Supporting Students with Anxiety

When working with students who experience anxiety, my goal is to help them build confidence, self-worth, and self-esteem. I focus on creating a safe and supportive environment that removes the fear of learning, allowing each child to feel more comfortable and empowered. I aim to help them overcome their anxieties and excel in their education by addressing their emotional needs alongside their academic progress.

Working with Autistic Students

I have extensive knowledge and understanding of Autism Spectrum Disorder (ASD) and employ tailored strategies designed to support every aspect of a student’s development. My approach focuses on creating an environment where students feel understood and valued, helping them navigate and thrive in a world that makes sense to them. By addressing their educational and emotional needs, I aim to foster growth, confidence, and independence.

Working with Students with Dyslexia

With expertise and experience, I support students with dyslexia in improving their reading, writing, and spelling skills while also addressing challenges like processing difficulties and working memory issues. My approach builds confidence and self-esteem, helping students understand that their struggles don’t define their abilities. Personalised support aims to empower students to reach their full potential and feel proud of their progress.

Supporting Students with Working Memory and Processing Difficulties

With the skills and experience to support students with working memory and processing difficulties, I help them retain and comprehend information more effectively. Students are guided to grasp and apply new ideas using targeted strategies, making learning more manageable and less overwhelming. This approach builds confidence and enables them to engage with their education in a way that suits their needs.

Supporting Students with Behavioural Needs and Demand Avoidance (PDA)

I recognise the critical importance of developing positive working relationships when supporting children with behavioural needs and demand avoidance (PDA). By fostering trust and open communication, I create a safe and supportive environment where children feel understood and respected. This foundation allows us to work collaboratively to address their unique challenges, helping them navigate their emotions and behaviours more effectively.

AQA GCSE English Language Specialist