Tanya Neilsen is a visionary educational leader renowned for driving sustainable and impactful educational change within schools. As the Director of STEAM Education & leader of STEAM Cocurricular programs at Brisbane Grammar School, Tanya has revolutionised education by championing cross-disciplinary programs that integrate creativity, critical thinking, and problem-solving. She has also designed tailored professional development initiatives to enhance teacher efficacy, fostering a culture of innovation and lifelong learning among students and educators alike.
Tanya’s ability to balance innovation with educational frameworks equips students with resilience, collaboration, and critical thinking skills essential for success in the 21st century. Her strategic leadership and collaborative approach have led to enduring reforms that prepare students for a rapidly evolving world.
A dynamic keynote speaker, Tanya draws on over 15 years of experience as a lecturer in the Master of Teaching program at the Queensland University of Technology and more than 20 years in Arts Leadership. Her wealth of expertise, coupled with her engaging presentation style, makes her a sought-after voice for educators and leaders committed to fostering excellence and driving meaningful change in their schools. Tanya’s passion for transformative education shines through her unwavering commitment to inspiring curiosity, creativity, and collaboration across all levels of education.
In an exclusive interview with K12 Digest, Tanya discusses her journey and shares insights into the transformative potential of STEAM education. She provides a roadmap for schools on how to integrate cross-disciplinary learning, aiming to create future-ready learners. Her passion for fostering curiosity, creativity, and collaboration highlights her commitment to shaping the next generation of ethical, creative, and innovative leaders.
Could you share the story of your career journey and what inspired you to focus on advancing STEAM education, particularly in boys’ education?
My career journey has been a dynamic evolution, beginning in Arts Education and culminating in my current role as Director of STEAM Education. Each phase of my professional life has been underpinned by a passion for innovative teaching, leadership, and curriculum development, with a focus on advancing boys’ education. While I deeply value mastery within disciplines, I am a firm believer in the power of adaptive expertise; the ability to apply knowledge and skills flexibly and creatively in diverse contexts. This belief has shaped my commitment to integrating STEAM ways of working, which I see as essential for preparing students for the complexities of future career trajectories and the ever-changing demands of the workforce.
For 12 years, I served as Head of Drama, fostering a department renowned for its innovative curriculum and cocurricular programs. My work emphasised empowering students through the transferable skills that the Arts provide (creativity, collaboration, and communication), equipping them with the critical thinking and adaptability essential for success. During this time, I also contributed as a sessional academic and lecturer at Queensland University of Technology (QUT) in the Master of Teaching program, guiding pre-service teachers in Drama Education, the Creative Industries, and transdisciplinary education. This experience deepened my understanding of how to integrate key learning areas with rigour in pedagogy, laying a strong foundation for my transition into STEAM education.
My shift towards STEAM education was inspired in 2015 by a transformative two-year Action Research Project in Maker Learning, where I explored the intersection of Drama and Robotics. This pioneering work culminated in my presentation at the International Boys’ Schools Coalition (IBSC) 20th Annual Conference in Cape Town, South Africa, where I shared evidence-based research into fostering high-level critical and creative thinking through design thinking and project-based learning. This experience solidified my belief in the relevance of STEAM approaches, particularly how the integration of creativity (the ‘A’) within STEM disciplines can lead to innovative problem-solving and meaningful educational outcomes for boys.
I have built on this foundation to lead programs that elevate the school as a national and global leader in educational innovation. My role involves designing, curriculum mapping and implementing interdisciplinary initiatives that provide students with real-world, future-focused learning experiences. By fostering collaboration among cross-disciplinary teams and mentoring colleagues, I have championed a cultural shift that supports dynamic teaching identities and aligns with the school’s vision for excellence.
How do you see the integration of science, technology, engineering, arts, and mathematics shaping the future of education, and why is it crucial in today’s dynamic world?
By breaking down traditional subject silos, STEAM education not only equips students to tackle real-world challenges with innovative solutions but also builds their confidence in areas they might not initially see as strengths. For example, in a sports science program, students might use maths to calculate an athlete’s optimal power-to-weight ratio, analyse data from GPS tracking to assess performance, or model biomechanics to improve technique and prevent injury. These tangible, real-world applications highlight the relevance of mathematical concepts, helping students develop confidence and capability in a subject they may have previously doubted.
STEAM education is crucial for empowering students to think critically, act ethically, and lead with ingenuity, particularly in a world increasingly driven by technological advancements such as artificial intelligence and data analytics. By integrating these tools into their learning, students gain the skills to navigate and leverage technology effectively while fostering self- belief across diverse disciplines. This approach prepares them not only to adapt to future challenges but to actively shape them with creativity, innovation, and ethical responsibility.
Brisbane Grammar School has introduced several innovative STEAM programs under your leadership. Could you elaborate on one or two programs that you believe have had the most significant impact on students and educators?
This is difficult to answer with over 17 programs; however, two of the most popular and impactful programs are the Impact Fashion Lab and the SES Drones Program, both of which exemplify STEAM education’s ability to inspire creativity, innovation, and real-world problem-solving.
Impact Fashion Lab
This program merges the Arts, technology, and engineering in the context of a post-apocalyptic film. Students design interactive garments, incorporating LED lighting technology, and explore sustainability and ethics in fashion. By using innovative materials and design processes, students create environmentally responsible pieces, blending art with technology to make a tangible impact.
SES Drones Program
This program immerses students in drone technology through the real-world scenario of rescuing communities during floods. Students operate and program drones, design flight paths, and apply mathematical concepts for navigation and control. It connects students to future careers and highlights how drone technology can address global challenges in areas such as search and rescue, environmental monitoring, and logistics.
Both programs encourage students to see the interdisciplinary nature of STEAM, building confidence and equipping them to apply knowledge creatively and practically. They also provide unique opportunities for students to work with new peers in their cohort, fostering collaboration and broadening their perspectives. The hands-on, project-based nature of these programs allows students to step outside their comfort zones, apply diverse skills, and challenge themselves in new ways. Additionally, teachers are actively involved in these programs, experiencing first-hand the benefits of cross-disciplinary teaching. They, too, work outside their traditional fields, which promotes professional growth, collaboration, and the adoption of innovative teaching strategies. This shared experience between students and teachers not only enhances the learning environment but is far more student led than in other academic contexts.
What role does professional development play in empowering educators to deliver STEAM education effectively, and how do you ensure it remains a priority?
Professional development is essential for empowering educators to deliver STEAM education effectively, particularly given the time pressures teachers face in juggling curriculum delivery, cocurricular responsibilities, and student wellbeing. Recognising these competing demands, we ensure professional learning remains both practical and closely aligned with the school’s broader STEAM vision. One key approach is facilitating offline, cross-disciplinary PD workshops through dedicated breakfast sessions (starting early in the morning and only taking teachers offline for 1 or 2 lessons). For example – an intensive three-hour session held twice a semester. By meeting in these focused settings, teachers from different disciplines engage in cross-disciplinary planning helping them see the relevance of STEAM in their own subject areas and boosting their confidence in integrating technology and creativity into their teaching.
In tandem with these collaborative sessions, targeted support systems including mentorship and hands-on workshops—further empower educators to experiment with new digital tools and approaches. Providing structured time for reflection and collaboration ensures these practices can be aligned without overwhelming teachers. This dual strategy of shared responsibility and ongoing learning not only breaks down traditional silos but also keeps STEAM at the forefront of educational innovation.
The most effective way to ensure professional development remains a priority is by the ongoing collecting and sharing of data on both student and teacher experiences. This evidence not only highlights the highly positive outcomes (such as increased student engagement and teacher satisfaction) but also demonstrates the impact of these initiatives to the wider school community. To further celebrate these achievements and involve the wider community, we create micro-documentaries showcasing STEAM projects and their real-world applications, which are shared through the school’s marketing channels. These narratives help parents and the broader community see the tangible benefits of STEAM education, fostering greater support and enthusiasm. Just as importantly, we use these platforms to acknowledge and celebrate the considerable effort teachers invest in delivering these programs. By spotlighting their innovations and successes, educators feel valued and motivated, reinforcing a culture where professional development is both rewarded and sustained.
What are some of the biggest challenges you’ve faced in implementing STEAM initiatives, and how have you turned them into opportunities for growth and learning?
One of the greatest hurdles in implementing STEAM initiatives is time – teachers are already balancing so much. To address this, I focus on showing the tangible value of each program. By clearly conceptualising and marketing the initiative’s benefits – both to student engagement and to professional growth – educators can see how it aligns with their teaching goals rather than adding an extra layer of work.
Another key strategy has been the intentional onboarding of staff. I invite Faculty Heads to model innovative practices and selectively form cross-disciplinary teams that blend different competencies. This approach not only showcases the collaborative spirit of STEAM but also underscores that each teacher brings unique strengths to the table. We discuss how, early in our teaching careers, we all had big, innovative ideas but struggled to implement them once the reality of assessment and planning set in. By revisiting that initial enthusiasm and creating structured support through time release, mentorship, or resources, I have been able to take this challenge as an opportunity for teachers to reconnect with why they entered the profession in the first place. Ultimately, these measures turn a major obstacle into a catalyst for meaningful work.
What is your long-term vision for STEAM education, both at Brisbane Grammar School and in the broader K12 education sector?
My long-term vision is to create an educational environment where STEAM is not just an isolated initiative but an integrated, collaborative, and future-focused way of learning. This means conceptualising, trialing, piloting (and sometimes failing) STEAM principles across all subjects so that students continually develop the adaptive expertise they will need in an ever-evolving workforce. I want every student to see themselves as an innovator, capable of combining creativity, critical thinking, and technical skills to tackle real-world problems.
Through ongoing teacher professional development, cross-departmental collaboration, and industry partnerships, we can foster a culture that values both disciplinary mastery and interdisciplinary exploration.
Beyond our school, my aspiration for the K12 sector is to scale this model of STEAM integration nationally and globally, making it a cornerstone of curriculum design rather than an optional add-on. I envision schools partnering with local communities, universities, and businesses to provide authentic, hands-on experiences that connect classroom learning with real-world applications. By prioritising equitable access to resources, encouraging cross-cultural collaboration, and continuously evolving with technological advancements, we can prepare all students, regardless of their backgrounds to thrive as ethical, creative, and impactful leaders in the 21st century.
What is one piece of advice or a personal mantra that you live by, which you believe could inspire students and educators to embrace creativity and critical thinking in their pursuits?
“Fear is the enemy of creativity.” – Stella Adler
This mantra resonates deeply because it addresses what often holds us back from experimenting, innovating, and taking risks in both learning and teaching. Fear – whether failure, judgment, or the unknown can paralyse our ability to push beyond our comfort zones and discover new possibilities. By recognising that fear stifles ingenuity, we empower ourselves to move past apprehension and embrace curiosity, bold thinking, and resilience. For students and educators alike, this quote reminds us that true growth happens when we let go of fear and explore our full potential.