My Story
I began my career as a primary school teacher because I loved working with children and wanted to make a positive difference in their lives. Like many educators, I cared deeply about the children in my classroom, but there were times when I found behaviour difficult to understand. I remember feeling frustrated, overwhelmed and at times, unsure of how to help some of the children.
One particular child became a turning point in my career. I cared deeply about them, but I felt stuck. The strategies I had been taught weren't helping me understand what was really going on beneath their behaviour and I knew there had to be another way.
Around this time, I was introduced to the idea that behaviour is communication.
It was a simple idea, but it changed everything.
For the first time, I stopped asking, "How do I manage this behaviour?" and started asking, "What might this child be trying to tell me?" That question sparked a journey that continues to shape my work today.
Over the next decade, I undertook extensive therapeutic training on my journey to becoming a therapeutic wellbeing practitioner. The more I learnt, the more things began to make sense. I started to see the powerful role that relationships play in children's development, wellbeing and ability to learn.
What surprised me most was that so much of this understanding had never been part of my teacher training. Yet it transformed the way I understood children, behaviour and my role as an educator. I became passionate about sharing this knowledge with others so that educators would not have to spend years searching for the understanding that had changed my own practice.
What began as a personal journey of learning gradually led me beyond the classroom and into Behaviour and Wellbeing Consultancy. I founded Heartfelt Teaching to support schools in creating more emotionally safe, relational approaches to behaviour, wellbeing and learning.
Over more than a decade of research, professional development and in-school implementation, I developed The Emotionally Regulated Classroom®, bringing together neuroscience, emotional regulation and relational practice in a way that feels accessible, practical and meaningful for educators.
Today, my work continues to support educators, school leaders and children in building the understanding, skills and relationships that help school communities thrive.
What I Believe
Children do well when they feel safe, connected and understood
Children thrive when they experience relationships that help them feel emotionally and physically safe. When children feel connected to the adults around them, they are better able to learn, emotionally regulate and engage with the world around them.
Behaviour is communication
Behaviour is often an expression of an underlying need, feeling or experience. By looking beyond the behaviour itself, we can begin to understand what a child may be trying to communicate and respond in ways that support emotional regulation, connection and learning.
Relationships shape development
Relationships play a central role in children's emotional, social and cognitive development. Every interaction has the potential to influence how children see themselves, others and the world around them.
Emotional regulation develops through relationships
Children are not born knowing how to regulate their emotions. Emotional regulation develops through repeated experiences of co-regulation, connection and support from caring adults. Through relationships, children gradually develop the skills needed to manage feelings, solve problems and navigate life's challenges.
Qualifications
My work is informed by over two decades of experience in education, alongside extensive therapeutic, relational and neuroscience-informed training focused on supporting children's emotional wellbeing, development and learning.
Qualifications
- Postgraduate Certificate in Education (London Metropolitan University)
- Postgraduate Certificate in the Therapeutic Arts (The Institute for Arts in Therapy and Education / University of East London)
- Associate Certificate in Therapeutic Communication Skills for Working with Children and Young People (The Institute for Arts in Therapy and Education / University of East London)
- Diploma in Wellbeing Practice for Children and Young People (The Institute for Arts in Therapy and Education / University of East London)
- Diploma in Community Wellbeing: Children, Young People, Families and Organisations (The Institute for Arts in Therapy and Education / University of East London)
Professional Training
- Compassionate Inquiry Professional Training (Dr. Gabor Maté)
- Interpersonal Neurobiology Training (Dr. Dan Siegel)
- Ongoing professional development in attachment, trauma, emotional regulation, Polyvagal Theory and relational approaches to behaviour
Testimonials
Ava, Class Teacher
"This programme has enabled me to approach moments of conflict with confidence after always panicking in knowing what to say to resolve problems."
Tom, Class Teacher
"This is great support for conflict resolution in EYFS. Some great visuals and steps for supporting our youngest children with both their emotions and conflict resolution."
Betty, Class Teacher
"I really liked teaching my students to use the problem-solving steps and then watching them use them… seeing the effect of it."
