Greg is a former child abuse detective and child protection investigator, and has an abiding interest in children’s wellbeing. He is currently in the final stages of his PhD investigating the impact of neuroscience on educational practice and student wellbeing, concluding that the despite significant hype and over-reach, neuroscience’s impact is more conceptual than practical. Further, his research shows that the broader discipline of Science of Learning is better placed to improve and inform education than Educational Neuroscience. His thesis also describes three theoretical and conceptual paradigms for the learning sciences, and demonstrates how their application can enhance student learning in general, and trauma-informed teaching in particular.