My passion for supporting children and young people began long before my professional career. Having experienced my own turbulent journey through education, I understand first-hand how profoundly a young person’s experiences within school can shape their confidence, wellbeing, relationships, and future opportunities.

These experiences ignited a passion that has remained at the heart of my work ever since: helping children and young people feel understood, supported, and empowered to thrive.

Throughout my career, I have worked across NHS Child and Adolescent Mental Health Services (CAMHS), specialist mental health services, schools, and private practice. During my time within the CAMHS Primary Mental Health Team, I was actively involved in the Northumberland Trailblazer initiative, supporting some of the first Mental Health Support Teams and contributing to the implementation of early education-based mental health support within schools.

I have extensive experience supporting children, adolescents, young adults, parents, and professionals with a wide range of emotional and mental health difficulties including anxiety, OCD, low mood, emotional regulation difficulties, trauma, neurodivergence, school avoidance, and postpartum mental health.

Alongside therapeutic work, I am passionate about helping professionals, schools, and parents feel more confident in understanding and responding to children’s emotional wellbeing. My training sessions combine evidence-based psychological knowledge with practical, real-world strategies that can be implemented immediately within educational and family settings.

My approach is collaborative, engaging, and compassionate. I believe that the most effective training empowers people with practical tools whilst creating space for reflection, discussion, and meaningful change.

Whether working with school staff, parents, leadership teams, or young people themselves, my aim is always the same:

To increase understanding, build confidence, and help create environments where children and young people can truly thrive.

Why Schools?

Schools have always been at the heart of my professional passion.

Children and young people spend a significant proportion of their lives within educational settings, making schools uniquely placed to identify difficulties early, provide meaningful support, and create lasting positive change.

Throughout my work across CAMHS, schools, and private practice, I have seen first-hand the difference that coordinated support can make. When a child’s individual emotional and mental health needs are recognised and supported both within and around school, outcomes are often significantly improved—not only in terms of wellbeing, but also attendance, engagement, confidence, learning, relationships, and long-term development.

Equally, I have seen the challenges that can arise when mental health difficulties are misunderstood, unsupported, or viewed separately from educational goals. Children can find themselves caught between competing expectations, often feeling overwhelmed, disconnected, or unable to access learning in the way they need to.

I believe that supporting a child’s mental health and achieving positive educational outcomes are not separate goals—they are intrinsically linked.

One of the most important questions schools face is:

How do we maintain high expectations and educational outcomes whilst remaining responsive and flexible to individual needs?

The answer often lies in creating a shared understanding across the adults supporting that child.

When school staff, parents, carers, and professionals are working from the same understanding of a young person’s difficulties, strengths, and needs, children benefit from greater consistency, clearer communication, and more effective support.

My training, consultation, and group programmes are designed to help schools build this shared understanding through practical, evidence-based approaches that support both emotional wellbeing and educational success.

My aim is not simply to increase knowledge, but to help schools create environments where young people feel understood, supported, and able to thrive, both emotionally and academically