March 2021 - Melbourne, Australia
Parenting Evening Seminar -
Post-Conference Workshop -
Melbourne, Australia

2nd  Australasian Conference for Neuroscience,

Learning and Well-being

About the Conference, Parenting Seminar

& Post-Conference One Day Workshop

Understanding the educational principles of memory and learning were for a long time the holy grail of successful teaching. Recent discoveries in Educational Neuroscience have opened a new understanding of memory – how we learn and what are the guidelines to effective teaching. The Conference will showcase the latest research on Neuroscience and Education and will provide practical guidelines towards the paradigm of brain based learning and wellbeing: the shift from fear based learning to thriving learning to maximise capacity and wellness.

The Conference

The Institute for Neuroscience and Education proudly presents the 2nd Australasian Conference for Neuroscience, Learning and Well-being.  We are very pleased to welcome all our Presenters and Attendees to the 2020 Conference. 


The 2020 Conference presentations will focus on key principles of neuroscience to understand the new paradigm of learning and provide practical strategies to apply brain-based learning in various educational settings.


Key aspects that will be addressed are:


  • Neuroscience principles to understand children

  • The importance of attachment and safety to the child’s neural development

  • The social brain and learning

  • Sharing Neuroscience research about the role of dialogue and academically productive talk

  • Developmental neurogenomics informed pedagogical interventions for challenging students 

  • Resilience in the school environment: resources for educators

  • Understanding and harnessing student motivation in the classroom.

  • What does it mean to be a trauma informed school? 

  • The impact of trauma on the developing brain

  • Teaching brain fitness to school aged children. 

  • What do we learn from neuroscience about the essential principles of brain-based pedagogy?

  • Environments that capture curiosity, enhance learning and promote student wellbeing

  • Wellbeing is Learning: the case for the adolescent brain, and the need for individualised wellbeing

  • How to facilitate an enriched environment and take-home strategies to minimize risk factors

  • The neuroscience of fun and learning

  • Whole-school well-being and practical tools.

Parenting Evening Seminar



Thedy Veliz, Dr David Collins & Rita Princi-Hubbard

Parenting with YoUR brain in mind

Tuesday, 31 March 2020 -7:00pm to 9:00pm

Celtic Hall, Catholic Leadership Centre



Childhood and adolescence is a time of enormous change, and not just for young people. Parents can be left feeling confused as these changes unfold in front of them. While there is no road map to navigate these years, there are key principles gleaned from neuroscience that provides a set of scientifically based principles from which we can base our parenting approach. Chief amongst these principles is the importance of the parent-child relationship. By providing a safe and stable relationship with your child, you are effectively shaping your child’s brain architecture. By understanding the science of neuroplasticity, you can then be in a position to learn about the brain-based principles that help your child to thrive throughout life, and the things you may do that threaten this thriving. Parents who attend this seminar can expect to learn:


  1. How your supportive behaviour can shape your child’s brain forever

  2. How to connect to your child and form a flourishing relationship to help build resilience and social confidence


This seminar will present an approach to clarify and explain children’s challenging behaviors as problems with self-regulation; the ability to manage disruptive emotions and the expression of these emotions, for example, aggression, defiance, avoidance and withdrawal.  Applying the parent-child neuropsychotherapy protocol, this parenting seminar will highlight the importance of the parent’s ability to self-regulate in order for the parent to be in a position to provide co-regulation (a parent’s ability to use their emotion to regulate a child’s emotion) as a way to model and encourage the child’s self-regulatory capabilities.  The protocol will provide a framework to address children’s emotional and behavioral difficulties by encouraging parents to focus on the neurodevelopmental dynamic that require support and development through the down regulation of the child’s stress response system rather than focusing on eliminating the negative behavior.  Brain-based healing is facilitated when developmental and evolutionary principles are used to guide the way of attending to the needs of the child by establishing interventions that result in safety, connection and integration between the parent and child to provide tools to enhance parents and children’s ability to self-regulate. The key message will be about how the nature of the relationship with your child will shape their brains for many years to come.


During the seminar, parents will be provided with the opportunity to ask questions pertaining to challenges they are experiencing and ways to support and connect with their children.

Post-Conference One Day Workshop



Thedy Veliz, Dr David Collins & Rita Princi-Hubbard

Embracing Different Learning Styles to Enhance

Student Well-being and Social Justice

Wednesday, 1 April 2020 - 8:30pm to 4:00pm

Celtic Hall, Catholic Leadership Centre

As we better understand how the brain develops and functions, it is becoming clear that a standard approach to teaching might not take advantage of the different learning and relating styles that are inherent in human diversity.  This might contribute to many children feeling inadequate and misunderstood.  While we have a tendency to view children’s negative behaviours as something that needs to be corrected through strict discipline and consequences; it is possible that via disrespect, anger, defiance, lack of attention, and hyperactivity that the child attempts to communicate his or her need for an approach that is more tailored to his or her unique sensitivities.  Thus, teachers can use the power of the teacher-student relationship to deploy interventions that down-regulate or reduce the child’s stress response system and focuses on the child’s strengths while modelling this relationally supportive approach to the entire classroom.  In this way, the teacher is indirectly addressing the overall learning system every time the focus is placed directly on a particular child resulting in a collaborative brain-based educational approach that enhances the classroom’s sense of community and social justice.


While being exposed to theoretical formulations, research findings, and interventions are critical components of acquiring new knowledge, immediate application of this knowledge allows it to be quickly integrated and operationalized with respect to specific behavioural challenges that educators might be struggling with.  This workshop will encourage teachers to share specific cases that they are currently trying to address so that the concepts outlined can be directly applied to such specific cases.

2nd Australasian Conference for Neuroscience, Learning and Well-being

Catholic Education Centre

Address: 576 Victoria Parade, East Melbourne VIC 3002

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