We don't see neurodiversity as something to fix. We see it as a different way of experiencing the world that deserves understanding and support.
Whether your child has autism, ADHD, sensory processing differences, or simply learns and feels differently, we adapt our approach to how their brain works. Real support isn't one-size-fits-all—it's tailored to the child in front of us.
Diagnosis not required. If your child needs support, we're here.
In 2015, at 41, I was diagnosed with ADHD and General Anxiety Disorder. It wasn't a surprise—it was recognition.
For years, working with children who struggled to focus, regulate, or "fit in," I'd seen a reflection of myself. My diagnosis gave me the framework to understand what I'd been doing intuitively: adapting my approach to meet each child's unique way of thinking and feeling.
Therefore, being neurodivergent allows me to "speak their language." My clients often say, "Ines, you just get it"—because I do. Personally and professionally.
Social communication • Sensory sensitivities • Routine needs • Managing transitions • Masking and burnout.
Focus and attention • Impulsivity • Emotional regulation • Organisation • Executive Function.
Over-sensitivity or under-sensitivity • Sensory-seeking or avoiding behaviours • Creating sensory support plans.
Dyslexia • Dyspraxia • Communication challenges • Processing differences
Understanding Sensory Needs | Identifying triggers and creating strategies that provide comfort rather than distress.
Building Emotional Regulation | Teaching practical regulation techniques tailored to how their nervous system works.
Creating Predictability | Using visual supports, routines, and clear expectations to reduce anxiety and build independence.
Developing Social Understanding | Breaking down social situations into understandable parts, teaching skills without shame.
Supporting Executive Function | Practical tools for planning, organisation, and task management that work with the child's brain, not against it.
Real inclusion isn't about diagnosis—it's about access.
Too often, support is tied to labels. A child must "fit the criteria" before help is provided. But what about children struggling just beneath that threshold?
Thus, our belief is simple: if a child needs a strategy, we provide it.
Visual aids, breathing techniques, sensory breaks, communication supports—whether a child has a diagnosis or not, they deserve tools that help them thrive.
As one young client told me: "You tell me what I'm feeling, and then you tell me what to do with it."
Children need empathy and co-regulation before logic or consequences
Relationships repair behaviour better than punishment
What soothes one child may overwhelm another. Adaptation is essential.
