As a teacher, leader and teacher trainer, Paul Dix has been working to transform the most difficult behaviour in the most challenging urban schools, referral units and colleges for the last 25 years. In addition to working directly with schools, Paul has advised the Department for Education on the Teachers' Standards, given evidence to the Education Select Committee and done extensive work with the Ministry of Justice on behaviour and restraint in youth custody. Paul is a leading campaigner for the #BanTheBooths campaign (www.banthebooths.co.uk) and is a member of both the IntegratEd Reference Group and the Ethical Leadership Group.

Mark Finnis is an Independent Thinking Associate and one of the UK's leading exponents of restorative practice. With many years' experience working with schools, local government agencies and social services, he is in great demand as a speaker and trainer ' helping organisations adopt restorative practices in a way that is practical and achievable and that never loses sight of the children and young people they are all aiming to serve.

Dave Whitaker is an Independent Thinking Associate and the Director of Learning for the Wellspring Academy Trust. As a former executive principal of social, emotional and mental health (SEMH) needs special schools and alternative provision academies, he now has responsibility for several such academies across Lincolnshire and Yorkshire. He is also a founding member of the Headteachers' Roundtable think tank and is a regular speaker at conferences, as well as being an active campaigner for educational change.

Stephen Baker spent 17 years in teaching, before working with local authorities and for the National Strategies as a regional adviser in Yorkshire and the Humber. He is now a behaviour consultant and trainer, passionate about helping teachers to succeed. Stephen lives with Sian in Anglesey where he spends his free time having fun with their children and grandchildren.

Graham Chatterley was a school leader who has since led training for thousands of educators across the North of England. He believes that adults play a pivotal role in the behaviour of students and that a culture of teaching children behaviour, rather than managing it, is key.