I have extensive experience working with neurodivergent students across both mainstream and specialist-supported educational settings, including learners with autism, ADHD, dyslexia, and a range of additional learning needs. This experience has been developed over many years of classroom teaching, tutoring, and close collaboration with SEN departments, educational psychologists, occupational therapists, and pastoral teams
I am qualified and trained in supporting students with autism and ADHD, and I have consistently adapted my teaching practice to ensure that learning is accessible, structured, and effective for every learner. I understand that neurodivergent students often require not only differentiated content, but also carefully considered approaches to pacing, communication, environment, and feedback
My teaching approach is highly responsive and individualised. I use structured routines, clear instructions, and broken-down learning sequences to reduce cognitive overload and support sustained focus. I also incorporate visual scaffolding, modelling, and step-by-step guidance to help students build confidence and independence over time. Where appropriate, I use repetition and retrieval strategies to strengthen memory and retention, particularly in exam-focused contexts
I have supported students with autism who benefit from predictable lesson structures and explicit teaching of expectations, as well as students with ADHD who require more dynamic, engaging, and varied lesson pacing to maintain attention and motivation. In both cases, I adapt lessons to meet the learner’s needs while maintaining high expectations and academic challenge.
A key part of my practice involves close collaboration with SEN teams to ensure that individual education plans (IEPs), strategies, and interventions are effectively embedded in my teaching. I have worked alongside specialists to implement tailored support strategies, ensuring consistency between classroom teaching and wider school provision.
Beyond classroom practice, I bring a strong understanding of the emotional and pastoral dimensions of neurodivergence. My experience as a trained helpline volunteer has further strengthened my ability to communicate with empathy, patience, and clarity, particularly when supporting young people experiencing anxiety, overwhelm, or low confidence in learning situations.
I also prioritise building confidence and self-belief in neurodivergent learners, many of whom have experienced barriers to learning in traditional academic environments. My aim is to create a safe, structured, and encouraging learning space where students feel understood, capable, and supported to achieve their full potential
Ultimately, my approach to neurodivergent education is rooted in high expectations combined with high support. I believe that with the right strategies, structure, and understanding, every student can make meaningful academic progress and develop confidence in their abilities.
