Elevate and Connect Conference 2026

We attended the Elevate and Connect Conference 2026, and we were inspired from beginning to end.

Tracy Winde reminded us that many children are living in survival mode and are simply not emotionally available for learning. Belinda Petersen shared powerful insights into transformative leadership, while Leora Hessen challenged us to consider the positive role of AI in education and how it can help us focus on the learning that truly matters. She also left us questioning why we continue to follow an education system developed in 1892 for a world that no longer exists.

Dr Xolisa Guzula highlighted the reality that so many South African children are expected to learn in a language that is not their mother tongue. Lisa Wingham brought energy and humour to the important conversation about cultivating critical thinkers by empowering teachers, and Theresa Socci reinforced that emotional intelligence lies at the heart of learning and is one of the most important future-ready skills we can develop.

Our brilliant master of ceremonies, Alan, kept us laughing throughout the day and brought everything together beautifully.

We left feeling energised, inspired and deeply encouraged. Most importantly, we left ready to keep questioning, learning and working with renewed passion and commitment towards an education system that truly serves every child in South Africa.

One-Day Conference

12 September 2026

At Bishops College Cape Town

The longer I work with children, the more I realise that how we teach matters just as much as what we teach.

We can explain something beautifully to a class and still have children sitting in front of us who simply haven't accessed it.

Not because they aren't capable.

But because children don't all arrive at the same lesson with the same prior knowledge, language, confidence, attention, experience or level of readiness.

This is why I feel so strongly about differentiation.

For me, it isn't about preparing a different lesson for every child or lowering the bar for those who struggle. It's about knowing the children in front of us well enough to recognise when something isn't working — and being willing to teach it differently.

Maybe I need to show it.

Maybe I need to model it.

Maybe that child needs to experience it practically, hear it again, see an example, work with someone else or have the task broken down into smaller steps.

Sometimes a relatively small change in the way we teach can be the thing that finally makes learning click.

So perhaps one of the most important questions we can ask ourselves as teachers is:

If a child isn't accessing what I'm teaching, what could I do differently?

That is the conversation I’m really looking forward to having at ResearchED South Africa on 12 September, when I'll be speaking about:

Differentiation: What does it really look like in the classroom?

Not differentiation in theory.

What it actually looks like when there are real children sitting in front of us.

Same destination. Different support to get there.

PRESENTATION BY MERLAINE YEO

Unlock Learning Parent Circle:

Parenting a neurodiverse child can be overwhelming, isolating, and emotionally demanding, especially when you’re trying to navigate learning differences such as dyslexia, language difficulties, or other learning challenges. Many parents tell us they don’t know where to turn, what questions to ask, or whether they’re “doing enough”.

The Unlock Learning Parent Circle was created to change that.

This is a free, online support space where parents can come together to listen, share experiences, ask questions, and learn from one another in a safe, understanding environment. It is not a therapy group or a training course — but rather a supportive circle guided by an experienced educator, focused on connection, clarity, and empowerment.

Whether you are at the very beginning of your journey or have been navigating learning support for years, the Parent Circle offers reassurance, practical insight, and the reminder that you are not alone.

No pressure. No long-term commitment.
Just support, understanding, and community.

Reading is NOT Natural – And That’s OK!

Teacher to Teacher Talk

Learning to read is not an innate process like learning to speak. It requires explicit, structured instruction that helps children connect sounds to symbols and build neural pathways for literacy. When this instruction is inconsistent or misunderstood, many learners struggle — often unnecessarily.

This Teacher to Teacher Talk is designed to unpack the science of reading in a practical, accessible way. We explore:

• Why reading is not natural
  
  

• Why some children struggle to learn to read
  
  

• What dyslexia really is (and what it isn’t)
  
  

• How to identify early warning signs
  
  

• What educators can do when a learner is not reading by the end of the Foundation Phase
  
  

• How to build classrooms that are inclusive and responsive to diverse learning needs
  
  

This session is important because reading is the foundation of all learning. When children cannot read fluently and confidently, every subject becomes a barrier. By strengthening teachers’ understanding of how reading develops — and how to respond when it doesn’t — we strengthen entire school systems.

This talk aligns directly with Unlock Learning South Africa’s mission to build capacity within educational systems, support inclusive education practices, and address barriers to learning in a practical and evidence-based way.

Bookings are now open for 2026.
Schools and educational teams are invited to contact us to secure a date.

Ambleside International School, Hout Bay

We presented our “Teacher to Teacher” talk to the wonderful staff at Ambleside International School.

Learning to read is not like learning to speak. The brain is not wired for reading – it needs explicit, structured, evidence-informed instruction to connect sounds to symbols and build automaticity. When we understand this, we shift from asking, “Why isn’t this child trying harder?” to asking, “How can we teach differently?”

In this session, we explored:
🔑 The science behind how children learn to read
🔑 Why reading difficulties are not a sign of low intelligence
🔑 Practical classroom strategies to support diverse learners
🔑 How to reduce barriers to learning through inclusive, neurodiversity-affirming practice

Our goal is always the same: to equip teachers with knowledge, tools, and confidence, so that no child is left feeling like reading “just isn’t for them.”

We are so grateful to Ambleside International for prioritising professional development and inclusive education.

If your school would like to host a 2026 Teacher to Teacher session, bookings are now open.

Let’s unlock learning — together. 🔓🌈

Mission

To establish a centre of excellence that will demonstrate how the treatment of audio-visual impairments may be made more accessible and effective by centralising expertise, logistical and strategic support to enable access to quality services at the decentralised level.

Vision

To change the life outcomes of children in South Africa who have visual or auditory losses by providing access to services at the critical, early stage of life.

Goal

To set up the Children’s Sensory Support Centre at Vista Nova School, which will provide access to supportive learning infrastructure, technology, and healthcare for all children with auditory or visual losses, independent of socioeconomic, geographic, or linguistic circumstances.