Whole-child school support for pupils and staff who are struggling below the surface
The young people who need the most support are often the ones masking it best. I partner with schools to deliver relational, trauma-informed mentoring for pupils who are anxious, emotionally overwhelmed, or not engaging with traditional interventions.
Supporting Schools to Support Every Child
Partnerships That Put Children at the Heart
I understand how complex life within schools can be. As professionals, you’re constantly balancing the needs of young people, families, and staff — all while managing the pressures of attendance, safeguarding, SEND, and behaviour. It isn’t easy, and yet at the heart of it all is the same goal: ensuring children feel safe, understood, and able to thrive.
This is where my work comes in. Through The Nature of Me™, I support schools in creating environments where children and teens can reconnect with themselves, their learning, and their wider community. The framework is trauma-informed, neuro-affirming, and designed to meet the needs of students who may be masking, struggling with anxiety, experiencing Emotionally Based School Avoidance (EBSA), or finding it hard to engage.
I draw on a wide range of therapeutic modalities and creative practices to tailor support to the individual. No two children are the same — and neither is the support I provide. My approach bridges the gap between home and school, helping young people build confidence and emotional resilience while also offering staff practical insight, strategies, and reflective space.
The Nature of Me™ can be delivered through:
1:1 therapeutic mentoring for pupils, supporting them to feel safe, seen, and ready to learn.
Small group work that nurtures connection, belonging, and peer support.
Staff guidance and reflective practice, including supervision and training around trauma-informed responses.
Family liaison, helping schools and parents work together in the best interests of the child.
I’ve seen first-hand how this approach transforms not just the lives of young people, but also the wider school environment. When students feel understood and connected, attendance improves, behaviour softens, and the whole community benefits.
My role is to walk alongside your school — supporting pupils, guiding staff, and strengthening the bridge between home and education. Together, we can ensure every child has the chance to feel safe, supported, and ready to thrive.
Caring for the Adults Who Care for Children
Schools are eco-systems — when staff are under pressure, the whole community feels the strain. That’s why staff wellbeing is not an add-on in my work, but a core thread woven through everything I offer.
Through reflective drop-in spaces, coaching-style conversations, and informal supervision for pastoral staff, I create safe, compassionate opportunities for your team to pause, breathe, and reconnect with their purpose. These spaces are designed to reduce isolation, strengthen confidence, and give staff the tools to respond to pupils with calm and clarity.
When staff feel supported, pupils feel the difference. Teachers, mentors, and pastoral staff are better able to hold space for vulnerable young people because they themselves are being held and heard. My role is to help translate therapeutic principles into practical, everyday action schools can take — without adding to the workload.
This gentle, whole-setting approach helps to foster:
- A more emotionally aware and connected team
- Staff who feel less isolated in their work
- Stronger collaboration around pupils in crisis
- A compassionate environment that benefits every learner
By supporting the adults who support young people, schools can shift from survival mode to a more sustainable, nurturing way of working. Together with staff, pupils, and families, I help schools create communities where wellbeing is prioritised, trust is strengthened, and challenges are met with compassion — so every member of the school feels seen, safe, and able to thrive.