Bridging Minds of All Kinds

Restorative Practices Consultant & Circle Facilitator

With over 16 years of experience leading circles, I help schools, families, and organizations build spaces where people of all neurotypes and abilities feel seen, heard, and supported.

What I Specialize In:

 Restorative Practices Across Neurotypes

 Supporting neurodivergent learners and adults

 Honoring different ways of communicating and regulating

 Using strength-based, trauma-informed, neuroaffirming approaches

 Training in PreK–12 and Higher Education

Helping teams build truly inclusive and neuroinclusive spaces

Restorative practices trainings for:

 Elementary, middle, and high schools

 Colleges and universities

Circle Work I Offer:

Circles for Learning & Community

Community Circles

Educational Circles

Classroom Circles that work for ALL learners, regardless of ability

Inclusive formats where everyone has a way to join in

Family & Community Connections

Family Circles

Community events

Restorative conversations for relationship-building and problem-solving

Restorative Processes

Re-entry circles for students or community members returning after time away

Conversations to repair harm or restore trust

How I Work:

My goal is to help you shift the culture of your environment, not just implement a program.

Together, we will:

Start with the goals and needs you identify

Build a plan that works for your space, your people, and your values

Create a system that’s sustainable and adaptable

Make sure all communication styles and abilities are supported

Where My Experience Shines:

Working with neurodiverse populations and across neurotypes

Supporting multi-abled classrooms

Bringing restorative practices into higher education spaces

Restorative Practices & Special Education Support
One powerful, but often overlooked, application of restorative practices is within special education structures. I help teams shift away from traditional behavioral modification models and instead build systems rooted in relationship, regulation, and understanding.

This includes support in developing:

FBAs (Functional Behavioral Assessments) grounded in connection, safety, communication differences, and sensory needs

BIPs (Behavior Intervention Plans or Variations) that reflect student strengths and neuroaffirming strategies

Student Behavior Plans that meet the underlying need and build skills instead of focusing on compliance

Classroom Management Plans that support autonomy, voice, and regulation

Structures that replace token systems, punishment models, and compliance-based strategies with restorative, inclusive, and dignity-centered approaches

The goal isn’t to “fix behavior”—it’s to understand the person, reduce stressors, build relationships, and create environments where students feel safe showing up authentically.

Training & Ongoing Support:

Custom Training

Individualized sessions built around your specific needs

Full Program Development

Hands-on support building out your restorative practices framework

Follow-Up & Sustainability

Monthly or yearly support to keep momentum going

Guidance as your restorative culture grows over time

Listening for Understanding Across Neurotypes — Through Restorative Practice

At the heart of my work is listening — not to diagnose, fix, or manage difference, but to understand how each person experiences the world, communicates, and connects.

As a private consultant, I work closely with families, educators, and professionals to provide individualized, relationship-centered support grounded in neuro-affirming and restorative practice. My work is personal, collaborative, and tailored — not standardized, clinical, or compliance-driven.

I believe neurodiversity is a natural and valuable part of human variation.
My role is to help people understand differences, communicate across neurotypes, and build environments where learning and relationships can flourish.

I provide individualized consultation for learners and families across home and educational settings, with a focus on understanding how expectations, environments, and relationships interact with each learner’s neurotype and learning profile.

Rather than asking, “How do we change this behavior?”
I ask, “What is this learner communicating — and how can we respond in a way that supports access, dignity, and connection?”

Support may include:

• Observation of learning styles, communication patterns, and interaction needs
   
• Identifying sensory, executive functioning, and regulation preferences
   
• Using restorative conversations to understand perspective and experience
   
• Supporting collaborative problem-solving between students and adults
   
• Redesigning routines, transitions, and expectations to increase access and engagement
   

My approach emphasizes:

• Deep listening and shared understanding
   
• Reducing power struggles and miscommunication
   
• Preserving dignity and autonomy
   
• Building practical strategies that fit real family and classroom contexts
   

I provide consultation to support families navigating educational systems with clarity, confidence, and collaboration.

Support may include:

• IEP and 504 consultation
   
• Review of FBAs, BIPs, and discipline plans
   
• Meeting preparation and coaching
   
• Identifying inclusive accommodations and supports
   
• Supporting collaborative communication with schools
   

My advocacy approach emphasizes:

• Strength-based framing
   
• Preserving relationships while protecting access
   
• Centering lived experience and identity
   
• Supporting families as informed partners
   

I serve as a bridge between families and schools, helping teams listen differently and design supports that truly reflect the learner.

All of my work is grounded in:

• Respect for neurodiversity and diverse learning profiles
   
• Listening for understanding across neurotypes
   
• Restorative communication and relational repair
   
• Inclusive and strength-based design
   
• Collaboration over compliance
   
• Dignity, autonomy, and voice
   

Because when support is personal, relational, and grounded in understanding —
learning deepens, relationships strengthen, and every individual gains access to thrive.

Understanding Yourself. Honoring Your Mind. Designing a Life That Works for You.

Realizing later in life that you are neurodivergent can be a powerful turning point. For many adults, this discovery brings clarity, relief, and new questions — about identity, relationships, work, energy, and how to navigate a world that often wasn’t built with your nervous system in mind.

Life Empowerment offers a collaborative, reflective, and practical space to explore what your neurodivergent profile means for your everyday life. This work is not about fixing, diagnosing, or changing who you are. It is about understanding how your mind works, recognizing your patterns and strengths, and learning how to move through life with more intention, confidence, and self-direction.

Grounded in lived experience and neuro-affirming frameworks, Life Empowerment supports adults in:

• Exploring their neurodivergent profile in accessible, non-clinical ways
   
• Making sense of lifelong patterns and experiences through a new lens
   
• Identifying strengths, sensitivities, and support needs
   
• Developing language for boundaries, communication, and self-advocacy
   
• Designing routines, systems, and environments that fit their brain
   
• Navigating work, relationships, parenting, and transitions with greater clarity
   
• Releasing outdated narratives and building an identity that feels authentic
   

This service is especially supportive for adults who are newly self-identified or diagnosed, exploring lifelong questions, recovering from burnout, or simply curious about how their brain works and how to live in ways that feel more sustainable and aligned.

Life Empowerment is not therapy, diagnosis, or mental health treatment. It is a coaching-based, reflective, and educational process focused on self-understanding, personal growth, and designing a life that fits your neurodivergent mind.

While therapy often centers on treating symptoms, processing mental health concerns, or working through clinical diagnoses, Life Empowerment focuses on present-day clarity, identity development, practical navigation, and future-oriented growth. The emphasis is not on what is “wrong,” but on how your brain works — and how to live well within that understanding.

In Life Empowerment sessions, we:

• Explore patterns, preferences, strengths, and nervous system needs
   
• Build language for advocacy, boundaries, and relational clarity
   
• Develop strategies for energy, organization, relationships, and work
   
• Reframe past experiences through a strengths-based, affirming lens
   
• Design systems that support sustainability, autonomy, and alignment
   

Rather than diagnosing, treating, or analyzing, this work is collaborative and forward-focused. You set the goals. You guide the direction. Sessions center on insight, experimentation, and real-world application.

Life Empowerment is especially helpful for adults who:

• Are not seeking therapy but want guidance and clarity
   
• Have completed therapy and want practical next steps
   
• Prefer a non-medical, identity-affirming approach
   
• Value support grounded in lived experience and neuro-affirming practice
   

If therapy is a space for healing, Life Empowerment is a space for understanding, designing, and growing.

Because empowerment begins with understanding yourself — and giving yourself permission to live differently.

I partner with individual schools, classroom teams, and small educational organizations seeking thoughtful, neuro-affirming guidance without large-scale system reform or institutional frameworks.

This work may include:

• Classroom observation and coaching  
• Strength-based learner and classroom profiles  
• Support with inclusive routines and participation  
• Guidance on restorative communication and relationship repair  
• Neuro-affirming approaches to behavior, engagement, and learning

My consultation style is:

• Personalized rather than programmatic  
• Collaborative rather than prescriptive  
• Practical and immediately applicable  
• Grounded in relationships and lived experience  

I focus on helping teams understand learners more deeply, communicate more effectively, and design supports that truly fit.

I specialize in supporting learners whose profiles are often misunderstood — including autistic learners with PDA profiles, twice-exceptional students, and learners with complex or masked presentations.

This work centers on understanding:

• How autonomy, choice, and flexibility shape engagement  
• How expectations are experienced across neurotypes  
• How communication differences influence behavior and relationships  
• How past school experiences impact trust and participation  

Support emphasizes:

• Collaborative problem-solving and shared decision-making  
• Flexible expectations and adaptive supports  
• Declarative and invitational communication  
• Preserving identity, dignity, and strengths  
• Designing supports aligned with the learner’s authentic profile  

I do not aim to increase compliance. I aim to increase understanding, agency, and meaningful participation.

I believe learners are not subjects of plans — they are partners in understanding their own experiences, needs, and strengths.

I support families and educators in incorporating student voice into:

• FBAs and functional understanding of behavior  
• BIPs and support planning  
• IEP and 504 processes  
• Transition and problem-solving meetings  

This may include:

• Narrative learner profiles  
• Perspective interviews and reflective conversations  
• Mapping learning, sensory, and communication preferences  
• Collaborative goal-setting and plan design  
• Teaching self-advocacy and reflection skills  

When student voice is centered:

• Plans become more accurate and responsive  
• Engagement increases  
• Relationships strengthen  
• Support becomes more sustainable   

In addition to family and school consultation, I provide individualized support for professionals seeking neuro-affirming, restorative, and inclusive guidance in their work.

This may include:

• Coaching for educators, therapists, school psychologists, and administrators  
• Consultation on complex learner profiles  
• Support navigating ethical, relational, or systems-based challenges  
• Reflective supervision and case consultation  
• Guidance integrating neuro-affirming and restorative frameworks into practice  

Professionals often seek support around:

• Working with demand-sensitive or complex learners  
• Reducing burnout and compassion fatigue  
• Navigating tension between systems and values  
• Refining language, practice, and relational approaches  
• Strengthening communication across neurotypes  

My work with professionals is collaborative, reflective, and strengths-based — focused on helping you think more clearly, respond more intentionally, and work in alignment with your values.