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 who mask it best. I collaborate with schools to provide gentle, relational, trauma-informed mentoring for pupils who are anxious, emotionally overwhelmed, or finding it hard to engage with traditional approaches. Through calm connection and consistency, we create the safety needed for real change to begin.
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. 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 strategies and insight into how best to respond.
This unique approach 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, reflective practice, and training in trauma-informed responses
- Family liaison, helping schools and parents work together in the best interests of the child
I’ve seen how small, compassionate changes can make a big difference — not just for a young person, but for the whole school community around them. When children feel seen, understood, and truly included, they begin to reconnect, regulate, and re-engage with learning and life. My role is to gently walk alongside your school — supporting pupils, guiding staff with care, and helping to rebuild the bridge between home and education. Together, we can create spaces where every child feels safe, supported, and free to belong and thrive.
Caring for the Adults Who Care for Children
Staff Wellbeing & Whole-School Culture
Schools are ecosystems — when staff are under pressure, the whole community feels the strain. That’s why staff wellbeing isn’t 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 resourced, pupils feel the difference. Teachers, mentors, and pastoral teams 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 actions that schools can take — without adding to the workload.
This gentle, whole-setting approach fosters:
- 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 move from survival mode to a 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.
I Believe We Heal Through Connection
With a background in Hospital Play Therapy, NLP, BWRT, Reiki, and forest school mentoring, I’ve had the privilege of supporting young people who are anxious, shut down, or overwhelmed by life. From this experience, I developed The Nature of Me™ — a therapeutic mentoring approach that meets each child exactly where they are and gently guides them towards calm, connection, and confidence.
Rather than offering a one-size-fits-all solution, my work adapts to the individual and the setting. Sometimes that means walking alongside a young person as they rebuild trust in themselves, other times it means helping a family or school see new ways to respond with empathy and consistency. At its heart, The Nature of Me™ is about creating spaces where young people can flourish and the adults around them feel equipped to support that growth.