22 MAY 2026

Registration 7:45 – 8:25

Registration (on Mezzanine level entry from Merivale Street). Delegates collect name badge and lanyard.

Welcome – 8:30

Welcome by Anthony Stevens

Session 1 – 8:45 – 10:15

Anna Fowler

Belonging for the Twice-exceptional Learner

Belonging is recognised as a fundamental human need, a universal desire to connect with people, places, and experiences. Through belonging to something beyond ourselves, we find personal meaning, identity, relevance, and satisfaction. Sense of belonging promotes wellbeing, where individuals feel accepted, seen, and valued. While important for all, those from marginalised groups are more likely to face significant barriers to achieving a true sense of belonging.

Twice-exceptional learners, those who are both gifted and living with one or more disability, are frequently described as one such marginalised group. These learners exist at the intersection of two differing identities, neither gifted only nor experiencing disability only, and as a result, often do not fit neatly into the academic or social structures designed for learners with just one exceptionality. This can lead to social isolation and academic disengagement, making the need to belong, at school and in broader social spaces, all the more vital.

This session explores what research already tells us about twice-exceptional learners’ sense of belonging, how we can actively support the development of a true sense of belonging for these learners, and where the field needs to go from here.

Bio: Anna Fowler brings over 20 years of experience in education, spanning primary teaching, pre-service teacher education, tutoring, and research. She completed a Masters of Gifted Education in 2018, a Master of Education and Professional Studies (Research) in 2024 and is currently undertaking a PhD at Griffith University exploring sense of belonging experiences for twice-exceptional learners across the schooling years. Anna has taught previously with the University of New England, Armidale, and more recently with Griffith University. Her work sits at a meaningful intersection — combining her personal lived experience, classroom practice, and emerging research expertise to bring both rigour and authenticity to the field of twice-exceptional education.

10:15 – 10:40 – Morning Tea

Session 2 – 10:45 – 12:15

Carolyn Prince

Beyond Ability: Leveraging Social Support to Enhance Outcomes for Gifted Students

Social support plays a critical role in the development and wellbeing of young people, yet its importance is often underexplored within gifted education. Social supports are multifaceted, arising from a range of sources — including parents, teachers, peers, and school staff — and expressed through emotional, instrumental, informational, and appraisal support. These supports rely on trusting, reciprocal relationships that enable the exchange of encouragement, guidance, and resources.

For gifted learners, effective social support can help navigate experiences such as asynchronous development, social misunderstanding, and heightened sensitivities, while strengthening coping skills, academic motivation, self-concept, and wellbeing. Within school contexts, supportive relationships can act as both a protective buffer and a catalyst for positive engagement with learning.

This session explores what research reveals about the role of social supports for gifted learners and considers how educators can intentionally cultivate supportive classroom and school environments that better align gifted students’ educational experiences with their abilities, needs, and aspirations.

Bio: Carolyn Prince brings over 15 years of experience in education across classroom teaching in Queensland state schools, pre-service teacher education, coaching, tutoring, and research. She holds a Master of Education in School Guidance and Counselling from Queensland University of Technology (2019) and a Master of Education and Professional Studies (Research) (2022), which explored the experiences of underachievement among gifted learners. Carolyn is currently undertaking a PhD at Griffith University investigating the social support needs and preferences of gifted adolescents in Australian secondary schools. Her work focuses on understanding the experiences of gifted learners within formal education systems and identifying ways to better align their learning journeys with their academic abilities and aspirations. Carolyn has presented at conferences both in Australia and internationally and has delivered professional development workshops for primary and secondary educators across South-East Queensland.

12:15 – 1:10 – Lunch and networking

Session 3 – 1:15 – 1:55

M1 – Emily Munro

Falling from the Top: The Hidden mental Health Crisis of High School

Synopsis: This presentation explores the phenomenon of declining performance and wellbeing in gifted adolescents during high school, particularly in the senior years. We trace the roots of academic and mental health crisis in our teens to years of under-challenging schooling and an identity built on effortless success. Attendees will leave with actionable, evidence-based strategies for schools, teachers, and parents to proactively build the psychological resilience gifted students need before the crisis strikes, and to identify and support those who are currently hiding their struggle.

Bio: Emily Munro teaches Chemistry and facilitates gifted programming at a Brisbane secondary school, bringing first-hand experience of what happens when high-achieving students finally encounter work that truly challenges them. With a Masters in Gifted Education, Emily combines current research with direct practice to support parents, teachers and schools through workshops and curriculum resourcing, with a particular focus on building resilience in gifted adolescents before the senior years become a breaking point.

Session 3 – 1:15 – 1:55

M2 – Anne Wood

Beyond Extension: A Targetted, Child-centred Model for Twice-exceptional Learners

Synopsis: This workshop shares a practical, school-based model, grounded in real examples, for designing and sustaining a Gifted and Talented program that moves beyond generic “extension” to targeted programs for twice-exceptional learners. At A.B. Paterson College, gifted learners from Prep to Year 12 are supported through a range of structured enrichment opportunities, including Project-Based Learning within mainstream classrooms, accelerated English and Mathematics classes, and a weekly academic extension class.  A key feature of the model is a distinct pathway for twice-exceptional learners, ensuring high ability is developed alongside appropriate learning support. The session will outline the program structure, including activities and will guide participants through the College’s multi-layered identification process, drawing on cognitive data, academic performance, teacher nomination, psychologists and allied health professionals and parent input. Identification is treated as dynamic rather than fixed, allowing students to enter, exit, and transition as their profiles evolve. This interactive session will provide clear frameworks, decision-making tools, and practical implementation strategies that both parents and schools can adapt within their own contexts.

Bio: Anne Wood has over 25 years of teaching experience and is currently Head of the Academic Academy at A.B. Paterson College in Queensland. She leads the College’s Gifted and Talented program and is committed to strengthening teacher capability in gifted education while advocating for its meaningful integration within the curriculum. Anne has just completed a Doctor of Education at Queensland University of Technology, where her research focuses on curriculum and pedagogy.

Session 3 – 2:00 – 2:40

M1 – Leigh-Ann Forman

Supporting the Well-being of our G&T Students: A Practical Example From a Brisbane School.

Synopsis: For over a decade, Grace Lutheran College has been supporting the holistic needs of gifted and talented students through its specific programs, individualised plans, and dedicated staffing. In this practical presentation (designed for those new to the field), we unpack the various processes and resources used to specifically support the wellbeing (social and emotional) needs of our G&T students – including topics such as anxiety, perfectionism, procrastination, regulation, and more.

Bio: Leigh-Ann Forman has been a teacher across Brisbane primary and secondary schools for over 25 years and has spent the last 19 of those years supporting gifted and talented students and their families. Leigh-Ann is also a qualified Guidance Officer and Career Counsellor, and has a passion for supporting the holistic needs of G&T students, and sees this as foundational to helping them excel academically. Leigh-Ann has both a Bachelor and Master degree in Education and was a past recipient of the QUT Medal and the ACER Teaching Awards.

Session 3 – 2:00 – 2:40

M2 – Julie Kohl and Preeti Ronil

Gifted and Overlooked: The Hidden Challenges of Neurodivergent High-Ability Students

Gifted students are often perceived as academically capable and self-sufficient; however, for those who are also neurodivergent, this assumption can obscure a complex interplay of strengths and challenges. Twice-exceptional learners, students who are both gifted and have conditions such as ADHD and or Autism frequently present with asynchronous development, where advanced cognitive abilities coexist with difficulties in emotional regulation, executive functioning, and social connection. Drawing on clinical experience, research and lived parenting insights, this presentation explores how giftedness can be masked by behavioural challenges, anxiety, social expectations, or disengagement, and how neurodivergence can, in turn, conceal high ability. Common school-based experiences including boredom, behavioural misunderstandings, social isolation, bullying, or untested performance ability will be examined through a psychological lens. This presentation will provide practical, evidence-informed strategies for educators, parents, and schools to better recognise twice-exceptionality, adopt strength based responses to challenging behaviours, and support both the wellbeing and potential of these students. By integrating research with real-world experience, this session aims to foster more responsive, inclusive environments where twice-exceptional learners can thrive both academically and emotionally.

Julie Kohl – Bio – Julie is a psychologist and movement-based therapist with extensive experience supporting clients across the lifespan, with a particular focus on neurodivergence including ADHD and Autism, anxiety, trauma, and behavioural and mood disorders. Holding a Master of Professional Psychology, Julie takes a distinctive mind-body approach to therapy, integrating psychological practice with her background as a professional dancer, yoga and pilates instructor, and NDIS mental health support worker.

Julie is also a co-researcher and facilitator on a Monash University study examining the impacts of dance on mental health, bringing both clinical rigour and embodied understanding to her work with neurodivergent and twice-exceptional clients.

Preeti Ronil – Bio – Preeti is the Clinical Director at XRHealth Australia, where she leads clinical governance, workforce strategy, and multidisciplinary service delivery. A registered nurse by background, with a Master of Science (Nursing) and an Advanced Diploma in Leadership and Management, Preeti brings a strong foundation in healthcare operations and regulated clinical environments.
Preeti has a deep personal and professional interest in neurodiversity and twice exceptional learners, particularly in supporting 2E children navigate mainstream education. In this presentation, she draws on clinical experience, research, and lived parenting insights to explore the hidden challenges facing gifted neurodivergent students and the practical strategies that can help them thrive.

Session 3 – 2:45 – 3:25

M1 – Anthony Stevens

The Bootcamp – One Year On: Setting G&T students up for success in a mixed ability classroom.

Synopsis: Over three years ago, Anthony and his team of school educators embarked on a journey to implement critical thinking throughout the curriculum in a secondary setting. Drawing from the excellent work of Dr Peter Ellerton and the UQ Critical Thinking Project team, this work is transformative for schools. The resulting changes in classroom climate were extensive for students and their teachers. This session will recap the essentials of this program and provide feedback on the most effective aspects of the program for gifted students in the mixed ability classroom. Attendees will be provided templates and strategies to implement aspects of this body of work.

Bio – Anthony is an experienced educator and school administrator who has been involved with gifted education for over 30 years. Anthony is a member of State Management team at QAGTC Inc. and has been on the organising teams and presented at international, national, and Qld conferences as well as many parent events. As a school leader, he is passionate about the provisioning of quality education for gifted students and has been asked to support schools in their gifted education journeys.

Session 3 – 2:45 – 3:25

M2 – Gail Young

The Power of Inquiry “I think therefore I am”

Synopsis: In an increasingly globalised and Digital world we are inundated by huge quantities of information. At a time when system-level curricular around the world are still being criticized for being over crowded an approach to learning that encourages Integrative connected thinking is vital. Inquiry practices seek to engage students in tackling real world problems through authentic contexts. Inquiry helps develop students’ agency. Through quality questioning and involving students in active gathering and analysing information students gradually develop a sense of control over and responsibility for themselves as a learner. They learn to learn. Students are encouraged to use high-level thinking skills and strategies. In this evidence-informed workshop teachers will be supported to foster the well-being and engagement of gifted students in everyday classroom Inquiry. We owe it to our gifted students to articulate their own thinking.

Bio: Gail is an experienced Inquiry Teacher who has completed her Masters’ degree in Gifted and Talented Education and possesses a wealth of experience in supporting all year levels of schooling as well as years teaching in early Childhood speciality. Gail advocates for connecting with gifted learners by providing a platform in classroom practice whereby gifted students build their question formulation skills. Gail has recently completed a course at Harvard University on the Question Formulation Technique. Gail Is a member of state management team at QAGTC Inc. and has presented at World, International, National, Asia -Pacific and QAGTC state conferences.

3.30 – M1 – Conference Closing