visibility can lead to earlier intervention. Across the day, you will connect the neuroscience of learning with belonging, emotion, regulation, student voice, attendance and behaviour, then apply that understanding to practical school decision-making. You will leave with a clearer understanding of how to: • identify emerging need before concerns escalate • use earlier signals to support earlier intervention • reduce the likelihood of behaviour concerns becoming entrenched • strengthen attendance by understanding what may be sitting underneath disengagement or absence • use student voice as an early indicator and protective factor • move from isolated data to a connected view of the student • see decision-ready insights at student, class, cohort and whole-school level • give different teams the information they need without manually pulling reports together • measure whether support and intervention are making a difference over time From fragmented data to informed action When the right information is surfaced at the right time, school leaders can make better-informed decisions about who needs support, what may be driving the concern, what action is required and whether it is working. Life Skills GO brings this together seamlessly across: Student → Class → Cohort → Whole School with automated, role-based insights and reporting designed to do the heavy lifting for your teams. One connected evidence chain Belonging → Engagement → Attendance → Attainment → Thriving This day brings together neuroscience, evidence, early intervention and whole-school practice to help leadership teams: See earlier. Understand why. Act in time. Measure impact. Improve continuously. Who should attend? This day is designed for: • Principals and Deputy Principals • School Executive Teams • Wellbeing Leaders • Attendance Leaders • Learning Support Teams • Behaviour and Engagement Leaders • Teachers and school improvement teams If you want to understand what sits behind disengagement, attendance and behaviour, how the brain learns, and whether your interventions, programs and support is making a difference, this day is for you. What you will leave with This is not a day about collecting more data. It is about understanding the why behind learning, behaviour, engagement and attendance, and using that understanding to act earlier. Across the day, we will explore: Belonging → Engagement → Attendance → Attainment → Thriving You will examine how connection, emotion, regulation, readiness to learn and student voice influence a young person’s ability to participate, attend and achieve. You will also explore how student voice, used well, can become a protective factor. Not as a one-off survey, but as an ongoing way to surface changes in belonging, wellbeing, engagement and readiness before they become visible through absence, behaviour or declining performance. You will leave with a clearer understanding of how to: • See earlier - Access automatically surfaced trends to identify emerging need before concerns escalate • Understand why - See the full picture with triangulated data • Act in time - Use automated, actionable insights to make data-informed decisions • Measure impact - Know whether the support being provided is making a difference. • Improve continuously - Use evidence to strengthen decisions, support, resourcing and whole-school practice. The goal is simple: understand more deeply, identify need earlier and respond before the outcome becomes the statistic. Learn more