Neuroinclusive.coach

20/08/2026

Some of my most enjoyable work this year has been with Year 11s getting ready for exams, whether study skills workshops, 1:1 digital organisation, executive function work or trauma and attachment informed tuition.

I'm excited for you all today and really hope you know that no matter what your certificates say, you are all genuinely incredible people. You will always be more than grades, more than your job, more than your pay packet.

What matters is who you are: your heart, the kindness you show yourselves and others, and knowing that *you are enough.*

Whatever is written on that piece of paper today, please don't forget that ✨️

04/08/2026

I've realised I've been using words like 'executive functions' and 'the nervous system' a lot recently.

The trouble is that they're terms that professionals use every day, but they don't mean much if nobody has ever explained them.

So over the next few weeks, I'd love to lift the lid on what's really going on beneath the surface when children (and adults!) are learning.

Because my work is definitely not just about helping someone pass an exam or remember their times tables. It's about helping people build the foundations that make learning possible in the first place.

Things like feeling safe enough to think clearly, managing big emotions, coping when things don't go to plan, staying focused, getting started, asking for help, believing "I can do this", setting meaningful goals and knowing what to do when obstacles inevitably appear.

It all starts with the nervous system.

Think of your nervous system as your body's communication network. It's made up of your brain, spinal cord and nerves, constantly sending messages around your body. Every thought, movement, emotion and reaction relies on it doing its job.

When that system feels calm and safe, learning becomes much easier. We can think, remember, solve problems, connect with other people and bounce back from mistakes.

But when our nervous system is overwhelmed or under stress, it's much harder. Instead of thinking clearly, our brain's priority becomes keeping us safe. That can look like becoming anxious, avoiding work, getting angry, shutting down, people-pleasing, or simply feeling completely overwhelmed.

It's not laziness.
It's not a lack of intelligence.
And it's often not a lack of motivation.

It's a nervous system asking for support before it can access learning.

Understanding that one idea can completely change how we support ourselves and the young people in our lives. This is where neuroscience meets compassion.

And it's why neuroinclusive.coach is about so much more than learning.

What learning buzzwords have you heard but never really understood?

Pop them in the comments and I'll add them to the list. Let's translate the science into everyday language so we can all help children become more ready to learn.

31/07/2026

Oh, the power of the outdoors, of movement, of connection 🥰

A week of walking, camping and biking has helped my nervous system settle and reminded me what really matters.

Research suggests that time in nature, gentle physical activity and meaningful connection can help reduce our stress response, support emotional regulation and restore the attention that modern life so easily drains. They're not a cure-all, but they are powerful foundations that many of us underestimate.

Sometimes our brains don't need more productivity; sometimes they need more trees, more laughter, more fresh air and a little less urgency.

What beauty is fuelling you today? 🌿

23/07/2026

About to go relatively off-grid for a bit to reset and retune my nervous system. Some quiet time with low brain demands and high physical demands - always a good investment for me!

Here's wishing people a happy and healthy summer, however that might look for you.

Coaching commences in August and I'm super excited to be working with some fab kids individually on their study skills, agency, executive functions, English and geography.

I'm one lucky lady! 🌟

19/07/2026

We've spent decades teaching children what to learn.
What if we've overlooked one of the most important questions...

How does your brain learn best?

As summer begins, perhaps the goal isn't to fill every moment, but to create the space where curiosity has a chance to return.

I've been quietly building something around this idea - Learn Your Way.
*excited* 🌿

17/07/2026

Ahh... summer holidays. ☀️

Time to bury the PE kit under the bed and enjoy a well-earned break from school routines.

If you have a young person moving into Years 10–13 this September, you might also be wondering how to help them feel prepared - without turning summer into six weeks of revision.

After more than 20 years in education, one thing still surprises me:
*We're brilliant at teaching subjects, but we rarely teach young people how they learn.*

That's why I've created something I've wanted to offer for a long time.

A live online programme that's not another revision course, but an evidence-informed, neuroinclusive approach to helping teenagers understand how they learn best, reduce overwhelm and build confidence before GCSEs, A Levels or the IB.

If your teenager has the ability, the ambition and the best intentions, but struggles to know where to start or how to make revision stick, this is for them.

If you've got a child heading into Years 10–13 this September, what's the biggest challenge they're facing right now?

🤔Overwhelm?
🤔Motivation?
🤔Knowing where to start?
🤔Exam anxiety?

Comment below ⬇️

15/07/2026

Learning isn't all about school and books, it's all sorts including helping children find their voice ❤️

We often tell children, "Stand up for yourself."

But what if we've skipped a few steps?

Research suggests that self-advocacy begins before aged 4 with 'agency' - the belief that *my thoughts, preferences and decisions matter.*

Instead of rushing to solve or decide for children, we can ask:

💬 'What do *you* think?'

💬 'What makes you choose that?'

💬 'How can you explain your thinking?'

When a child says, "Actually, I'd rather...", they're not being difficult. They're learning that it's safe to have their own opinion. Celebrate this.

Perhaps one of the greatest gifts we can give a child isn't confidence.

It's the quiet but deep belief that *their voice matters.*

30/06/2026

Building identity through responsibility. Wise words indeed, *this house doesn't reward negligence, it rewards effort*

07/06/2026

As someone with ADHD, a curious mind, and a career built around helping others grow, there can be an almost unconscious assumption that growth always looks like movement. Yet forests grow in winter. Bread rises while apparently doing nothing. Learning consolidates during sleep. Muscles strengthen during recovery rather than training.

The pause is not the opposite of growth.
The pause is often where growth happens.

Before bed, you might enjoy a related Japanese idea: Yohaku (余白) — literally "remaining white space."
In design, it is the empty space left intentionally around an object. Not because the designer forgot to fill it, but because the object becomes more beautiful when it has room to breathe.
The older I get, the more I suspect people are like that too.

Not every evening needs to become a business plan. Not every hobby needs to become a side hustle. Not every weakness needs fixing. Not every hour needs optimising.

Some things just need a little yohaku around them.

Including you.

Sleep well, my friend. And if that familiar voice starts whispering that you should be doing more, perhaps answer it with:
"I'm leaving some white space."
That would be enough. ❤️

21/05/2026

This looks like great research for education centres to get involved in:
🧠 MAKING EXAMS ACCESSIBLE FOR NEURODIVERGENT STUDENTS

The UCL Centre for Research in Autism and Education (CRAE) have partnered with Pearson to look at how neurotypical and neurodivergent students answer GCSE exam questions.

They hope this will lead to greater accessibility in exams for all students.

They would be very grateful if UK-based centres with students taking Pearson GCSE examinations would consider taking part in the next phase of this very important project. This would involve providing information about the neurodivergent students you have within your GCSE cohorts (e.g. type of neurodivergence). Involvement should not take more than 30 minutes of your time (depending on cohort size). To find out more, please click here to enter your contact details and the team will be in touch with further details.

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