1. Staff Training (INSET & Twilight Sessions)

Practical, accessible training sessions designed to support staff working with behaviour, trauma and neurodiversity.

Common focus areas include:

• Understanding behaviour as communication

• The nervous system and readiness to learn

• Trauma, attachment and neurodiversity in the classroom

• Why traditional behaviour approaches can escalate dysregulation

• Co-regulation strategies that work under real classroom pressure

• Supporting staff regulation to reduce burnout and reactivity

• Creating emotionally safe classrooms without lowering expectations

Formats available:

• 90-minute twilight sessions

• Half-day INSET

• Full-day INSET

Training is grounded in real school experience and focused on what staff can do differently the very next day.

How I work with schools and organisations

All support is tailored to the needs and context of your setting and delivered as professional training, consultation or ongoing partnership.

2. Ongoing School & Organisational Partnerships

For settings seeking sustainable change rather than one-off training.

Partnerships may include:

• Termly staff training

• Behaviour consultation and reflective case discussion

• Leadership support around behaviour systems and consistency

• Staff regulation and capacity-building sessions

• Optional parent workshops

These partnerships are designed to embed practice, not introduce additional initiatives.

3. Pupil Workshops

(Age-Appropriate and School-Friendly)

Short, structured sessions supporting pupils to:

• Develop emotional awareness and regulation skills

• Understand stress responses in accessible language

• Safely express big feelings

• Build internal regulation skills that support learning

Sessions are delivered in a way that aligns with school expectations, safeguarding frameworks and inclusion priorities.

This work is particularly helpful for schools who are experiencing:

Increased behaviour incidents or emotional dysregulation

Staff feeling overwhelmed, reactive or burnt out

Rising neurodiversity needs without sufficient support

Inconsistency in behaviour approaches across staff

Pressure around inclusion, SEND or Ofsted readiness

About the facilitator

I bring over 25 years’ experience in education, including leadership roles within SEMH services, alongside specialist training in trauma-informed and neurodiversity-affirming practice.

I understand the realities of schools because I have worked within them — in classrooms, leadership meetings, crisis moments and alongside families.

My approach balances compassion with clarity and understanding with structure, supporting schools to meet the needs of today’s children while protecting staff capacity and wellbeing.

Next steps

If you would like to explore how this work could support your staff and pupils, please get in touch to arrange an initial conversation.

Testimonials