My areas of expertise are ASC, ADHD, EBSA, Dyslexia, SEMH and PDA, which I have outlined below.
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 Staying up to date with research enables me to challenge outdated narratives and work fluidly across different settings.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.
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.
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.
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.
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. 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.
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.
