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Most children who struggle with behaviour aren't being difficult. They simply haven't been taught the skills yet. My approach is structured, practical, and built around one idea: teach the skill directly, in sequence, with room to practise. Every part of how I work was shaped by years in classrooms, watching the same gap appear again and again: children expected to cope with feelings they had never been taught to name.
That work is grounded in restorative practices, an evidence-informed approach that focuses on building relationships, developing accountability, and teaching children the skills they need to navigate challenges successfully.
The four core elements
Belonging: Children thrive when they feel connected, valued, and understood. A strong sense of belonging helps children feel safe enough to learn, grow, and take positive risks.
Dignity: Every child deserves to be treated with respect, even during difficult moments. I focus on preserving a child's dignity while helping them learn from mistakes.
Accountability: True accountability goes beyond punishment. Children learn to reflect on their actions, understand the impact of their choices, and take ownership of their behaviour.
Repairing harm: When mistakes happen, children are guided to repair relationships, rebuild trust, and make things right through meaningful actions and conversations.
What this looks like in practice
- Teaching children how to identify and express emotions effectively
- Using reflective language that encourages responsibility and self-awareness
- Helping children navigate conflict and solve problems collaboratively
- Building skills for healthy friendships and positive relationships
- Supporting children in repairing harm and resolving disagreements constructively
- Creating space for every child to feel heard, respected, and included
Rather than asking "what's wrong with this child?" restorative practice asks: what skills does this child need, and how can we help them develop those skills?