About the store
I am a Behaviour Specialist working in an international school setting, supporting children, teachers, behaviour therapists, independent learning assistants (ILSAs), teaching assistants and families across the primary years.
My role focuses on helping children who experience challenges with emotional regulation, behaviour, learning engagement and independence. I also provide guidance and training for staff and parents to ensure strategies are used consistently and can generalise effectively across settings.
I work closely with teachers, inclusion teams, behaviour therapists, independent learning assistants (ILSAs), teaching assistants and families, as well as multidisciplinary professionals including occupational therapists and speech and language therapists, to design practical, evidence-informed strategies that support children both in school and at home.
This includes behaviour support planning, emotional regulation strategies, sensory support, communication development and independence skills such as toileting.
The resources I create are based on real experience working alongside children and school teams every day. They are designed to be practical, clear and realistic for busy educators, therapists and support staff.
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Neuro-Affirming Toileting Toolkit for Home & Learning Environments
Toileting can look simple from the outside, yet it is often one of the first complex skills children learn. It asks the body and brain to coordinate many things at once. What may appear to be a small routine actually involves a sequence of steps that need to happen in the right order. When one part of that sequence feels difficult, the whole process can suddenly feel overwhelming. When this happens, toileting can quickly become stressful for both the child and the adults supporting them. Many pa
PreK - 2nd
Classroom Community, School Counseling, Social Emotional Learning
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About the store
Experience
I am a Behaviour Specialist working in an international school setting, supporting children, teachers, behaviour therapists, independent learning assistants (ILSAs), teaching assistants and families across the primary years.
My role focuses on helping children who experience challenges with emotional regulation, behaviour, learning engagement and independence. I also provide guidance and training for staff and parents to ensure strategies are used consistently and can generalise effectively across settings.
I work closely with teachers, inclusion teams, behaviour therapists, independent learning assistants (ILSAs), teaching assistants and families, as well as multidisciplinary professionals including occupational therapists and speech and language therapists, to design practical, evidence-informed strategies that support children both in school and at home.
This includes behaviour support planning, emotional regulation strategies, sensory support, communication development and independence skills such as toileting.
The resources I create are based on real experience working alongside children and school teams every day. They are designed to be practical, clear and realistic for busy educators, therapists and support staff.
Teaching style
My approach is calm, structured and relationship-focused. I believe children do well when they feel safe, understood and supported. The philosophy behind Regulate & Radiate is simple: when children are supported to regulate first, they are better able to learn, connect and thrive.
The strategies and resources I share focus on:
• predictable routines
• clear language and expectations
• emotional regulation and co-regulation
• building independence over time
• reducing shame or pressure around learning challenges
My work is also influenced by the compassionate, regulation-first approach developed by Greg Hanley, which prioritises understanding the function of behaviour and supporting children to feel safe before expecting learning, communication or problem solving.
Rather than focusing on compliance, my work centres on understanding the child’s needs and helping adults respond in ways that support development, confidence and meaningful change to them.
All resources are designed to be practical for teachers, behaviour therapists, independent learning assistants, teaching assistants and families.
Awards & shining teacher moments
The most meaningful moments in my work come from seeing children move from overwhelm and dysregulation to feeling calm, safe in the world around them.
Supporting children to regulate is the foundation for everything that follows. When a child feels understood and supported, confidence grows, relationships strengthen and learning becomes possible.
Some of the highlights in my work include helping children who initially found school routines extremely challenging begin to participate in classroom life, supporting school teams to introduce regulation and behaviour strategies that improve the wellbeing of entire classes, and working closely with families to create consistent support between home and school.
The proudest moments are often the smallest ones. A child staying in the classroom a little longer than yesterday. Asking for help instead of shutting down. Trying something that once felt impossible.
Seeing a child feel calmer, more confident and able to take that next step towards success, in a way that feels meaningful for them, is always the greatest reward.
My own education history
I am a Behavioural Consultant and Inclusion Specialist with a professional background in child development within school settings. I have spent many years working alongside teachers, behaviour therapists, independent learning assistants, teaching assistants and multidisciplinary professionals to support children with a wide range of learning and developmental needs.
My work focuses on helping children who experience challenges with emotional regulation, behaviour, engagement in learning and independence. I support both school teams and families to implement strategies that help children feel safe, regulated and able to participate successfully in their learning environments.
My practice is informed by evidence-based approaches including behaviour analysis, emotional regulation frameworks and trauma-informed practice. These approaches focus on understanding the needs behind behaviour and supporting children to feel calm, safe and regulated so that learning, connection and confidence can grow.
Ongoing professional development and collaboration with other specialists continue to shape the resources I create and share, ensuring that the strategies remain practical, compassionate and grounded in real-world school experience.
Additional biographical information
The resources in this store were created to support teachers, behaviour therapists, independent learning assistants, teaching assistants and families who are working with children that may need additional support with regulation, behaviour and independence.
Many of the strategies and tools shared here come directly from real experiences in school settings, where simple, thoughtful adjustments can make a meaningful difference for children and the adults supporting them.
My aim is to create resources that feel practical, supportive and easy to use in everyday environments. When adults understand how to support regulation and reduce overwhelm, children are more able to feel calm, confident and ready to engage with learning, relationships and the world around them.
Sometimes the most powerful progress is a small step forward. Seeing a child move just one step further than yesterday, feeling more regulated, more confident and more able to participate in what matters to them, is always the moment that matters most.
Thank you for taking the time to explore the resources at Regulate & Radiate.
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