About My Work

Nurture. Understanding. Wellbeing.

How I Work

My work is rooted in the belief that behaviour is a form of communication. I take a relational, trauma-informed and attachment-aware approach to SEMH support, supporting children through safe, attuned relationships and consistent adult responses.

I work collaboratively with schools, parents, and carers to deepen understanding of children’s emotional needs, strengthen regulation and resilience and support long-term wellbeing. My approach is practical, reflective and compassionate, supporting adults to feel more confident and less overwhelmed when working with complexity.

My ethos is underpinned by the principles of nurture, understanding, and wellbeing, which guide all aspects of my work.

Areas of Support

I work across a range of educational and relational SEMH support areas, offering tailored support for schools, families and professionals.

Relational SEMH support session between adult and child focusing on emotional regulation, wellbeing and pupil voice.

1:1 relational work, SEMH support, emotional regulation and pupil voice.

Whole-school SEMH development illustration showing relational practice, behaviour support and emotionally informed school culture.

Relational practice, behaviour and wellbeing, staff confidence and inclusion support.

SEMH training and CPD session for school staff focused on attachment, emotional regulation and relational practice.

Trauma-informed practice, attachment, regulation, behaviour, belonging and staff development.

Nurture group provision supporting emotional wellbeing, belonging and relational development within schools.

Support with developing, strengthening and reviewing nurture provision within schools.

Reflective supervision and mentoring session supporting emotionally informed practice and staff wellbeing.

Reflective supervision, mentoring and emotionally informed staff support.

Supportive meeting for parents and carers focused on SEMH, SEND, emotional wellbeing and relational support.

Guidance, coaching and relational support for families navigating emotional and educational needs.

Framework Development

Alongside my work in schools, I am currently developing the Relational Pathway to Engagement (RPE) and Relational Impact Measure (RIM).

The framework grew from a question that I found myself returning to repeatedly: how do we measure the relational conditions that make learning possible?

While schools are increasingly able to measure attendance, attainment and behaviour, the relational experiences that underpin engagement can be more difficult to identify and evidence.

The RPE and RIM were developed to help schools better understand, support and evidence the relational foundations that underpin engagement in learning.

Explore the RPE & RIM Framework