Children & Families
What I help with
Fine motor and handwriting, coordination, sensory processing, regulation, attention, school readiness, learning differences and sense of self. Here is what families most often come to me for.
Fine motor and handwriting, coordination, sensory processing, regulation, attention, school readiness, learning differences and sense of self. Here is what families most often come to me for.
Most parents do not arrive with a diagnosis. They arrive with a child who is finding something harder than it should be.
Below are the areas I work in most. Many children sit in more than one, and the assessment is where we find out what is actually driving it. Differences in how a child moves, senses and regulates are understood, not corrected; the work is about giving their body and nervous system what they need to feel safe, capable and themselves.
Getting ready for preschool or Kindergarten, and support for children already at school who are capable but not showing it in the classroom. I work directly with educators and learning support so home and school share one plan.
Pencil grip, letter formation, messy or effortful writing, tiring quickly at the desk, avoiding drawing and cutting. Often the hand is not the problem; the foundations underneath it are.
Clumsiness, trips and falls, difficulty with ball skills, climbing or riding a bike, and children described as awkward or always moving. Includes Developmental Coordination Disorder and motor planning difficulties.
Children who are overwhelmed by noise, textures, busy rooms or clothing, and children who seek movement, pressure and input constantly. Both are the nervous system working harder than it should.
Emotions that go from zero to a hundred, meltdowns after school, difficulty with transitions and boundaries, and a child who seems to live on high alert. We work with the body first, then the feelings.
Difficulty settling to a task, staying in a seat, following multi-step instructions or finishing work. Attention sits on top of posture, regulation and reflexes, so that is where we look first.
Reading, copying from the board, losing place on the page and visual tracking all depend on how the eyes and body work together. I address the movement and reflex foundations that sit beneath learning, alongside your child’s educational supports.
Support for autistic and ADHD children, and for families noticing early signs and wanting to understand them. Neuroaffirming throughout: the aim is a child who feels understood and regulated, not a child who masks.
Children who have started to say they are bad at things, or that they are the naughty one. When the body feels organised and safe, confidence has somewhere to grow from.
Dressing, mealtimes, toileting, sleep and the morning rush. The ordinary moments that take far more effort than they look like they should, and the ones families most want back.
You do not need to know which of these applies before you reach out. The initial consultation is a conversation about what you are noticing, and the assessment is where we find out what is underneath it. From there, you choose how we continue.
Reach out whenever you feel ready. Together we can bring focused support home, into the everyday spaces where your child is most themselves.