Presented by: Dr. Cherie Werhun

What happens inside of you when... something doesn’t go the way you planned? You receive a piece of harsh feedback? You receive yet another notice of change.
What’s that voice inside of you like?
The truth? When stuff gets hard... we tend to go... well... hard. Like really hard on ourselves. We tend to think, “Well if I don’t go hard, I’ll never get anything done.”
Why is that? And does it work? Not really.

Though it feels counter-intuitive, “going hard” renders us tight and small. When we can befriend our inner world, our outer world becomes a lot lighter and wider for us. For real.

In this hands-on experience, using reflection and research-backed practices, we will explore ways we can work with our inner systems to create more space inside to navigate (and maybe even thrive within) what’s happening on the outside. Participants will walk away with not only practices they can apply right now, but a deeper connection to themselves and others.

Bio:

Dr. Cherie Werhun (she/her) is a nationally recognised leader in educational innovation who has served as associate vice provost of human development and potential at Sheridan College. With a PhD in social psychology from the University of Toronto, she now leads moidesign, working with individuals and teams to design the inner architectures that realize our biggest ideas.

Presented by: Deena Kara Shaffer

Most of us are living inside a priority system we never chose, one that treats everything as urgent and leaves us wondering why we still feel behind. In this talk, Dr. Deena Kara Shaffer disrupts our relentless pace and offers a more honest alternative: a grounded, sequenced approach to deciding what actually matters, what can genuinely wait, and how to protect enough of yourself to keep showing up well. Less triage, more intention, and breathing room you can feel.Learning goals.

Participants will leave with:

• A clear-eyed understanding of how false urgency gets constructed, and why it's so hard to resist
• A practical framework for sequencing what matters, without guilt or second-guessing
• Concrete strategies for protecting attention and capacity in high-demand environments
• Increased agency over task sequencing and time alignment

Bio:

Deena Kara Shaffer, PhD, founded Awakened Learning to transform education, offering learning strategy support to students, families, educators, and organizations. From 1:1 coaching to community sessions, global keynotes to municipal trainings, Deena is passionate about sharing the life-changing power of holistic learning strategies. Best-selling author of Feel Good Learning and of Raising Well Learners, a TEDx speaker, co-creator of the international Thriving in Action intervention recently named as a higher ed best practice, regular CBC radio voice on learning, award-winning adjunct faculty at Toronto Metropolitan University teaching the sought-out how to learn course, and former two-time President of the Learning Specialists of Canada, Deena's mission and joy is to create truly feel-good, all-welcome learning experiences.

Presented by: Kim Barthel

Resource Consultants play a vital role not only in supporting children with diverse developmental and regulatory needs, but also in strengthening the capacity of the adults who care for them. Sustainable change happens when educators and caregivers feel understood, empowered, and confident in integrating supportive strategies into everyday routines, environments, and relationships. Yet even with thoughtful consultation, follow-through and meaningful implementation can remain ongoing challenges across early learning settings.

This 90-minute breakout session is designed specifically for Resource Consultants working within the Every Child Belongs model who support child care centres, home child care providers, EarlyON programs, educators, and families. The session will explore advanced coaching practices that deepen collaboration, strengthen reflective capacity, and support greater consistency and carryover of strategies within real-world early childhood environments.

This session will help resource consultants and early childhood leaders foster stronger partnerships with early childhood educators and families, to encourage meaningful participation beyond the classroom or program setting.

Participants will:

• Describe the role of coaching within early childhood education, including its foundational principles and relevance to sustainable educator/caregiver engagement and achievement of functional outcomes.

• Identify the intrapersonal and interpersonal skills essential for impactful coaching, such as mindfulness and attunement.

• Discuss the structured coaching tools and frameworks to support and empower participants in navigating relational dynamics and fostering growth-oriented conversations.

Bio:

Kim Barthel is a Canadian occupational therapist, multi-disciplinary speaker, mentor and best-selling author who is active in supporting people in many contexts globally. She is passionate about understanding neurobiology, complex behaviour, trauma-sensitive and neurodiverse-affirming practice, sensory processing, movement, attachment and mental health. Kim was honoured to win the Award of Merit from the Canadian Association of Occupational Therapy in 2019, and in 2025 received an award from the international ATTACh Association for innovation in treatment of children with unique needs. With 42+ years of practice in helping people to be their best selves, Kim's overall mission is to support the conscious evolution of the human spirit and she is still learning every day. www.kimbarthel.ca 

Presented by: Colleen Mousseau

Grief in early childhood is rarely linear and often speaks through behaviour rather than words. This session moves beyond theory to provide Resource Consultants, ECEs, and supervisors with a practical toolkit for navigating grief—from cancer and death to adjusting to new caregivers. Participants will leave with a clear framework for supporting the unique processing needs of neurodivergent children and strategies for coaching frontline staff through emotionally heavy moments.
Key Learning Pillars
● The Language of Behaviour: Decoding how young children express grief and identifying how to help neurodivergent learners consolidate big concepts (like death and cancer) into understanding with confidence.
● Creativity and play as pathways to Connection: Practical, play-based, creative and sensory-based techniques to support children’s needs when grieving.
● Concrete Tools for Abstract Concepts: A curated deep dive into favourite resources, including picture books and tactile tools that bridge the gap between abstract ideas of dying and a child’s literal, concrete world.

Bio:

Colleen Mousseau is a Registered Psychotherapist, a servant-leader and builder of strong teams. With over 25 years of experience in developmental and community mental health
agencies across Ontario, she is skilled at providing direct grief and trauma support to people of all ages. In addition to her clinical work, Colleen offers clinical consultation
and grief and trauma education to professionals both individually and in large groups. In her role at AWC, Colleen provides clinical support to the team while passionately
advocating for the inclusion of all individuals in addressing the mental health needs of children, youth, adolescents, and adults who are neurodiverse. Her commitment to
fostering supportive environments and her expertise in both direct client care and professional development help make AWC an innovative and progressive team of skilled and supportive experts, dedicated to positively impacting the mental health landscape for all.

Presented By: Shannon Murphy & Kristin Tyrer

In many Indigenous worldviews, children arrive as gifts carrying unique bundles of teachings, strengths, gifts, identities, and potential. Rather than asking "What is wrong with this child?" Indigenous approaches invite us to ask "What gifts does this child carry, and how do we help those gifts flourish?"

This interactive session explores Indigenous perspectives of children as sacred gifts and examines the collective responsibilities of families, educators, communities, and support professionals in helping children carry their bundles with strength and pride. Participants will reflect and explore the ways of relationship-centered practices that honour belonging, identity, and wellbeing.

Using storytelling, reflection activities, dialogue, and practical examples from Indigenous early learning settings, participants will examine how their role contributes to uplifting children's gifts and supporting families as partners in children's journeys.

Participants will leave with practical strategies that can be applied immediately within early learning, resource consultation, and family support settings.

Participants will learn:

• Indigenous perspectives of children as gifts and the teachings of the bundles they carry.

• How strengths-based approaches support belonging, identity, confidence, and wellbeing.

• The shared responsibilities of educators, families, consultants, and communities in nurturing children's gifts.

• Reflective practices that move beyond deficit-based thinking.

Bio:

Shannon Murphy is a member of the Mohawk Bear Clan from Six Nations with Irish ancestry and serves as Provincial Manager for the Centre for Indigenous Professional Learning (CIPL) at the Ontario Aboriginal Head Start Association (OAHSA). Shannon has over twenty years of experience supporting Indigenous children, families, educators, and communities through early learning, leadership development, strategic planning, and professional learning initiatives. Her work is grounded in Indigenous pedagogies, relationship-based practice, and a commitment to creating spaces where children, families, and educators can thrive. Shannon has led the development of provincial resources and learning opportunities focused on belonging, land-based learning, leadership, cultural humility, and Indigenous ways of knowing. She is passionate about helping educators recognize the strengths, gifts, and unique bundles every child carries into the world.

Kristin Tyrer is Ililiwiskwew, a Cree woman from Moose Cree First Nation, who currently resides in Brantford, ON. Kristin has her Honours Bachelor of Arts in Criminal Justice from Nipissing University and a Bachelor of Arts in Aboriginal Adult Education from Brock University . Currently Kristin works as an Indigenous Learning Consultant for the Centre for Indigenous Professional Learning. She also has experience working with Niwasa Kendaaswin Teg as a cultural safety resource developer/facilitator. Additionally, she has spent the past fifteen years working within the Indigenous Community of Hamilton in various roles. Her passion for the revitalization of traditional Indigenous practices has driven her desire to support the Indigenous community. Indigenous Ceremony is an integral part of Kristin’s life. Walking the path in a good way, healing and integrating the teachings of her Elders is how Kristin dedicates her commitment to this work in supporting others.