Body to Brain Learning

Body to Brain Learning

If the body doesn’t support learning, it can interfere with it. The body primes the brain for learning readiness.

Body to Brain Learning: a Professional Learning Series for educators, allied health, health care providers & those interested in how the body supports learning. Body to Brain Learning, a Professional Learning Series for educators, allied health, health care providers & those interested in how the body supports learning. It tells us the story of how our students and clients use their body to suppor

Operating as usual


These are the colours and environment that inspired our branding.

We live in tropical Far North Queensland where the rainforest meets the coral sea and the Great Barrier Reef. It's a beautiful part of the world and we are blessed.

On a beautiful sun shiny, clear day the colours are vibrant, diverse and clear. This is the view from my office window.

"Body to Brain Learning" is about natural neurodevelopmental processes and how these impact our capacity to function and learn in our world from an early age. It's about growth. Connections with nature are an important part of healthy sensory and motor development that help mould our intricate learning and developmental processes.

"Body to Brain Learning" is about exploring ways to enhance our learning and function, particularly if there are learning and functional challenges. It uses natural movement processes and natural neuroplasticity to revisit, strengthen and rebuild neural pathways to support better learning and function.

The body helps grow and train the brain and supports learning functions.


My work spot for the next few days nutting out delivery strategies and options for "Body to Brain Learning @ School" in Western Australia. It's exciting.

👉 The time for this approach is NOW. So many students are in school with immature body systems that are interfering with their learning success. "Body to Brain Learning @ School" helps teachers understand what they see in the behaviours, posture and movement of children that impacts students' ability to learn, and, it helps teachers address those issues. It's an approach that empowers teachers to identify, assess, and address these limiting body functions and improve student learning and well-being. Once you see what "Body to Brain Learning @ School" teaches you, you can't miss it and you understand your students and how they learn something better.


If you follow my insta site, you may have seen this post already, but in colour! 😆

The point is, I'm planning some new course delivery dates etc.... let me know if you're interested in these, or anything else neurodevelopment and learning


Helping educators and those who help children with learning challenges understand those connections is our thing.

More info and links in our bio...



Movement fires and wires the brain. 🧠

We are born ready to move and, we don't grow out of the need for movement.

Early childhood movement experiences provide the foundations for function and learning later in life.

Nature provides babies with automatic reflex movements to establish learning connections in their first year of life ( ). It's up to us as their caregivers to give them opportunities and room to move so that nature can do its thing. (Yes, even a newborn needs opportunity and room to move!)

As they grow up, we then need to continue to expand on those movement opportunities to help our children gain postural control that lasts a lifetime and impacts learning and function during that lifetime.

Movement opportunities and experiences matter for learning. It doesn't take much, just a few minutes of varied activity throughout the day can make lasting differences. They don't need to be fast movements. They don't need to be hard. They do need to happen regularly and it's great when they are varied. They don't need technology -- our bodies are our best moving and learning devices when we are young. Outdoors is great for sensory development and coordination. Movement, in itself, can be great fun.

What movement activities do you provide for the children in your life?

School Programme Reports | INPP UK 21/01/2024

We deliver the INPP schools program in our "Body to Brain Learning @ School" approach which has been adapted to fit the Australian Educational context (think links to the Australian Curriculum, AITSL standards, NCCD reporting etc).

This research provides an overview of how effective it is in addressing neuromotor readiness for learning in international contexts.

If you want to know more about the Australian approach... link is in the comments.

School Programme Reports | INPP UK This page contains excerpts from reports provided by some schools and local authorities where the INPP Developmental Screening Test and School Intervention Programme has been used.  It does not include all schools where the programme has been used as only some have provided written feedback. 


Some of the training we've been providing in January included Module 2 of the INPP Practitioner's Course. It was a great week.

These students are learning how to assess primitive reflexes using a battery of standardised neurophysiological tests. They also assess balance and coordination, ocular motor skills, laterality, visual perception and visual motor integration. This gives them a neurodevelopmental profile for their clients which they then use to customise a non-invasive neurodevelopmental movement program to address the maturities they discover in their assessments.

It's hard. It's full on. There's lots to learn.

Module 3 is about designing the movement programmes for clients. Can't wait to teach them that, but they've got a fair bit of homework to do practicing assessments first.


Merry Christmas from tropical Far North Queensland and our resident white lipped tree frog (recently relocated from our bathroom to his own habitat in the garden)

Thank you for your following our social media sites this year. I'm
looking forward to 2024 and the new opportunities it brings.

We'll be back in action in January after a Christmas and New Year break.



A quote from Dr Robert Melillo's Functional Neurology course that I attended in Sydney last week. It was such a great learning opportunity that really only scratched the surface of how much more there is to learn in this field.

I'm feeling blessed and grateful to have such opportunities and then share my learning with others.


I just spent four days learning more about the neurology of how we function. So many insights and so many enthusiastic practitioners wanting to help children and families meet the challenges of neurodevelopmental difficulties.

Always grateful for opportunities to learn more to inform better practice AND such a privilege to learn directly from someone who has devoted their professional life to improving the lives of others. Thankyou Dr Robert Melillo.

Photos from Body to Brain Learning's post 15/11/2023

What does that mean?

It means that if the brain is busy trying to manage body functions like:
👉 balance,
👉 coordination,
👉 postural control (eg. sitting still or upright),
👉 visual function,
👉 auditory processing etc,
It is likely to struggle with academic learning tasks that require
👉 focus,
👉 concentration,
👉 analysis,
👉 memory
👉 metacognition
And more.

If educators can learn to identify the body cues that indicate that the brain is busy trying to control basic body functions, then they are more likely to be able to support better learning in academic situations.

If the body doesn't support learning and function, it can interfere with learning and function.

Body to Brain Learning @ School can help teachers identify and work with these aspects of learning and function in school.

Photos from Body to Brain Learning's post 12/10/2023

Early movement is at the core of function and learning success.

Photos from Body to Brain Learning's post 11/10/2023

Registered trade mark for "Body to Brain Learning @ School"®️ 😁✔️✅️

Behind the scenes work matters too.




So often a child's ability to read aloud and assumptions about understanding, comprehension, intelligence and other abilities are bundled together. They shouldn't be.

Many neuromotor and sensory challenges (physiological issues) can impact the production of voice when combined with reading tasks. This isn't a reflection of the child's intelligence or understanding. It can be a reflection of visual challenges, auditory processing and visual perception challenges, fine motor challenges associated with speech production and so much more.

When a child has difficulties putting multiple physiological tasks together to complete an academic task, we need to consider the physiology of those tasks before we assume the difficulties are because of an intellectual deficit. Often it isn't.

There is a body language for learning and how we learn. We need to be able to read that body language to be able to help our students learn most effectively.

Teachers let's introduce a functional and developmental approach into our pedagogy. Let's use a different lens, one that doesn't make assumptions of intelligence.


Knowing the neurodevelopmental level.of the child then enables us to choose the right ways to help them develop further. This helps us unblock learning blocks that have a neurodevelopmental basis.

The body tells us the story. INPP Practitioners know how to read that story.


Doing some training for "Body to Brain Learning @ School Facilitators" this week... 😄

Feeling quite excited about the potential it offers schools to introduce a neurodevelopmental approach in their teaching practices.

Integrated Learning Kinesiology (Nadine) delivers the program at Butchers Creek State School and is seeing great results... This is a snapshot of one of her posts...


Rhythm and movement go hand in hand.


There's so much information around about the importance of phonics for learning to read, I thought: "It's time to consider more of the whole body and brain aspects required for successful reading." 📚
So I wrote about it.📑

You can read (or listen) to my perspective here:



Gaining control of the neck and head is one of the first ways in which we practice controlling our body in a gravitational environment. We need the practice and opportunity. That comes with tummy time.


Another reason why crawling is an important developmental indicator.


Movement and learning are connected. We need to move to learn.

That's all!


Vestibular function needs to develop and mature as we learn to operate in our gravitational world.

Our first movements that incorporate head movement, start and contribute to that developmental process.

Tummy time is important because that's where a baby learns to defy gravity, lifting their head, developing neck tone, body tone and gradually learning about head control.

If there is maturational delay or challenges with the vestibular system, we can work on and improve that using movement. Movement trains the brain and helps develop our sensory and motor systems.

A neurodevelopmental assessment will help identify if impaired vestibular function underlies learning, behavioural and functional difficulties.

INPP Practitioners are trained to assist with these challenges.


And that can contribute to overall functional and learning challenges.


Gotta move from the beginning to get the best brain development happening. 👇👇👇🧠🧠🧠

We are born with a blueprint & the motivation for movement and learning. It's not the sort of motivation requiring thinking, discipline and control. It's reflexive & natural movement.

At birth, the most active part of our brain is the brain stem which has various survival functions, including control of our breathing etc. BUT, it also has pre-programmed movements that start the wiring & firing processes that develop our brains & set us up for later function & learning success.

Those movements are called primitive reflexes.

They are REALLY important for our survival at birth & for 'getting us going' for successful interaction with our world, gaining control of our own bodies & brains in that world.

Primitive reflexes have important jobs to fulfil, including helping develop our senses which need fine-tuning & extra opportunities to develop.

Movement matures our primitive reflexes. Babies, infants & young children NEED TO MOVE so that their nervous systems, their sensory systems & their brains can develop to support later learning & thinking activities.

Movement is the driver of the neurodevelopmental process.

It's important to provide opportunities for natural movement from the newborn stage so that primitive reflexes can do their job & mature.

If they don't mature, they can interfere with controlled body activities because we require extra brain energy to control the body & the primitive reflex reactions.

We often see this challenge in children who constantly move, can't sit still, can't pay attention, have trouble following sequences of instructions, can't read or write as easily as their peers, struggle with learning situations & more...

Some describe their experience as "a fight with my body to sit still and learn".

Luckily we can mature these at a later stage if we need to.

Check out our bio or websites for more


Vision is more than seeing...

We are not born with a vision system that is fully ready to function. It takes experiences, opportunities and the development of other body systems to grow a visual system that serves us well in our activities and environment.

Our body systems grow and mature together and the first years of our lives are crucial for laying the foundations for future success.

It takes time.

It needs opportunity.

It needs us to be aware that we develop through sequences and combinations of body processes that work together. Early movement is key to that process.


Diagnoses, labels ... they don't really tell us about the child in front of us. They give us broad based descriptors and sometimes they help us understand general behaviours and characteristics of that person.

Sometimes a person has multiple symptoms that are characteristic of several "dysfunctions". Often what underpins all of those is an immature central nervous system. When we explore that element of their presentation, we find retained primitive reflexes that we can help mature and that often helps reduce the "dysfunction" described by the diagnosis.

It's not always a simple or "quick fix". It often takes time to unravel what's happening and how best to address things for that person.

Labels and diagnoses are signposts. We need to take the time to explore and see what that means for the person in front of us. Looking deeper at neuromotor and sensory development and maturity is one important aspect worth considering.

INPP Practitioners are trained to look deeper and help address underlying neuromotor and sensory issues that often contribute to the behaviours a diagnosis describes.

Want your school to be the top-listed School/college?

Videos (show all)

Preparing for the @earlyyearsconference next week. My presentation is "Move Baby, Learn!" Looking forward to learning mo...
How The Body Tells a Learning Story