I feel very fortunate to have a career where one can make meaningful connections with those they work with. The rush I get when I see the spark in a child’s face during a lightbulb moment is priceless. After working as a primary school teacher for many years, I furthered my teaching journey by training to work with children who have learning differences. My interest in supporting children with such challenges came after having my son, now 10 years old, who was diagnosed with autism at age four. Working through his development on a daily basis cognitively, socially, emotionally, and physically has taught me so much about neurodiversity.
I have had nearly 15 years of classroom-based teaching experience, five of which were within the Learning Support departments of diverse schools internationally. A common thread that has emerged from each of my experiences, across every school I have worked in, has been the realisation that children must be championed and encouraged to pursue their dreams. Learning and developing new methods, research, and philosophies to support children with their learning challenges has become my passion.
My aim is always to work from a child-led approach, and to engage with children from a unique perspective on the multitude of pressures they may face at school, at home, and with peers. My mission has been to create a learning framework that will guide children to foster their own superpowers by using techniques that I have used in my classrooms, in one-on-one teaching, and in my role as a parent.