Life Skills GO

Small regional school, big everyday impact. Join Jayne Lawson from Inglewood Primary School and Marcus Barr from Life Skills GO for a free webinar deep dive into how daily wellbeing check-ins became part of everyday practice at IPS.

📅 Tuesday 1st September 2026 | 4:30pm AEST

Register for free at https://bit.ly/4hSN0Lo

Emotions aren't separate from learning, they're the precondition for it. When a student is dysregulated or disconnected, the brain doesn't yet have the conditions it needs to focus, remember or connect.

Insight from Dr. Mark Williams OAM

15 million+ student check-ins, and counting. Government, Catholic, independent, specialist and hospital schools, all working towards the same thing: every child seen.

Small regional school, big everyday impact. Join Jayne Lawson, Mental Health & Wellbeing Leader at Inglewood Primary School, as she shares how daily check-ins became part of everyday practice at her school.

📅 Free webinar, Tuesday 1st September, 4:30pm AEST.

Register at https://bit.ly/4is45M7

Halfway through the year is a good moment to ask a hard question: does your school have real-time visibility of student wellbeing, or are you finding out too late?

Book a free trial: https://bit.ly/4xlXIyT

Two weeks, one big idea: the signs are often there before the numbers move.

Attendance, behaviour and results matter—but they can tell us what’s happening after a change has already taken place.

The opportunity is to notice the smaller signals earlier, listen to student voice and build a consistent way of responding.

If this has got you thinking about your own school, we’d love to have a no-pressure conversation about what early identification could look like for you.

👉 Get in touch: https://bit.ly/4bSM3yI

When wellbeing is the foundation, learning can follow.

At Guildford West Public School, belonging and connection are more than ideas—they’re part of how the school approaches learning and student wellbeing.

As Deputy Principal Stephanie Giles explains, when students feel seen, valued and responded to, they’re more likely to feel safe, build trust and be ready to learn.

This is the kind of shift that nine years of consistent practice can make possible.

🏫 Read the full Guildford West case study: https://bit.ly/4znaiiC

Nine years of listening, learning and acting earlier.

Nine years ago, Guildford West Public School was working with the indicators most schools rely on—attendance, behaviour and academic results—often looking at them separately and after concerns had already emerged.

Today, the school has developed a whole-school early identification approach, with data trusted enough to inform everyday decisions.

It didn’t happen overnight. It happened through nine years of partnership, learning and hypothesis-driven check-ins—one step at a time.

🏫 Read the full Guildford West case study: https://bit.ly/4hDBB1H

A few simple questions can help schools look beyond the obvious signs of disengagement:

🔹 Does every student have someone who would notice if they weren’t there?
🔹 Are you watching for change, not just behaviour?
🔹 Is student voice something you collect consistently?

These small questions can lead to bigger conversations about connection, belonging and early identification.

We’ve brought the key insights from this week’s panel together in a free, practical guide to help schools take the next step.

📖 Download the free guide: https://bit.ly/3SCXh3R

Belonging supports engagement. Engagement supports attendance. Attendance supports attainment.

It’s a simple chain, but this week’s panel explored it from three different perspectives—neuroscience, school leadership and national wellbeing policy.

And they shared a common starting point: belonging.

When students feel connected, known and supported, they’re better positioned to engage and learn.

🎥 Watch the full conversation for free: https://bit.ly/3U1fRTN