Hatch Education

“Kids do well when they can.”
It’s one of my all-time favourite quotes—honestly, more like a mantra in our house.

Parenting has taught me that kids’ needs don’t always look the way I expect them to. Sometimes they’re super clear and I can jump in and support. Other times, I find myself getting frustrated or slipping into blame-mode… and that’s when I come back to this.

If they could do well—they would.
That little reminder helps me shift from “What’s wrong with them?” to “What’s getting in the way?”

Because behaviour is communication. And when I pause, get curious, and meet the need—it always leads to better outcomes for everyone (including me!). ❤️

With Perth schools going back next week, I’ve been thinking… if you could shake up the school system just a little (or a lot), what would you change?

Smaller classes? More play? Less testing? A nap room, maybe?
There are no wrong answers—just curious what pops into your head.

After reading the article in The West Australian about Juliette Mason, who was excluded from an athletics event because Athletics WA wasn’t inclusive, I wanted to share a little about what inclusion in sport actually looks like—and what it definitely doesn’t.

All-abilities teams can be amazing—when kids choose them. Some children thrive with modified games, extra support, or smaller groups. But these programs shouldn’t be the default just because mainstream clubs haven’t figured out how to be inclusive. You don’t get to start an all-abilities group and then tick the “inclusive club” box—inclusion isn’t something you delegate, it’s something you do.

Inclusion means neurodivergent kids are genuinely welcome on every team, in every game, and at every comp. That takes a little effort—coaches learning how to adapt instructions, understanding sensory needs, offering support—but the payoff? Huge. Kids feel like they belong, and everyone grows from the experience.

Because here’s the thing: when we segregate neurodivergent kids, everyone misses out. Coaches miss the chance to build inclusive skills, teams miss the beauty of diverse friendships, and clubs miss the opportunity to lead real change. And honestly? That’s a pretty big loss—for the child and the community.

If we want kids to grow up believing everyone deserves a place on the team, we need to show them that now.

Seen a club doing this well? Give them a shout out in the comments and let us know what awesome inclusive practice you’ve spotted!

Happy Easter from Hatch!
Whether you’re into chocolate 🍫, chill time 🧘‍♀️, or a bit of both—hope your day is full of good things (and zero overstimulation ✨).

“Improve social skills” sounds great… right?
But what if we’ve been looking at it the wrong way?

These slides break down why some traditional social goals don’t quite hit the mark — and how we can flip the script to support real connection, comfort, and confidence for autistic kids.

Let’s build bridges, not boxes! - Miki

Welcome!
Hi, I’m Miki – a teacher currently working casually in a few lovely schools while also studying to become a Developmental Educator and completing my Masters in Autism and Neurodivergence.

I’m now looking to connect with a few families who have children working on goals where I might be a great support—whether that’s building capacity, developing new skills, or simply having a trusted person alongside them at home, school, or in the community.

This space is also where I’ll be sharing helpful tips, favourite quotes, and starting conversations about neuroaffirming ways we can support our kids to feel seen, capable, and celebrated. I’m so glad you’re here!