Meredith is a psychologist and futures professional with over twenty years of professional experience, including in education, health and disability. She has worked with children, young people, families and teachers to improve mental health and wellbeing, support healthy relationships, and improve learning outcomes.
In these highly uncertain and changing times, Meredith supports schools to strengthen teacher and student wellbeing and resilience through building hope and agency. She facilitates meaningful conversations about the future to help school communities build a shared vision and to identify pathways to get there. She also designs webinars, workshops and professional development days to support teacher and student wellbeing.
Meredith is passionate about developing in children and young people the ability to have meaningful conversations so that they can have a say in the future they want. When things are so uncertain, there is a risk that children and young people will give up hope for a better future. It is important that schools develop student agency so that children and young people are empowered to influence change and create the world they want to live in.
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Meredith believes teacher wellbeing is critical for student wellbeing and staff retention. Teachers who have high levels of wellbeing are better positioned to support and encourage students who are struggling emotionally, socially, and educationally. This is particularly important in these times of great uncertainty and vulnerability due to the pandemic.
Meredith’s processes are thoughtful and useful, but also enjoyable, playful and creative. Whether one-on-one, small or large groups, her processes are highly participatory and follow the interest and energy in the room. She brings a diversity of life experience and an understanding of complexity to her work, offering a bigger perspective and intellectual curiosity.
Meredith holds qualifications in Strategic Foresight (Masters), Psychology (Honours) and Early Childhood Education (Graduate Diploma).
