Presenting Action Research at the 2026 IBSC Conference

Earlier this year, Ms Mikaela Janes shared a little about her progress in the International Boys School Coalition (IBSC) Action Research Program. 

Updating us in the first months of the year, Ms Janes was only about 50% of the way through the program. Now, she’s just returned from the annual IBSC Conference where she presented her research and shared what she learnt with a global network of boys educators. 

So, what did the second half of the program hold? 

“Whilst the first half held the creativity and innovation that comes with problem solving and improving practice, the second half focused more on analysing the process, data, and communicating my findings,” she says. 

Although she was solely responsible for the creation of her report, she wasn’t alone in the task, with plenty of support coming from the IBSC program as well as here at Trinity. 

She says the support provided helped her to refine her thinking and ensure that her work was both articulate and rigorous. 

Mr Luke Rawle was her IBSC-assigned mentor: “I’m grateful for Luke’s ability to challenge my thinking while also providing support, guidance, and reassurance when I needed it!” 

Closer to home, Dr Kimberley Pressick-Kilborn was her point of contact at Trinity and, like many who have been supported by Trinity’s Head of Research and Professional Growth in the past, Ms Janes says that she was generous with her time and expertise. 

“She believed in me and my research and sought to support me with whatever I was needing – whether that be to bounce ideas, proof a literature review, or just be another pair of hands in the room during one of my research sessions. I’m grateful to her for her energy, and mentorship throughout the journey. “ 

The second half of Ms Janes’ Action Research experience wasn’t without its twists and turns. In particular, she says that the last finding in her report was one she needed to wrestle with as she looked at the question: How do play-based scenarios develop emotion regulation in 7-year-old-boys? 

The final finding was: Explicit Teaching of Emotion Literacy and Regulation Strategies Support Boys’ Development of FlexibleRegulation Through Both Co-Regulated and Self-Regulated Play. 

“The ‘dream’ scenario was that the boys would complete the eight-week intervention program with the ability to regulate by themselves. Whilst this was successful for some, a lot of the boys in my class still required either peer or adult support to regulate their emotions. I initially thought this would define success, but knowing my boys and the growth they made in their ability to regulate, it was successful regardless. The boys were able to identify the emotion they were experiencing and seek the support of another person to help guide them through a regulation strategy. 

As for the conference experience, Ms Janes says that, for her, presenting her research was the highlight of this year’s conference in South Africa. 

Each Action Research participant presents three times – first to their own team, then to the incoming research team, then to the conference delegates. 

“Presenting to these different audiences offered me the opportunity to refine my presentation and consolidate my thinking, ensuring I was well prepared.

“Sharing my presentation has allowed me opportunities to connect with educators and leaders around the world who have been keen to discover how elements of my research could look or fit into their context.” 

Ms Janes says she could talk about her research experience for hours and encourages anyone who is considering it to dive in. 

“As teachers, it is essential that we are constantly trying to solve problems of practice. As our boys change each year, so too do the challenges, opportunities, and questions that emerge in our classrooms.

“Know that there are people interested in your work, willing to support you, and you will help contribute to a growing culture of research that benefits both students and teachers.” 

And, she says, the opportunities are endless. 

“Through my research, I have travelled overseas, have been part of a panel discussion at the Guild Research Conference and will also be a panel member at a guest lecture for pre-service teachers.

“I am so thankful to Trinity for championing me and investing in my professional learning and growth.”