As a school leader or wellbeing lead, you're likely holding a lot at once — behaviour support plans, staff burnout, an SEL program that reads well but doesn't always translate into the classroom, and a school community asking for more than a single PD day can deliver. You already know that regulation and relationship come before learning. Turning that understanding into a genuine whole-school practice, one that reaches classroom educators, learning support staff and executive leadership alike, is often the missing piece.

With over two decades of clinical experience and advanced training in trauma-informed practice, Polyvagal Theory, and relational neuroscience, I work alongside schools and early learning services to translate the science of the developing brain and nervous system into practical, embedded strategies. Together, we build a shared language around regulation and relationship that runs from the classroom floor through to the leadership team, so brain-aligned practice becomes part of how your school works, not just something staff heard about once.