Girton at Yale University

Girton Grammar School has proudly represented Australia on the international stage at Yale University’s 2025 RULER Implementation Conference, held in New Haven, Connecticut. The conference brought together educators, researchers, and school leaders from around the world to share innovative approaches to social and emotional learning.

Girton’s presentation, titled “Regulate to Elevate: Building Emotionally Resilient Students In and Outside the Classroom,” was co-presented by Mrs Vanessa Juergens and Mrs Prue Milner, who showcased the school’s long-term commitment to embedding emotional intelligence throughout its curriculum and culture.

As one of only a few RULER Spotlight Schools globally, Girton Grammar has been implementing the evidence-based RULER approach, developed by the Yale Center for Emotional Intelligence, for close to 15 years. The program empowers students and educators to recognise, understand, label, express, and regulate emotions—skills proven to enhance learning, relationships, and overall wellbeing.

At the conference, Mrs Juergens and Mrs Milner shared the story of Girton’s Headquarters (HQ) and Body Break Rooms—dedicated spaces where students can use self-regulation tools and strategies to manage their emotions and refocus on learning. They also highlighted the role of student voice, teacher modelling, and parent partnership in sustaining the program’s impact across the school community.

Mrs Juergens and Mrs Milner presented twice over the space of the conference to more than 100 participants. The response to the presentation was incredibly positive. Many schools were interested in how we empower students to take ownership of their wellbeing and in how RULER has become part of Girton’s culture, not just a program.

They were asked by many who viewed the presentation if there were job opportunities at our school and if we were currently hiring!

Mrs Juergens and Mrs Milner attended sessions led by Yale researchers, gaining insights into how emotional awareness, regulation, and empathy can further strengthen teaching and learning outcomes. They will be sharing their learning with their colleagues and are looking forward to implementing new ideas and strengthening existing routines in the remainder of this academic year and beyond.

Already, there is a RULER focus for Junior School Staff at their weekly staff meeting and this will continue to be refined and developed. This time will continue to be used to empower staff as regulation role models and developing skills for the teaching of emotional intelligence.

We are hoping to expand the Student Ambassador roles further, involving learners in refining regulation zones, and invite them to lead check-in routines. A key goal is to embed regulation strategies before academic tasks (e.g., ‘meta-moment’ pauses, Mood Meter check-ins) so students are primed to engage.