I have always been fascinated by people — how we think, how we communicate, how relationships shape us, and most importantly, why we respond to life in the ways that we do. That curiosity eventually led me to study psychological science, but what I have always valued most is being able to take that understanding and use it practically to support another person.

I am a Behaviour Support Practitioner at FABIC with a particular passion for working with children and young people. I have several years of experience supporting children with ASD and ADHD, including children experiencing anxiety, emotional dysregulation, sensory overwhelm and significant challenges around attending school. I really enjoy getting to know the individual child, understanding what is sitting underneath the behaviour, and finding practical ways to make everyday life feel more manageable.

One of my greatest strengths is creating an environment where children feel safe, valued and heard. I like to bring a calm but also fun and relatable approach to my work. I want children to look forward to spending time with me and to feel that building new skills does not always have to feel clinical or serious. I have found that children often open up much more when they feel you can genuinely connect with them and meet them at their level.

My previous disability support experience taught me how important it is to look beyond the behaviour itself. For example, I supported a child who was experiencing significant school refusal. Once we looked more closely, it became clear that school was associated with sensory overload, unpredictability and a lack of the right classroom support. By working collaboratively with the family, school and broader support team, we introduced more structure and predictability through visual schedules, reduced unnecessary sensory input, supported regulation and developed a timetable that was more achievable for her. Over time, she progressed from regularly being unable to attend school to completing consistent weeks of attendance.

Ultimately, I want the children, young people and families I work with to feel that they have someone alongside them who genuinely listens, cares and takes the time to understand their experience. My aim is to help people build practical skills and greater confidence while creating a support environment that feels positive, safe and human.