For more than a decade, I have worked with students and educators in both elementary and secondary schools. I spent 10 years teaching in alternative education, where I worked alongside young people who had often experienced school as a place of frustration, disconnection, or failure.

That experience changed the way I understand behaviour.

The students who challenge us most are often the ones we do not fully understand yet. What looks like refusal, defiance, or a lack of motivation can tell us a great deal about a student’s stress, skills, experiences, and capacity in that moment.

Before becoming an educational consultant, I also served as a team leader in a large secondary school. Today, my work focuses on inclusion, behaviour, trauma informed practice, co regulation, executive functioning, and educator well being.

I know what it feels like to be standing in front of a difficult class when the strategies that are supposed to work simply do not. I also know how quickly capable and caring educators can begin to question themselves when student needs become increasingly complex.

That is why I care deeply about supporting the adults in schools.

We cannot talk honestly about what students need without also talking about what educators need. When staff are overwhelmed, unsupported, or unsure of what to do next, even good strategies can fall apart.

My work is practical, honest, and grounded in the realities of schools. I bring together research, experience, and strategies that educators can actually use. I am not interested in adding one more thing to an already full plate. I want educators to better understand what they are seeing, feel more confident in how they respond, and leave with ideas they can use the next morning.

I hold a Master of Education in Educational Psychology and currently work as an educational consultant. I also provide professional development, conference presentations, coaching, and consultation for schools and organizations.

At the heart of my work is a simple belief:

When we better understand behaviour, we respond differently. When we meaningfully support educators, students benefit too.