As a school, you might be concerned because…

Helping students thrive—inside and outside the classroom - How to learn, not just what to learn!
Students learn best when they feel confident, supported, and understood. Yet challenges such as anxiety, low self-esteem, behavioural difficulties, or learning differences can stand in the way. Research highlights a clear link between emotional wellbeing and academic success (Sacco et al., 2022).
Also, studies reveal that 1 in 5 students face anxiety or mental health challenges during their schooling (Cefai et al., 2021). Without the right support, these difficulties can impact concentration, social skills, and long-term success. That’s where I can help.

I specialise in identifying and addressing barriers to learning, offering expert interventions to support students with:

Confidence & social skills – Helping students develop resilience and communication skills.
Behaviour & emotional regulation – Strategies to support self-management and engagement.
Special Educational Needs (SEND) & Neurodiversity – Tailored approaches for individual learning styles.
School reintegration & attendance support – Reducing anxiety and easing transitions.
Parental & school collaboration – Working with families, teachers, and external agencies to create lasting solutions.

“Amanda has been an invaluable asset to our school. She worked with some of our most vulnerable primary-aged children—those who had experienced extreme trauma, those for whom English was not their first language, and Neurodivergent pupils struggling to engage. Many of these children were beyond the reach of our in-house support, but Amanda built trust and transformed their school experience. In just two terms, she helped turn around our reception classes, increasing expected end-of-year achievement from 40% to 80%. Her work extended beyond the children—she also supported teachers, TAs, and parents, ensuring long-term success. Her impact has been truly remarkable.”
In my work with reception children and small groups, I encountered a wide range of challenges—from a child with suspected selective mutism who struggled to join in lessons, to pupils facing severe autism, behavioural issues, and communication difficulties. Working with over 80% of students from challenging backgrounds, including those for whom English was not the first language, I helped them overcome barriers. By the end of our sessions, these children not only reached key educational milestones but also integrated into the school environment and began to enjoy learning.

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