About me
Why I became an Educational Psychologist
I became an educational psychologist because I care deeply about helping children and young people feel understood and supported. My journey into this field began with personal experience – when I learned that my husband had gone through school with undiagnosed dyslexia, it had a lasting impact on me. No child should grow up believing they are not capable simply because their needs have not been identified or met. That belief has shaped my work ever since.
I was born in the UK, grew up in Zambia and trained as an educational psychologist in South Africa. I worked across a wide range of educational settings there and in different African countries, including six years in-house in both public and private schools. Cross-cultural work and supporting children with English as an additional language were an everyday part of my practice in South Africa and I also travelled to neighbouring African countries to work with parents, children and school staff. These experiences have had a lasting influence on my understanding of culture, communication and learning and continue to shape my approach in a UK context.
During my time in South Africa, I also volunteered in an autism specialist school. This gave me early, hands-on insight into supporting neurodivergent children and sparked a lasting interest in understanding individual learning profiles and developmental needs.
My Focus
Since returning to the UK, my professional focus has naturally shifted in response to the changing needs of the young people I support. I spent time working with the British Dyslexia Association and continue to carry out statutory assessments as a locum for several local authorities. Alongside this, my private practice has grown to focus more on adolescents experiencing emotional and mental health difficulties, such as anxiety, low mood and school-based distress. I am also regularly approached by families seeking a better understanding of their child’s profile, which may include aspects of neurodivergence such as autism, PDA or executive functioning difficulties. My aim is always to offer clear, thoughtful guidance that supports the young person as a whole – socially, emotionally and cognitively.
I continue to believe that the earlier we understand a child’s needs, the sooner we can make meaningful progress. My role is to bring clarity to what might feel confusing or overwhelming – offering insight into a young person’s strengths and challenges and helping families and schools find realistic, compassionate ways forward.
I also run Squirhill, a private therapy centre based in a peaceful rural setting, which serves as my base when clients travel to see me. The space is also available to other professionals and can be booked via www.squirhill.com.
Above all, I want the children and young people I work with to feel seen, heard and supported – and to know there is a way forward.