About Me

My passion for trauma-informed, inclusive education began long before I ever stepped into a classroom as a teacher. As a young student, I was often disengaged. I was quietly struggling with challenges both at home and in my own mind. I didn’t have the language for what I was feeling. What I did have were a few teachers who saw past the behaviour and noticed the child beneath it. Their impact stayed with me, shaping not only how I learned, but eventually, how I wanted to teach.

That lived experience became the foundation for my professional journey. In 2017, I began working with children in out-of-home care – young people navigating instability, trauma, and complex systems. From there, I moved into specialist education settings supporting at-risk youth. These roles challenged me, stretched me, and ultimately solidified what I already knew: behaviour is communication, and connection is the gateway to learning.

Then came COVID. While devastating in so many ways, the pandemic shone an undeniable light on something those of us in this field had always known – school is more than academics. For countless children, it is safety, predictability, relational stability, and a guaranteed meal that day. Watching young people lose access to those protective factors during lockdowns strengthened my commitment to trauma-aware practice even further. It was impossible to ignore the widening cracks in our systems, and equally impossible not to want to help repair them.

Now, as I work toward completing my Master of Education in 2026, my focus remains the same: championing the needs of our most vulnerable learners. I am committed to creating environments where every student feels seen, supported, and understood – and to equipping educators with the tools to make that possible.

My goal is simple but essential: to continue showing up for the students who need it most, just as others once showed up for me.