Children and young people with medical and mental health needs often experience fluctuating capacity to engage in learning, creating challenges for educational continuity and meaningful participation. At Monash Children’s Hospital School, teachers working across the General Medical wards and with adolescents supported by the Adolescent Medical Team are committed to ongoing professional learning and reflective practice. Building on collaborative work undertaken through a Professional Learning Community (PLC), these teachers extended their inquiry into student engagement by co-designing and implementing a structured daily learning routine. The routine enables students to communicate their readiness to learn, supports responsive teaching practices, and promotes reflection on learning and wellbeing. This presentation/poster shares the collaborative development and implementation of the routine, highlighting how a simple, sustainable process has strengthened student voice, informed teacher decision-making, and enhanced communication between education, health, and family stakeholders. Attendees will gain practical strategies for embedding responsive practices that support engagement, wellbeing, and improved educational outcomes for children and young people experiencing medical and mental health challenges.