Workshops & Consultancy for Education

Calm, Connected & Creative Learning Environments

Supporting Calm, Connected Classrooms

School leadership today is complex.

You are holding learning, wellbeing, behaviour, relationships, compliance and culture — often all at once — while responding to daily challenges from every direction.

You are not doing this because you are incapable.

You are doing it because the role has expanded, the needs are layered, and the pace rarely slows.

What teachers and leaders are saying

Nicole made the neuroscience behind behaviour easy to understand and apply. Applying the strategies she recommended improved student focus and engagement, and created a more positive learning environment. Working with Nicole was a great experience; her expertise and supportive approach made the process both insightful and enjoyable.

Julia H.

Year 6 Educator

Watching Nicole model brain-based strategies with young children was eye-opening. The "Wanting Brain — Practising Waiting & Choosing" lesson had such a positive impact — the children loved it and stayed focused. Nicole showed us how to support children who find regulation tricky through routines that really work. I saw children become more confident and calmer by adapting the strategies and recognising individual self awareness patterns to support their triggers and needs immediately.

Cie R.

Pre-K Educator

Embedding SEL into my lessons significantly increased student engagement and wellbeing. The classroom felt calmer contributing to a positive learning environment for students. Incorporation of SEL strategies also increased students' motivation and overall participation helping students to develop greater independence and better focus on their learning.

Laura H.

Year 3 Educator

Nicole’s work helped us integrate wellbeing practices into daily routines in a way that felt achievable. Teachers felt supported with strategies that actually work which made our classrooms calmer and more connected.

Prish G.

Early Years Stage Coordinator

Maybe This Sounds Familiar...

Maybe you are a highly experienced leader who is confident in many areas — and noticing that behaviour, regulation and wellbeing now require deeper shared understanding across staff.

Maybe you are supporting beginning teachers who have enormous potential, but need more than theory to feel confident in complex classrooms.

Maybe you find yourself acting as the connector — between teachers, families, allied professionals and system expectations — and would value an external perspective to help build shared language and alignment.

Maybe you are new to leadership, or newly responsible for wellbeing, and want support for yourself as well as for the people you lead.

Or maybe you simply recognise that you don’t have to hold everything alone.

This work is designed for leaders who value reflection, clarity and partnership — and who understand that seeking support is part of leading well.

What This Work Supports

I work with schools to build shared understanding and practical systems around social and emotional learning (SEL), regulation and behaviour — so responsibility does not sit with individual teachers or leaders alone.

This work supports schools to move from:

reactive responses

fragmented strategies

reliance on individual judgement calls

to:

common language

consistent daily practices

calmer classrooms

more confident staff

This is not about adding another program.

It is about making sense of what is already happening and supporting people to respond with clarity and consistency.

Nicole’s workshop was amazing. The feedback from my training team was overwhelmingly positive — they didn’t want her to stop talking! Her neuroscience-informed approach was both practical and inspiring, and it gave our educators strategies they could use straight away.

Sue B.

Lead Trainer Early Childhood

Nicole’s whole staff workshop and 1:1 coaching helped teachers to build a deeper understanding of the brain science behind behaviour and supported our teachers to integrate practical strategies into daily routines. Her knowledge, skills and kind manner ensured a positive and supportive experience for teachers.

Kaye C.

Head of Junior School

Prish G.

Early Years Stage Coordinator

How I Work With School Leaders

I work alongside leadership and wellbeing teams to help:

support teachers without increasing pressure

create clarity around behaviour and regulation

align wellbeing, pedagogy and curriculum

reduce friction between leadership expectations and classroom reality

build universal practices that support all students

My role is not to tell leaders what to do.
It is to help make complexity more understandable, so support feels shared rather than personal.

Ways We Can Work Together

Whole-School Introductory Session

A foundational session (in person or via Zoom) that helps staff understand:

what is happening beneath behaviour

how stress and regulation impact learning

why shared understanding matters more than individual tools

This session establishes a common language and provides a strong foundation for ongoing work.

Follow-Up Workshops & Consultancy

Targeted support for:

leadership teams

wellbeing teams

year-level or stage teams

beginning teachers

These sessions focus on:

realistic classroom implementation

daily routines and structures

building staff confidence over time

Leadership & Beginning Teacher Support

Beginning teachers often need support translating understanding into practice.

I work with leadership teams to:

scaffold support for early-career teachers

reduce overwhelm and self-blame

build confidence and consistency across classrooms

Working Alongside Allied Professionals

I also support collaboration between teachers, psychologists, occupational therapists and wellbeing staff.

This work helps teams:

align language and intent

build universal strategies

reduce breakdowns between recommendations and classroom reality

The Educator Guide

At the centre of this work is The Educator Guide — a clear, accessible resource that supports shared understanding of behaviour, regulation and nervous system needs.

Schools use the guide to:

support staff meetings and professional learning

guide leadership conversations

onboard new teachers

build consistency over time

Individual educators may purchase the guide for personal use.
Schools and organisations require a licence to use the guide across staff, teams or professional learning contexts.