Child & Young Person Support

Connection before compliance. Relationship before expectation.

I believe children and young people do best when they feel safe, seen, heard and connected.

My approach to support is grounded in relationship, inclusion, play, connection with nature and respect for each young person’s individuality. Rather than focusing only on what a child is finding difficult, I want to understand the whole person — what they enjoy, what helps them feel safe, how they communicate, what they are interested in and what helps them thrive.

I work particularly well with children and young people who benefit from a gentle, relational and strengths-based approach.

My approach

My work is informed by my studies and experience across child development, attachment, gentle parenting, play-based approaches, nervous-system awareness, yoga and social and emotional wellbeing.

I have also undertaken training in Bunyarrabulgalma, which has strengthened my understanding of connection, relationships, wellbeing and the importance of culture and community.

I believe support doesn’t always need to look like sitting at a desk and completing a task.

Sometimes it looks like:

🌿 spending time in nature
🎨 creating and making something together
🐴 connecting with animals
🚶‍♀️ going for a walk
🧘‍♀️ moving, stretching or practising simple mindfulness
🎲 playing a game
🍳 learning everyday life skills
💬 talking and being genuinely listened to
🌱 developing confidence through small, achievable steps
🤝 finding ways to participate in the wider community

Nature, movement, play and meaningful relationships can all provide opportunities for connection, confidence and regulation.

I see behaviour as communication

When a child is struggling, I don’t begin with “How do we stop this behaviour?”

I begin with:

What might this child be communicating?

I believe children deserve to be met with curiosity rather than shame, and with support rather than punishment.

My approach is informed by attachment and respectful, non-violent communication. I aim to create environments where children can express their needs, experience appropriate boundaries and gradually develop the skills and confidence to navigate the world around them.

Supporting the whole child

I don’t believe children should have to change who they are in order to receive support.

I value neurodiversity, individuality, culture, identity and different ways of communicating and learning.

My goal isn’t to make every child behave the same way.

It is to help each young person develop their own strengths, confidence, independence and sense of belonging.

What support can look like

Depending on the needs and goals of the child or young person, I can provide support with:

• Community access and participation

• School holiday support

• Transport and attending appointments

• Building confidence and independence

• Life skills and everyday activities

• Social connection and participation

• Supporting young people to explore their interests

• Advocacy and helping young people communicate their needs

• Support around routines and transitions

• Creative, outdoor and nature-based activities

• Gentle movement, mindfulness and wellbeing activities

• Supporting participation in community activities

• Working alongside families and existing support networks

I can also support families to identify opportunities for connection, activities and community participation that are meaningful to their child.

A little about me

Alongside my work with children and families, my background includes birth work, sexual violence education and support, massage and wellbeing work, mental health first aid and advocacy.

I am currently undertaking further training as a Teacher Aide, continuing to build my understanding of learning, development, inclusion and supporting children within educational environments.

I bring all of these experiences together with a strong belief in the importance of community, connection and belonging.

I don’t see myself as someone who comes in to “fix” a child.

I see my role as walking alongside them — building trust, noticing their strengths, creating opportunities for connection and supporting them to become more confident in their own abilities.

My values

Connection — relationships come first.

Respect — every child deserves to be heard and treated with dignity.

Inclusion — there is no single way to learn, communicate, play or participate.

Autonomy — children and young people deserve a voice in decisions that affect them.

Compassion — behaviour is communication, and children deserve curiosity rather than shame.

Community — wellbeing doesn’t happen in isolation.

Nature — time outdoors, movement and connection with the natural world can be powerful ways of supporting wellbeing and connection.

Play — play is not just something children do; it is one of the ways children learn, communicate and make sense of their world.

Safety & qualifications

I hold a current Blue Card and First Aid/CPR certification, have completed relevant NDIS worker orientation modules, hold an open driver’s licence and have access to a reliable vehicle.

I am committed to maintaining appropriate professional boundaries, child-safe practices, confidentiality and respectful communication with children, young people and their families.

Who I work best with

I am particularly interested in supporting children and young people who benefit from a gentle, relationship-based approach, including those who may find traditional environments or approaches challenging.

If you’re looking for someone who will take the time to get to know your child, build trust and support them as a whole person — I’d love to have a conversation about whether we might be a good fit.