My Mission

To help students, teachers, and families understand the emotional lives of neurodiverse young people - and to provide practical, compassionate strategies that keep them learning, included, and thriving.

I trained to be a Design and Technology teacher to help children in overcoming any barriers they had in learning. I soon realised that how the school system is set up this was not possible in main stream education. I left mainstream and I am presently teaching excluded students, most are waiting for a formal ADHD diagnosis.

I felt that there was always something wrong with how I dealt with the bureaucracy and rules wi was diagnosed with ADHD in late 2025.

Transforming Lives Through Nurture, Understanding, and Forgiveness

For over 30 years, I have worked in inner‑city schools supporting young people who were often misunderstood, overlooked, or excluded for behaviours rooted in unmet needs. Many of the students I met were living with undiagnosed ADHD or autism. They weren’t disruptive by choice - they were overwhelmed, frustrated, and, more than anything, embarrassed by the unfair treatment they received.

What I discovered was simple: These students wanted to learn. They wanted to belong. They wanted to be treated with dignity.

By stepping outside the constraints of the traditional classroom, I came to understand their world - the racing thoughts, the impulsive moments, the emotional resets, and the deep desire to succeed. This understanding shaped a nurturing approach built on three core principles:

Nurture

Every child deserves to feel safe, valued, and understood. A nurturing environment doesn’t excuse behaviour - it explains it, supports it, and guides it. When students feel emotionally secure, learning becomes possible.

Forgiveness

For many neurodiverse students, mistakes are not moral failings but neurological realities. Impulsivity, emotional intensity, and rapid shifts in attention can lead to moments they quickly forget - even though adults often don’t.

Forgiveness allows us to break the cycle of shame and exclusion. It says: We go again. New day. Fresh start.

Active Ignoring

A powerful tool that protects learning and preserves dignity. By intentionally overlooking low‑level behaviours such as fidgeting, muttering, or minor disruptions, we keep students in the classroom, reduce escalation, and allow them to re‑engage without punishment.

Take‑Up Time

ADHD brains process instructions differently. They hear you - but the instruction enters a queue behind louder, competing thoughts. Take‑up time gives students the space they need to respond without pressure, conflict, or repeated demands.

This simple pause transforms relationships and outcomes.

Nurture works. Forgiveness heals. Understanding changes everything.

About Me and My Journey

Qualifications

Design Technology with Secondary Education with Qualified Teacher Status.

ADHD Coaching with Barrett Coaching and Training Ltd

Trauma Informed Coaching from The Centre for Healing

Memberships

Universal Coaching Alliance

Association for Coaching