Embedded Files
Michelle Montgomery
Psychologist • Researcher • Educator
Michelle Montgomery is a registered psychologist, researcher, and teacher who has spent more than two decades working at the intersection of education and mental health. She has deep experience working with young people, their families and the professionals who support them.
A NSW Premier’s Teacher Scholar and recipient of two U.S. Army Civilian Awards for Services to Youth, Michelle has led wellbeing and inclusion initiatives across education, health, and community sectors in Australia and internationally.
Michelle has presented nationally at conferences, advised leadership teams, and partnered in whole-school reform and system-level inclusion projects. Her wellbeing frameworks have been published in international peer-reviewed texts, recognised with awards, and supported through government and philanthropic funding.
Michelle was an invited contributor to the 2020 UNESCO International Report on the role of Social Emotional Learning in schools, and continues to research, publish and present on inclusive, neuroaffirming, and trauma-aware education.
Her approach is grounded, practical, and reflective. Informed by both front-line experience and ongoing research, Michelle is dedicated to supporting young people and the adults who care for them while strengthening the systems that hold them.
School Can project
Alongside her clinical work at Getting Better Australia, Michelle is leading School Can, a PhD research and ideas project exploring how schools can work better for neurodivergent and twice-exceptional learners. You can read more about the project at schoolcan.com.au.
Our mission
Supporting the young people and the adults who care for them
Getting Better Australia partners with individuals, schools, community organisations, and service systems dedicated to the wellbeing of children and young people. We work alongside leaders, educators, families, and practitioners to build capacity, connection, and care across every layer of the system.
We also work directly with adults and young people seeking support for themselves, creating space to rest, reflect, and reconnect with what matters.
Our approach recognises that personal wellbeing and systemic change are deeply linked: when people feel supported and understood, the systems they shape grow stronger too.
We have particular experience in supporting parents and carers of neurodivergent, and sometimes twice-exceptional (2e), children and young people, offering affirming guidance for complex school experiences, wellbeing, and system navigation.
Our work is grounded in research, co-design, and practical experience, helping create conditions where everyone can feel safe, valued, and able to grow.
Page updated
Report abuse