Why I Care

Mental health is a top priority of mine. From a young age, I felt and was told that I was different. I was hyper verbal and my main stim was singing, which annoyed a lot of peers and adults. I was also sensitive to injustice and inequity from a young age, another trait that got me into trouble more often than not. 

Throughout my educational career, I struggled to maintain emotions, stay engaged, complete assigned tasks, stick to a schedule, be on time, judge the room, and a whole host of other behaviors that lead classmates and colleagues to label me as quirky, passionate, overly sensitive, or worse. More often than not, traditional educational environments dysregulated my emotions leaving me exhausted and unable to do much else after school or on weekends.

A late-in-life diagnosis of ADHD and level 1 Autism clarified a lot of my past struggles. In spite of the difficulties I faced in schools, I have always loved learning. My enthusiasm for knowledge and my love of the language arts helped me navigate systems and learn about the cultures I found myself in so that I could succeed, even thrive. My educational journey to getting my PhD in Language Education and becoming a Professor of English Education forced me to learn not only about my own neurodivergence. I also learned how neurodiversity in educational settings, can be a gift if the right supports are in place for neurodivergent learners.

After twenty six years as an educator in various settings, I decided to pursue the plan I've worked on for over ten years:  To help other neurodivergent learners navigate schools and academic workplaces so they can thrive.  My research background on mental health in schools coupled with thirty three years of classroom teaching, advising, and tutoring  equipped me with processes, approaches, and tools I want to share with other neurodivergent learners. 

Check out my vitae below to see some of the work I've done professionally. I have also started the process to become an Allied member of  the Association of Educational Therapists and use principles and practices suggested by this accrediting organization.

*Please note, I am not a clinical therapist. My degrees and experiences are in education and humanities. The approach I use is neuro-affirming and uses cognitive coaching focused on behaviors and their connection to language.