Thursday, September 3, 2026

2:30 PM - 3:00 PM

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Overview

We know classrooms have traditionally been built on assumptions that learning requires stillness. While there have been measures to adapt to the changing education landscape, there is still mentality that movement is a reward that comes after learning, never the pathway to it. When children move, the brain releases dopamine, serotonin and norepinephrine; the precise neurochemicals that govern focus, memory consolidation, emotional regulation and intrinsic motivation. Movement increases blood flow to the prefrontal cortex, the region responsible for decision-making, problem-solving and self-control. This isn't a coincidence, it's biology. Children, particularly in their primary and middle years, are embodied learners. Abstract concepts like resilience, teamwork, leadership and mental health cannot be fully understood through text on a page. They must be experienced, practised and felt. A child who navigates a physical challenge with peers isn't just having fun. They're building the cognitive and social-emotional architecture that underpins academic performance and lifelong wellbeing. This session will challenge educators to reconsider the design of learning experiences and how movement can be woven into the everyday fabric of school life, from within the classroom, during lunch and excursions.

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Speaker