As a neurodivergent queer person, I understand first-hand what it feels like to be on the margins of the education system - both as a student and an educator. My main goal as an educator is to help young people feel empowered and build self-knowledge and confidence. I believe that when young people feel like they don’t fit, it is a problem with their environment rather than with them. I aim to support young people to have pride in all of their identities, thrive in whatever they want to do, and feel authentically connected to themselves, their peers, and their communities.

What I provide:

I provide 1:1 tutoring sessions for neurodivergent young people who are either not attending school, or who are finding the education system isn’t suitable for them. I work in a consent-based, low-demand, and student-led way - meaning that I provide a bespoke curriculum that students collaboratively develop with me. This can take many forms: project-based learning, play-based learning, experiential learning, or national curriculum learning and GCSE preparation. I can provide as much or as little structure as young-people need, and work collaboratively with them to form goals and break-down the steps to reach them.

My main areas of expertise are in supporting: neurodivergent learners, young people experiencing EBSA, young people experiencing autistic burnout, young people who have experienced trauma, young people with PDA or demand-avoidant profiles, and LGBTQIA+ young people.

I also offer group sessions that support young people to meet peers who share their identities and interests, and help them to develop community skills.

I like to support young people to develop community skills rather than social skills. Community skills are the skills needed to share space with others - in a variety of ways - and are integral to combating loneliness and supporting wellbeing. Social skills on the other hand are often used to teach neurodivergent people how to mask and be palatable to neurotypical people - something which is generally not in our best interest and can contribute to poor mental health outcomes.

If you are interested in knowing more about upcoming group sessions please get in touch!

My professional experience:

I am a qualified English teacher and have worked in both SEND and mainstream settings in Brighton and Hove. I also have an MA in Transgender Studies and have devoted much of my life to community development.

I left classroom teaching in 2021 to work for Nudge Education and had positions as a Lead Practitioner, Senior Practitioner, and Regional Lead. Working for Nudge, I advocated for students who didn’t fit into traditional education systems and I was committed to providing student-led, trauma-informed support.

For the last few years I have specialised in working with neurodivergent students, with a focus on supporting young people with demand-avoidant profiles and EBSA.

In 2023 I worked with a team to set up Oaks Rise, a provision for autistic young people in Burgess Hill. I was the Head of Learning at Oaks Rise and developed the curriculum based around the pillars of Wellbeing, Collaboration, and Academics.

I am DBS-checked, first aid trained, fully licensed and have Qualified Teaching Status (QTS).