Life Skills GO

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Sydney, NSW
Life Skills GO

Life Skills Group provides wellbeing programs for primary and secondary school students that are curriculum based and non-competitive.

AI-Powered Early Identification for Proactive Whole-School Wellbeing
Life Skills GO combines student voice, early identification, and real-time data in one intelligent whole-school platform. We deliver curriculum based PDHPE / PE / SEL / mindfulness / wellbeing programs and endorsed professional development programs. Our programs are tailored to the schools we work with and aim to cultivate wellbeing, resilience and lifelong learning in students. We also offer accredited professional development programs, designed to address stress in the workplace and enhance the wellbeing of staff. If you'd like to see how the physical, mental and emotional benefits of our programs can have a life-changing impact on the children and staff in your school, please contact us on 1300 889 018 or [email protected]. What We Offer:

Selected programs are endorsed by the Board of Studies, Teaching and Educational Standards (BOSTES)

Our Programs are endorsed for professional development for teachers and student support staff. Fully screened, qualified and professional Life Skills teachers

Programs for public and private schools

Family support programs are included

Classroom teachers manual and training provided

Free family day offered with all programs

25/09/2026

This isn't an introduction to Life Skills GO. For our school partners, 21 October is deeper professional learning across neuroscience, belonging, attendance, behaviour and emotional literacy. Bring your team.

https://bit.ly/4xHDbnr

24/09/2026

👇EARLY BIRD PRICING

Dr Mark WIlliams OAM and myself you be delighted to invite you to a one day conference built around a problem your school already knows well: student information that is fragmented, retrospective and hard to see until something has already happened.

This piece in The Educator explains it well: https://www.theeducatoronline.com/k12/news/the-student-behaviour-question-schools-arent-asking/289166

The neuroscience of belonging, behaviour, attendance, disengagement and re-engagement, plus whole school reporting done for you

When: Wednesday 21 October 2026, 9.30am to 3.00pm (AEDT)

Where: Liverpool Catholic Club, Prestons NSW, or online via Zoom

👉At the heart of the day is a simple question:

What are we missing before attendance, behaviour, disengagement or learning concerns become the visible problem?

Opening the day

Karen Robertson
CEO of Life Ed Australia and Vice President of the Australian Parents Council. Healthy Harold

Your presenters

Dr Mark Williams OAM
Cognitive neuroscientist, former MIT researcher, featured on 60 Minutes' Brain Drain. Mark explains how the brain learns, and why emotion, attention and belonging shape what a student is able to take in.

Nikki Bonus
Founder and CEO of Life Skills GO, built with more than 1,000 Australian schools. Nikki shows how whole school reporting brings student voice, belonging, attendance, behaviour and learning into one picture, so you can see whether your support is working.

In Q&A

Stephanie Giles
Deputy Principal, Guildford West Public School

Claudia Bou-melhem
Head of Wellbeing K-12, Maronite College of the Holy Family

Together they bring the neuroscience of how the brain learns, regulates and connects into direct, practical dialogue with what belonging, engagement and attendance actually look like in a school day, joined in Q&A by school leaders sharing practice from the ground

😍Five sessions, one connected evidence base

The neuroscience of learning
The neuroscience of belonging and connection
The neuroscience of emotion and emotional literacy
Behaviour and attendance as a signal, not a starting point
Whole school reporting that brings it all together

😍You will leave with a clearer framework to:

See earlier.
Recognise emerging signals, patterns, trends before concerns escalate.
Understand the why.
Connect student voice, belonging, behaviour, attendance and learning.
Act in time.
Coordinate support earlier.
Measure impact.
Know whether the support or interventions being provided is making a difference.

We would love you and your executive team to join us.

Places are limited

The conference will also introduce the new 2027 professional learning pathways being developed for schools, networks, dioceses and jurisdictions and the new automated reporting.

Link in the comments

24/09/2026

Three weeks ago we asked: what are we only seeing after the fact? If any of it landed, the next step is a conversation — twenty minutes, your context, an honest look at the gaps.

Book a time → https://bit.ly/4xcZpOd

24/09/2026

Not every student who is struggling disrupts a classroom. Some just go quiet.

Read how one school found a way to hear from these students earlier. https://bit.ly/3T1KYhY

What is your school currently unable to see?

23/09/2026

You don’t need another wellbeing initiative competing for attention. You need clear intent, evidence, reflection and next steps — and wellbeing reporting as a standing executive item.

Register for the walkthrough → https://bit.ly/4ilAzrC

23/09/2026

A baseline this term means evidence of impact next term. Let's talk about what that looks like for your school. Link in bio.

23/09/2026

Attendance, behaviour and attainment all matter. But they tell us what already happened, not what was happening before.

That question is at the heart of our 21 October professional learning day.

Explore the professional learning day.

22/09/2026

The fastest way to lose staff is to add another process to an already full morning. Three schools show the alternative: start small, use routines that already exist, and add no paperwork.

Read Whole-School Implementation → https://bit.ly/3Vlh1Ke

22/09/2026

Wellbeing teams asked for earlier signals before concerns escalated. Life Skills GO surfaces them automatically, with a clear next step attached.

22/09/2026

Teachers and School executives are often the ones carrying the responsibility for seeing the whole picture.

They are being asked to improve attendance, behaviour, wellbeing, engagement and learning outcomes, while supporting staff, responding to families and meeting increasing reporting and accountability requirements.

That is why belonging cannot become another annual number.

The recent Monash University and International Baccalaureate review has helped place student belonging firmly on the national agenda.

That matters.

But for school leaders, the bigger question is how belonging becomes part of everyday school improvement, rather than another disconnected measure.

Effective leadership means creating the conditions where changes in a student, class, cohort or whole-school pattern can be recognised early, understood in context and acted on before concerns escalate.

That requires more than data collection.

It requires:
• consistent and safe opportunities for student voice
• clear visibility across classrooms and cohorts
• individual baselines that help identify meaningful change
• triangulation with attendance, behaviour and learning evidence
• clear ownership of who responds and when
• safeguards against data becoming a label
• feedback loops so students can see that their voice leads to action

Across more than 20 million student check-ins, one of the strongest lessons for us has been that no single response should ever drive an intervention.

The value comes from patterns over time, interpreted alongside other evidence and professional judgement.

This is where strong school leadership matters.

School executives create the structures that allow teachers to respond consistently.

They decide what information is surfaced, who sees it, what happens next and how impact is measured.

They also have the opportunity to remove unnecessary workload by ensuring technology does the heavy lifting of identifying patterns, rather than asking staff to manually search through disconnected data.

After more than 16 years working alongside schools, and nine years co-designing Life Skills GO with more than 1,000 Australian schools, we have continued to see the importance of looking beneath the outcome:

Belonging → Engagement → Attendance → Attainment → Thriving

Not because every student follows the same pathway, but because visible outcomes often have earlier signals.

The leadership opportunity is to build a school where those signals are easier to see.

Where the right information reaches the right people at the right time.

Where teachers are supported to act, rather than being given another dashboard to interpret.

And where leaders can see whether the systems they have put in place are actually making a difference.

The question for school executives is no longer simply:

Are we measuring belonging?

It is:

When something changes, can our school recognise it, understand it, respond early and know whether our response worked?

Want to explore this further? We would love you to join us.

Join Dr MarkWilliams OAM, Claudia Boumelhem, Stephanie Giles and me on 21 October 2026 for our Annual Conference, From Early Signals to Proactive Evidence Based Action.

Link for early bird pricing in the comments 👇

Address

4/597 Darling Street
Sydney, NSW
2039

Telephone

+611300908051

Website

http://www.lifeskillsgo.com/

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