My areas of expertise are ASC, ADHD, EBSA, Dyslexia, Dyspraxia (DCD), SEMH, Speech and Language Needs, Global Developmental Delay (GDD), PDA, Sensory Processing Needs and Executive Function and Study Skills.
Attention Deficit Hyperactivity Disorder (ADHD): When supporting students with ADHD, I focus on explicitly teaching executive functioning skills such as planning, organisation, impulse control, and task initiation – areas that are often challenging but can be developed with intentional scaffolding. For example, I worked with a student who struggled to focus and manage their workload. Together, we established clear routines, broke tasks into manageable chunks, and used the Pomodoro technique (Cirillo, 2018) – short, timed work intervals with breaks – to maintain focus and reduce overwhelm. Visual schedules and regular check-ins helped track progress and build consistency. Over time, the student became more independent, better at managing their time, and more confident – leading to improved academic performance and wellbeing.
To further support learning, I reduce cognitive load by simplifying instructions, breaking tasks into clear steps, and using visual cues. This helps students process and retain information without feeling overwhelmed. I also explain to students how I structure their sessions so they can confidently advocate for their needs at school, fostering independence and self-assurance.
Developing metacognition – the ability to reflect on one’s own thinking and learning – is a key part of my approach. For students with ADHD, this skill can be transformational. Recently, I helped a student identify common distractions, recognise when focus was slipping, and select strategies like movement breaks and fidget tools to re-engage. Using reflection prompts such as “What helped me today?” and “What could I try next time?” encouraged ownership and self-awareness, skills that supported success across subjects.
I view ADHD not as a deficit but as a unique cognitive profile, often rich in creativity, energy, and insight. Even traits like hyperfocus, sometimes seen as challenges, can become powerful strengths with the right structure and understanding. With this support, I’ve seen students with ADHD thrive – growing in resilience, independence, and confidence.
Autism Spectrum Condition (ASC):
My interest in ASC developed naturally through working with many students who benefited from more tailored approaches. Most recently, I’ve been training teachers and TAs in JASPER-based principles (Kasari, 2015) – a play-based, evidence-informed intervention designed for pre-verbal children at the EYFS level. JASPER focuses on shared attention, engagement, and early communication – foundational skills that support long-term learning. Having delivered it directly and trained others in its use, I’ve seen how transformative it can be, making it one of the most rewarding parts of my practice.
As a certified Autism Education Trust (AET) trainer, I help schools embed inclusive, research-led strategies that are responsive to the individual needs of autistic learners. Staying up to date with research enables me to challenge outdated narratives and work fluidly across different settings. One concept that strongly shapes my approach is Milton’s (2012) ‘double empathy problem’, which reframes communication challenges as mutual rather than one-sided. This has helped me move away from deficit-based thinking and instead centre student-led, strength-focused strategies that foster connection and meaningful growth.
I also have a deep interest in sensory processing, drawing on Ayres’ (1972) work to help students experience joy through more accessible environments. I’ve led sensory audits with schools, making adjustments like reducing visual clutter, introducing calm spaces, or altering lighting to support regulation. In my own classroom, these changes had a noticeable impact. One student with significant sensory sensitivities, after collaboratively adjusting their learning space, became more engaged, confident, and independent – eventually achieving their highest grade in my subject and naming it their favourite class. It was a powerful reminder of how the right environment, paired with trust and understanding, can unlock potential.
Speech and language needs: I support children with speech and language needs by creating rich, engaging environments where communication can flourish. My work is grounded in evidence-based approaches, and I’ve seen how small, consistent strategies can lead to big breakthroughs. I regularly model and coach techniques that help children develop early communication skills—like using visual supports, expanding on their language, and creating opportunities for shared attention and interaction. One of the most rewarding parts of my work has been delivering and training others in JASPER (Kasari, 2015)—a play-based intervention designed for pre-verbal children. JASPER focuses on building shared attention, engagement, and spontaneous communication through child-led play. I’ve seen children go from isolated play to joyful, reciprocal interactions, and I’ve supported staff and families to embed these strategies into everyday routines. Whether I’m working directly with a child or empowering the adults around them, I focus on building confidence, connection, and communication. I celebrate every attempt a child makes to express themselves—verbal or pre-verbal—and help others do the same. My goal is always to make communication feel natural, meaningful, and fun.
Social, Emotional, and Mental Health (SEMH): SEMH is an area I care deeply about—not just professionally, but personally. As a young person I faced my own challenges with SEMH, particularly anxiety. With the right support, I gradually developed strategies that helped me thrive both emotionally and academically. That experience has fuelled a lifelong passion to help other children navigate similar difficulties with confidence and compassion.
Throughout my career, I’ve focused on evidence-based approaches that help young people feel safe, understood, and supported. I currently train teachers in Emotion Coaching (Gottman, 1997) and the PACE approach (Hughes, 2012), both of which provide practical tools for supporting emotional regulation. These methods help adults understand the ‘why’ behind behaviours and respond in ways that build connection and emotional literacy for children and young people.
In my direct work with students, I centre everything on relationships. I work from the principles of unconditional positive regard and non-judgement (Rogers, 1957), creating a warm, accepting space where students feel genuinely seen. I also use attuned engagement (Kennedy, 2011) to build deep trust and responsiveness. This approach helps students develop emotional awareness, manage big feelings, and make more empowered behavioural choices. Time and again, I’ve seen how this kind of support enables children to rebuild their confidence, re-engage with learning, and develop lasting resilience.
Global Developmental Delay (GDD): Global Developmental Delay can impact across multiple areas of a child’s development—such as communication, motor skills, social interaction, and cognitive abilities. As someone trained in child development, I support children with GDD by creating calm, engaging environments where they can grow at their own pace and feel safe to explore and learn. Every child is different, so I tailor my approach to their unique strengths and needs—whether that’s helping them build early communication, follow routines, or develop physical skills like balance, coordination, and hand control. Communication is often a key focus, and I support children in developing their expressive and receptive language through gestures, sounds, signs, and words—using play, songs, visual supports, and shared routines to make interactions meaningful and motivating. I use play, movement, and everyday routines to make learning feel natural and enjoyable. For example, we might use sensory play to build fine motor skills or simple obstacle courses to support balance and body awareness. These activities are not only fun—they’re essential for helping children become more confident and independent. I work closely with families to ensure strategies are consistent and achievable across settings. I also celebrate every small step forward, because I know how much those moments matter. My goal is always to help children feel capable, connected, and supported—and to give parents the reassurance that their child is in safe, skilled hands.
Pathological Demand Avoidance (PDA): When supporting students with a PDA profile, I lead with curiosity, flexibility, and respect – recognising that their behaviour isn’t about opposition, but about autonomy and overwhelm. My focus is on building trusting relationships where students feel safe, in control, and understood. This often means working collaboratively, using indirect language, humour, and choice to reduce pressure and create an environment where they feel they can succeed.
For example, one student I worked with found direct instructions very triggering. Rather than saying, “Let’s start your writing,” we would co-create a project, often beginning with conversation, drawing, or jokes. I’d frame tasks as challenges or invitations – like, “I wonder how we could explain this to someone else?” – and let them take the lead in how we approached learning. This shift in dynamic helped reduce anxiety, increased engagement, and empowered the student to take ownership of their work, often producing more than expected once the pressure was off.
I’ve seen how this approach not only supports academic growth, but also has a positive impact on self-esteem and emotional wellbeing. With patience and the right support, students with a PDA profile can flourish—gaining confidence in their own voice, developing resilience, and rediscovering a love of learning. It’s a joy to be part of that journey, helping each student feel respected, capable, and free to learn in a way that works for them.
Dyspraxia (DCD): With a background in sports coaching and years of experience supporting students with DCD, I take a practical, whole-child approach grounded in current research. I focus on developing both fine and gross motor skills through meaningful, interest-led activities using musical instruments, construction toys (like Lego), Play-Doh, and movement games. These hands-on experiences build the foundation for key academic skills such as handwriting and focus. I also support children’s sensory processing – specifically their proprioceptive (body awareness), interoceptive (internal sensations), and vestibular (balance and coordination) systems – helping them feel more confident, regulated, and in control of their bodies. In addition, I work on executive function skills like organisation, planning, and working memory, equipping each young person with practical strategies to thrive in both learning and daily life.
Dyslexia: As someone with dyslexia, I bring both lived experience and specialist knowledge to my work. I know firsthand how frustrating academic barriers can be—and how powerful the right support can become. Even now, at doctoral level study, I regularly use assistive technology like text-to-speech readers to access and process information. These tools don’t just level the playing field; they unlock the joy of reading and the wider academic world. That understanding drives my passion for helping students discover strategies that work for them. I also use a range of evidence-informed approaches including chunking, multisensory learning, visual supports, and flexible ways of recording ideas. For example, I supported one student who found written tasks overwhelming. By breaking learning into manageable steps and using colour-coded notes, dictation, and hands-on activities, they not only grew in skill, but also rediscovered their confidence and enjoyment of learning.
I regularly use Paired Reading (Topping, 1987) – a technique where a student reads aloud in unison with an adult – as a powerful tool for improving fluency, accuracy, and reading confidence. This structured yet supportive approach allows learners to move beyond their current reading level, with the adult gradually reducing support as the student becomes more independent. In my experience, students often feel more motivated during Paired Reading because it offers a calm, low-pressure environment and builds their sense of competence, connection, and autonomy. I have see firsthand how this approach can help transform reading into something positive and enjoyable.
More than anything, I strive to create an atmosphere where neurodiversity is normalised and celebrated. I’ve seen how the right support can transform not just academic outcomes, but how a student sees themselves – and I’m deeply committed to helping make that transformation possible.
Dyscalculia: When supporting students with dyscalculia I aim to provide tailored, patient support that helps them build confidence and make meaningful progress with numeracy. I use a range of practical, multi-sensory strategies—such as concrete manipulatives, visual aids, and step-by-step scaffolding—to make abstract mathematical concepts more accessible and engaging. I create a calm, supportive environment where students feel safe to take risks and learn from mistakes. I’m attuned to the emotional impact of dyscalculia, including maths anxiety, and I work to reduce this by celebrating small successes and building self-esteem. My approach is highly individualised, adapting to each student’s pace and learning style. Over time, I’ve seen how this kind of targeted, compassionate support can help students not only improve their number skills but also develop a more positive relationship with learning.
Social Communication and Language Skills: In my tutoring sessions, I teach social communication and language skills by weaving them into play, conversation, and everyday routines. I focus on helping children understand and use language for a range of social purposes—such as making requests, sharing experiences, and expressing emotions. I use techniques like modelling, visual supports, and language scaffolding to build skills like turn-taking, topic maintenance, and understanding non-verbal cues. Because I work individually, I tailor each session to the child’s unique communication style and needs. For example, I might use role-play with toys to practise greetings or problem-solving, or pause during shared reading to explore characters’ feelings and intentions. I also support children to generalise these skills by coaching parents and carers on how to reinforce them at home. My goal is to help children feel confident and connected in their interactions, whether they’re communicating with adults, peers, or siblings.
Sensory Processing Needs: Sensory processing needs are an area of deep interest for me, and I have extensive experience supporting young people in this field. Sensory processing differences can significantly impact attention, self-regulation, and participation—all of which are essential for effective learning. Drawing on sensory integration techniques and research (Ayres, 2005; Miller, 2006), I design targeted activities to strengthen core sensory systems such as proprioception (body awareness), vestibular processing (balance and movement), and tactile processing. Strengthening these systems helps students better interpret and respond to sensory information, supporting improved focus, emotional regulation, coordination, and overall engagement in learning. As an Autism Education Trust trainer, I have worked closely with parents and teachers to do a sensory check list and make easy environmental adaptations like clearing clutter, adjusting lighting and managing noise to help reduce sensory overload and enhance concentration. I take a personalised approach, aiming to help families and children understand their unique sensory profile, develop effective strategies to manage challenges, and build skills that support confidence and academic progress.
Social Interaction and Friendship Needs: In my 1:1 work with young people who experience social interaction and friendship difficulties, I provide personalised, compassionate support that empowers them to build confidence and meaningful connections. I create a safe, structured space where students can explore social situations at their own pace, using tools such as role-play, social stories, and visual supports to develop key communication skills.
A key part of my approach involves integrating elements of Cognitive Behavioural Approaches (CBA). I help students identify and challenge unhelpful thoughts that may be holding them back socially, supporting them to understand the link between thoughts, feelings, and behaviours. Together, we work on strategies to “beat the anxiety curve,” using graded exposure and reflection to take manageable steps forward in social situations. This helps students experience success, build resilience, and find greater freedom in how they relate to others. I also support students in real-time social challenges, modelling appropriate behaviours and offering positive reinforcement to build self-esteem.
Trauma Informed Approach: In my 1:1 work with young people who have experienced trauma, I take a trauma-informed approach that centres on building trust, emotional safety, and strong relationships. I create a calm, predictable space where students feel accepted and supported, which is essential for helping them feel safe enough to engage and grow.
I use a range of practical strategies to support emotional regulation, including grounding techniques, emotion coaching, and gentle, attuned communication. I’m always mindful of the impact trauma can have on behaviour and learning, and I respond with patience, empathy, and consistency. I work hard to understand the ‘why’ behind behaviours and support students in developing emotional awareness and self-regulation skills at a pace that feels manageable for them.
Collaboration is key—I work closely with families to ensure joined-up, consistent support. Over time, I’ve seen how this kind of nurturing, relational environment allows young people not only to feel safer but to truly flourish—rebuilding confidence, re-engaging with learning, and developing the resilience they need to move forward.
Emotional Based School Avoidance (EBSA): EBSA is an area I am deeply passionate about, having witnessed its profound impact on young people’s lives. Central to my approach is understanding the ‘push’ and ‘pull’ factors—the emotions and experiences that drive students away from school or draw them back. I use practical tools such as School Wellbeing Cards (Holder, 2020) and the Ideal School activity (Moran, 2001) to help students and families gain clarity around these challenges, which is an essential first step toward positive change.
Recently, I have been delivering a 15-week “Change Your Mind” intervention (Rae, 2007), grounded in Cognitive Behavioural Therapy (CBT). This evidence-based program helps students understand how their thoughts influence feelings and behaviours, empowering them to break unhelpful cycles. Through techniques like thought diaries, challenging negative automatic thoughts, and developing practical coping strategies, I saw students build confidence, reduce anxiety, and find school more manageable. It is incredibly rewarding to witness these transformations.
What motivates me most is seeing students regain a sense of control and freedom by challenging negative thought patterns. Through this work, I’ve supported young people to reconnect with school, take courageous steps forward, and reclaim not just their attendance, but their love of learning and sense of belonging – laying the foundation for a positive future.
Executive Function and Study Skills: With extensive experience supporting students with executive functioning challenges, I help young people build the core cognitive skills they need to succeed—both in school and everyday life. Difficulties with organisation, planning, working memory, and task initiation can have a significant impact on learning, and research shows these executive functions are closely linked to long-term academic achievement (Best, Miller & Naglieri, 2011). I take a calm, structured approach that draws on a student’s strengths and interests, using practical tools like visual planners, checklists, and step-by-step routines to promote independence and reduce overwhelm. I also teach evidence-based study strategies—such as active recall, spaced learning, and effective note-making—designed to support how the brain processes and retains information. Above all, I aim to build confidence, self-awareness, and lifelong learning habits that extend far beyond the classroom.
