MY SPECIALTIES

CLASSROOM ENVIRONMENTS

I focus on creating classroom environments that feel calm, predictable, and manageable for both students and teachers. This includes attention to routines, transitions, shared expectations, and the overall tone of the learning space. Predictability is treated as a practical foundation for learning and behaviour, rather than a program or set of strategies layered on top of daily practice.

DIVERSE LEARNERS

I have extensive experience supporting students with diverse learning and behavioural needs across a range of settings. This includes working in mainstream classrooms, education support contexts, and alternative programs. My work emphasises inclusion through thoughtful planning, realistic adjustments, and an understanding of how environment and routine impact student engagement and regulation.

BEHAVIOUR SUPPORT

My approach to behaviour support is grounded in clarity, consistency, and relationships. I work from the belief that many behaviour challenges are reduced when environments are well-structured and expectations are clear. The focus is on practical supports that help teachers respond calmly and consistently, reducing escalation and supporting positive interactions across the day.

TEACHER AND LEADER WELLBEING

I’m particularly interested in how teacher and leader wellbeing is supported through systems that reduce unnecessary pressure, rather than adding more expectations. This includes practical approaches to workload, behaviour management, and shared responsibility. Wellbeing is treated as an outcome of clear structures and sustainable practices, not an additional task for already busy educators.

SUSTAINABLE SCHOOL AND LEADERSHIP PRACTICES

My work with schools and leaders focuses on sustainability — practices that can be maintained over time without burnout. This includes building shared language, consistent routines, and leadership approaches that support staff capacity and confidence. The aim is steady improvement through clarity and alignment, rather than constant change.

COMMUNITY INFORMED AND NATURE-CONNETED EDUCATION

I have a long-standing interest in education that is informed by community context and connected to the natural environment. This has included work in regional and rural settings, nature-based schools, and sustainability education projects. I value approaches that recognise place, relationships, and community as integral to meaningful learning.