As the founder of Future Everybody - a program to purposefully develop the needed Future Competencies in youth on the football pitch and transfer them into the school and across the community - I have been able to collaborate with clubs and leaders focused on similar aims.

Future Everybody has 4 steps
1. Raise Awareness of the need and opportunity,
2. Infusion of a common lexicon and rubric across football clubs,
3. Transfer these competencies into schools, and
4. Storytelling from the perspectives of the players, clubs, and communities.

AlsonAI is a platform that allows students to write, edit, craft, and publish their own books. It is purposefully designed to develop student voice, empowerment, and agency - and for each child to see themselves as a storyteller.

As an Advisor with Alson AI and their Schools program provides teachers with a platform aligned to local education standards, with the book being used as a capstone. Via AlsonAI each student in each community can craft books that reflect their lives and their own experiences, and share these with the world. 

I have been a part of several delegations with the Diplomatic Courier to key global events, including the World Economic Forum in Davos, Switzerland.

Davos Dialogues was published and distributed by Diplomatic Courier prior to the World Economic Forum in Davos 2026. The edition focused on how we respond to changing times and uncertainty. Read more including Partnership is the New Leadership here... ​

At the United Nations General Assembly Week 2025 (UNGA80) the report Leading Through Uncertainty: Education Innovation in Times of Global Funding Volatility was launched at Innovators and Leaders event in the Empire State Building. The event was hosted by BTS Spark in partnership with HundrED, and the Diplomatic Courier. We asked 'How should education innovators react to growing uncertainty and rapid change?' The answer is to lean into it: Imperfect action is sometimes better than inaction, and developing solutions via an iterative, evidence-informed approach can lead to valuable learnings. Read more here...

In 2013, I led the development of the Whole School, Whole Community, Whole Child Model (WSCC) – a collaboration between the US Centers for Disease Control and Prevention (CDC) and ASCD. In 2023, I redrafted this model, adding in sections that should have been included a decade earlier - leadership and culture. Read more here...

As Chief of Innovation & Impact with EDLINKS Ive led the development and release of the New Whole Child Model that aligns the Whole Child with Resilience Theory. Drawing on my 20 years of experience around the Whole Child, this model provides a foundation for schools and their communities to develop the whole child, ready not only for today but, more importantly, ready for the world of tomorrow.

Designed and released with EDLINKS, the NWCM embeds a through-line of purpose across 6 Tenets reflecting Abraham Maslow's full 6 stages.

As Special Advisor to the NEOM EC12 Steering Committee, I've been able to support the vision for the future of education in KSA and globally. 

NEOM ERI is a premier, future-focused education system within Saudi Arabia's NEOM development, covering Early Childhood through Grade 12, (EC12). It integrates experiential learning, advanced technology, global perspectives, and sustainability. Designed as a, world-class system, it is part of the broader, Education, Research, and Innovation sector to foster future, leaders and innovators. Read more... 

To help frame the moment we are in, the Diplomatic Courier released its annual special edition for the UN General Assembly meetings, UNGA 80: A World at the Edge, A Future Still in Reach , which outlines our approach and actions surrounding the SDGs that we can all take, including Change Can Be Good. Accept and Embrace It. Read more here...​

As an Advisor and Team Lead with the OECD's Future of Education and Skills 2023/2040 I have helped develop and launch the OECD Learning Compass 2030. This model and approach is an evolving learning framework that sets out an aspirational vision for the future of education. It supports the wider goals of education and provides points of orientation towards the future we want: individual and collective well-being. Read more here...

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In 2007, ASCD declared that that our education system should serve the Whole Child. In this second decade of the Whole Child, we declare that a fundamental part of educating the whole child asks education systems and communities to ensure that each child sees itself as an active maker and shaper of the world they will inherit. It is about helping each and every child recognize that they are part of, and inextricably connected with, the rest of the world, and empowering them to make our world a better place for themselves, humanity, and the planet. To do anything less is to shortchange our youth and their futures.  Read more here...

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