This week, I’ve been working with a five-year-old girl who already “knows” her uppercase letter names.

On paper, it looks like she’s got them sorted.

But once we started making her letters with clay, something really important happened.
She didn’t just name the letters.
She understood their shapes.

By building the letters with her hands, the letter forms became clear and secure very quickly. Learning wasn’t something she had to remember. It started to make sense.

We’ve also been taking short breaks to play Snakes and Ladders.

At first, she wasn’t sure how to play. She didn’t really know what the dots on the dice meant, or how they related to the numbers on the board. Even though she could count and say her numbers, there wasn’t a clear understanding of why numbers mattered or how they worked.

It was a good reminder that being able to repeat something by rote is not the same as understanding it.

This also helps explain why maths has felt hard for her so far.
Not because she can’t learn.
But because the meaning hasn’t been made clear yet.

When learning is hands-on, visual, and meaningful, learning starts to make sense. Letters stop being abstract symbols. Numbers stop being random words. They connect to real experiences.

If this resonates, I’ve written a longer article that explores this idea more deeply:

 Before the Beginning: The Missing Step in Early Literacy 

And if reading is stressful in your household right now, I’ve also created a free guide called:

 Discover the Secrets to Stress-Free Reading

It’s designed to help you understand what might be getting in the way and what actually helps.

Nikki

P.S. If you’re doing some quiet thinking about learning or confidence this year and want to talk it through, you’re very welcome to get in touch.

Over the summer break, I spent time thinking about how I show up in my work and online.

Not because anything was wrong.
But because I noticed a mismatch.

In my day to day work with people, I am not particularly loud or directive.
I spend a lot of time listening.
Noticing patterns.
Helping people make sense of what they are seeing.

Online, I have often sounded more instructional than I actually am.

What I actually do most of the time is sit in the in between space with families, teenagers, and adults.

Where learning is not clearly “failing”, but not flowing easily either.
Where people sense something matters, but are unsure what to do next.

That work is quieter than advice giving.
It does not always look impressive.
But it is often what creates the biggest shift.

When people understand why learning feels effortful, pressure tends to soften.
Decisions become clearer.
Next steps feel more realistic.

This year, I want this space to reflect that way of working more honestly.

Less telling.
More noticing.
More room for uncertainty without urgency.

If you have been reading along quietly, this is the thinking that sits underneath what I share.

P.S. If this year has you reflecting on learning or confidence, you are welcome to get in touch if you want to talk something through.

Over the summer break, I spent time thinking about how I show up in my work and online.

Not because anything was wrong.
But because I noticed a mismatch.

In my day to day work with people, I am not particularly loud or directive.
I spend a lot of time listening.
Noticing patterns.
Helping people make sense of what they are seeing.

Online, I have often sounded more instructional than I actually am.

What I actually do most of the time is sit in the in between space with families, teenagers, and adults.

Where learning is not clearly “failing”, but not flowing easily either.
Where people sense something matters, but are unsure what to do next.

That work is quieter than advice giving.
It does not always look impressive.
But it is often what creates the biggest shift.

When people understand why learning feels effortful, pressure tends to soften.
Decisions become clearer.
Next steps feel more realistic.

This year, I want this space to reflect that way of working more honestly.

Less telling.
More noticing.
More room for uncertainty without urgency.

If you have been reading along quietly, this is the thinking that sits underneath what I share.

P.S. If this year has you reflecting on learning or confidence, you are welcome to get in touch if you want to talk something through.

As the year comes to a close and the pace finally slows, I’ve been doing a lot of reflecting.

Not just on what I’ve done, but on what this year has taught me.

It’s been a year of learning in ways I didn’t expect. A year of moments that stretched me, challenged my thinking, and quietly reshaped how I want to work moving forward.

One of the biggest lessons has been this:
Just because something has always been done a certain way doesn’t mean it’s the way it needs to be done.

There were times this year when I persisted out of habit rather than intention. Pushing through, getting things done because they needed to be done, even when it didn’t feel particularly satisfying or aligned.

What I’ve learned is that clarity doesn’t come from doing more. It comes from pausing, asking better questions, and being willing to try a different approach.

That lesson shows up everywhere in my work. In how people learn. In how confidence grows. In how understanding changes everything.

As we gathered with family over Christmas, I noticed something that comes up every year.
End-of-year certificates framed on the wall. Awards tucked into photo albums. School accolades shared as proud Christmas gifts.

Those moments are genuinely worth celebrating.
And they also bring to mind the children whose names are never called at assembly, no matter how hard they try.

That reflection, and stories I hear from families every year, are what led me to write this article:
When Your Child’s Name Is Never Called At Assembly

As I look ahead to the New Year, I feel a quiet sense of excitement. Not rushed or pressured. Just a feeling that things are coming together in a more intentional way.

There’s work happening behind the scenes. Ideas taking shape. And changes ahead that feel considered rather than hurried.

For now, I’m allowing space for that to unfold.

Thank you for being part of this journey. I’m really looking forward to the year ahead.

Have a good one.
Nikki

P.S. I’ll share more when the time is right. Some things are worth letting settle before they’re spoken out loud.

P.P.S. If the New Year has you reflecting on learning or confidence, I’m always happy to have a quiet chat about what might help.

As I write this, we're in that final stretch before Christmas.

The lists feel endless. The shops are busy. Budgets are stretched. And there's that familiar pull to chase the next shiny thing that promises to make life easier or magically fix whatever's been hard this year.

Whether it's the "perfect" gift, the must-have gadget, or the latest learning programme quietly whispering "this will finally help," it's easy to get caught up in it all.

I've been thinking a lot about where the real glimmers are in this madness.

Not the big, polished moments. The small, grounding ones.

The relief of school being finished. The pause when there's nowhere urgent to be. The moment people who've struggled all year can finally stop comparing themselves to everyone else.

For those who've found the year heavy, this break offers something precious: the chance to feel capable again.

Over the years, I've learned that real progress rarely comes from doing more or buying more. It comes when pressure eases and we're all given space to be ourselves again.

The Christmas break offers exactly that. Space.

Space for tired brains to rest. Space to reconnect with what we're actually good at. Space to remember that confidence doesn't arrive wrapped in shiny packaging or through another programme.

Whatever this season has held for you, I hope the days ahead bring a few small glimmers. A laugh. A quiet moment. A reminder that you don't have to fix everything right now.

She understood everything. School just couldn’t see it.

Erin Brockovich could answer questions verbally with ease. She grasped concepts quickly and deeply.

But when it came to written assessments, she consistently failed.

Not because she didn’t understand.
But because her intelligence didn’t show up neatly on paper.

School measured one narrow skill and almost missed her entirely.

Sound familiar?

How many children are sitting in classrooms right now, understanding far more than they’re able to show?
How many are labelled as struggling, when the real issue is how they’re being asked to prove what they know?

What if learning had been shaped around how their brain works, rather than forcing them into a system that never quite fit?

And what might have been different if they hadn’t spent years feeling “less than,” inadequate, or quietly defeated?

Every person deserves to feel understood and valued in their learning and work environment.

Watch her interview: Erin Brockovich: How Dyslexic Thinking won the biggest direct action lawsuit in US history.
 

MERRY CHRISTMAS

As this year winds down, I want to say thank you.
Thank you for trusting me with your questions, your worries, and your hopes for your children.

The work you do every day - advocating for your child, believing in them when school doesn’t, and showing up even when it’s hard -  matters more than you know.

As the year winds down, I’ve been thinking about how much I’ve learned, not just as a specialist, but as a human trying to juggle work, life, and everything in between.

One of my biggest discoveries has been noticing how often I used to push ahead simply because something “had to be done.” You’ll know this feeling. That moment you realise you’re no longer doing something with care or clarity. You’re just trying to get it off the list. And of course, the result never quite matches what you imagined. Cue frustration, hair pulling, and language best left unprinted.

This year, I finally paid attention to that pattern.

What I’ve learned is that there is almost always another way to do something. It might not be the quickest or the tidiest. It might feel uncomfortable at first because it isn’t the way you’ve always done it. But pausing long enough to look at a challenge from a different angle has saved me more time and stress than all my stubborn pushing ever did.

It’s funny how often we encourage our kids to try a new approach, yet we forget to do the same for ourselves.

So as we head into the final stretch of the year, I’m taking this reminder with me. There’s no prize for doing things the hard way. There’s real value in slowing down, choosing a better path, and allowing things to be easier.

Have a fantastic week
Nikki

P.S. Has this year taught you something unexpected too? I’d genuinely love to hear what shifted for you.

Subject Line: How one interview changed what I thought I knew about ADHD

This Week on Radio Hawkes Bay: A Conversation with Kayla Oughton

Last week I had the privilege of interviewing Kayla Oughton, a remarkable AuDHD coach and advocate for neurodiversity, on my regular slot at Radio Hawkes Bay.

What she shared opened my eyes in a new way. As someone who has worked with children, teens and adults with learning differences for decades, I thought I had seen it all. But Kayla helped me recognise traits and struggles I hadn’t fully understood before.

Thinking back to the students I taught who seemed “off track,” I now realise how hard it must have been for some of them. Sitting still when their brain needed movement. Trying to listen when their nervous system was overloaded. Feeling lost when they needed connection, not correction.

Since our conversation, I’ve already begun weaving Kayla’s insights into the individual programmes I offer. It’s made my approach more compassionate, more tuned in and more effective.

If you’re parenting, teaching or caring for someone with ADHD or neurodivergent learning, I believe this chat could make a difference.

 Tune in Tuesday at 3:00 pm on Radio Hawkes Bay or listen anytime here.

 If something Kayla said resonates with you, I’d love to hear what stands out. 

This week I realised something that surprised me.
After years of supporting adults with ADHD, I am finally noticing some of those traits in myself.

It started with conversations. Adults telling me they lose whole chunks of meetings, zone out when they do not mean to, or sit through long discussions and catch only the highlights. And as they spoke, I found myself thinking… yes. That is me too.

Like many adults, I never connected the dots. I assumed ADHD looked like something else. But the more I learn, the more I see how differently it shows up in grown ups. Often it looks like mental overload, drifting attention or that busy internal noise that never fully settles.

So lately I have been watching my own patterns with curiosity, not judgement. And I realised I already use tools that quietly keep me afloat.

One of the simplest is Google Keep.
I use it during the day to capture ideas and sort them into headings. And at night, I do a quick brain dump so I am not lying awake planning tomorrow when I should be sleeping. Everything goes into one place, and my brain finally switches off.

If any of this feels familiar, you are in very good company.

I have recorded two new videos this week that you may find helpful.

One is a short, practical clip called 5 Simple Workplace Fixes That Actually Help ADHD Brains, and it covers five tiny changes that make a big difference in the workplace.
YouTube Short: https://youtube.com/shorts/oyf-F-Gbg5g

The other is a deeper look at ADHD in the workplace and the hidden challenges adults often face:
Full YouTube Presentation Here: https://youtu.be/OQ2q-0utWG8?si=DzdifowPSnSXQINm

I really enjoyed the long weekend. I even managed a bit of spring cleaning, though it didn’t take much persuasion to get out and about and make the most of our coveted four-day weekend here in Hawke’s Bay. There’s something about slowing down that helps you reset, reflect, and focus on what truly matters.

For me, that’s helping families understand learning differences like dyslexia and finding ways to make learning less stressful and more successful at home.

Don't forget: Masterclass – Wednesday 29 October at 7.00 pm (NZT)

Get ready for 29 October! Go on, take a break from getting your costume ready for Halloween and join me for something even more rewarding.
My next masterclass is going live, and it’s going to be a good one.

Surprisingly Simple Ways to Help Your Struggling Learner Succeed

This session is designed for parents who want real, practical tools that make learning calmer, easier, and far more effective. We’ll unpack what’s really happening when children struggle with reading or writing and explore simple ways to help them feel safe, confident, and capable again.

It’s being advertised publicly, but I’m holding seats first for my email readers.

Want in?
Simply reply YES to this email and I’ll save you a spot.  

And if you can’t make the masterclass live, this week’s YouTube episode dives into the real signs of dyslexia that parents often miss. You can watch it by clicking the link below:

https://youtu.be/OQ2q-0utWG8?si=VMVP2x9NlKSERdI0

Ever sat beside your child while they struggled with a word they knew yesterday and felt your heart sink?

Most parents have. You want to help, but you also want to stay their parent, not their teacher.

The “I hate this,” “It’s not fair,” or “I don’t want to do homework” moments can wear you down.
What looks like resistance is usually just tiredness and frustration.

And here’s the thing. Trying to take on the teacher role at home rarely works.
Not because you’re doing anything wrong, but because the way kids are taught now is completely different from how we learned. Phonics, code, structured literacy??? It’s a whole new language that most of us have no clue about.

What your child really needs isn’t another lesson.
It’s you. Calm, connected, and confident in how to support them without taking over.

This week, I’ve written about how to do exactly that. Simple, practical ways to support your child without turning your dining table into a classroom.

You can read the article >>HERE<<

And if you’d like to go a little deeper, join me for my free online masterclass
Surprisingly Simple Ways to Help Your Struggling Learner Succeed
Wednesday 29 October at 7.00 pm

This session is all about giving parents practical, confidence-building strategies that make learning at home calmer, easier, and more effective. We’ll talk about what really works at home and how to make learning feel safe again.

Simply reply to this newsletter and I'll send you the link.

Or, if you prefer to watch and listen, I’ve recorded a YouTube presentation on this topic. You’ll hear the same key ideas, plus some extra insights from my sessions with families. to watch, click in the link below.

And if it resonated with you, feel free to forward this on to someone else navigating the same journey.

Watch the latest episode here: https://youtu.be/UAHGEiTLXHI

Over the weekend, I stepped away from everything and disappeared into the countryside near Kawerau. We made it out to Matatā, where the hot rod event had transformed the seaside settlement into a symphony of rumbling V8 engines and gleaming chrome.

I caught up with people I hadn't seen in years and spent most of the time as a very happy passenger in a stunning Pontiac. The year and specs? They escaped me entirely! I was too busy soaking up the ride.

But here's what stayed with me: stepping outside the usual rhythm reminded me how desperately our brains need time and space. Not just to relax, but to genuinely reset and return to clarity.

It also reinforced something I've been sharing with families recently:

When stress hijacks your thinking, it feels like your brain has packed a bag and left without notice.

But here's what most people don't realise, stress bursts typically only last a couple of minutes. The wave feels enormous in the moment, yet it passes faster than we think.

Next time you feel that rising overwhelm, try this: Set a timer for two minutes. Pause. Breathe. Just wait.

By the time that wave passes, your problem-solving brain is back online. The fog lifts. And suddenly, the next step feels not only clearer, but completely manageable.

If you missed last week's YouTube presentation where my son Carl and I share our own lived experiences of stress and unpack how to flip the switch from panic mode to problem-solving mode.

And if it resonated with you, feel free to forward this on to someone else navigating the same journey.

Watch the latest episode here: https://youtu.be/d0L07xa4P0M

You know that magical feeling when you finally stop, breathe, and just let yourself be?

That’s where I’ve been: taking time out, hanging with my grandkids, getting messy, laughing hard, and forgetting what day it is. It’s been the exact brain break I needed after a massive term, and I feel so much better for it.

And now that I’m recharged, I’ve created something I know many parents have been waiting for:

“How to Get Help for Learning Challenges: What Parents Need to Know First.”

This brand new video and article walk you through where to begin, how to get the right kind of help, and what to know before making any big decisions. It’s real, clear, and full of the things I wish every parent had from the start.

You can read or watch it >>CLICK HERE<<

There’s also a whole library of helpful articles on my site that you can explore anytime.  >>CLICK HERE>>

I hope this gives you the clarity and next steps you’ve been looking for.

Josh was 10 years old and still couldn’t read. Whenever it was his turn, panic would set in. He’d dash to the toilet, sharpen a pencil, shuffle papers, anything to escape the spotlight. Sometimes a kind friend would whisper the words, helping him get by.

On the outside, it looked like nothing was wrong. But inside, Josh was battling embarrassment and fear of 'losing face' in front of his peers.

Kids are masters at hiding what they can’t do. They don’t want to look “dumb.” They don’t want to disappoint. But the cost is huge. Every time they cover up, they slip further behind and start believing they’re “not smart.”

When I started working with Josh, things took a new turn. For the first time, he was given tools that actually made sense to the way his brain works. Bit by bit, the letters stopped being a jumble and began to come together. The day it finally clicked, the look of pride on his face is something I’ll never forget.

This is why I do what I do. Not because kids aren’t trying hard enough, but because they need an approach that works for them.

This is exactly why so many parents wonder: where do I even start when I know something’s wrong but can’t quite put my finger on it? Today, we’ll look at what to do first if you’re worried your child is struggling, and how to get the right kind of help.

You can watch it here; https://youtu.be/aaCjd6IjtTg?si=HUi9kIskyswc4CpV

For many people with dyslexia or learning differences, the hardest part isn’t the reading or writing, it’s the embarrassment that grows around it.

It often starts in school. A child tries their best, but the strategies they’re taught don’t work for the way their brain learns. Soon there are meltdowns after school, battles over homework, and then embarrassment.

That embarrassment can look like avoiding reading, becoming the class clown, or lashing out when classmates call them “dumb.” Deep down, what hurts most is the fear of being embarrassed in front of their peers. Over time, that fear chips away at their confidence and sense of self-worth.

And it doesn’t stop there.

I’ve worked with adults who never applied for promotions because they feared being “found out,” even though they were brilliant problem-solvers. Others avoided meetings because reading aloud felt like reliving their worst school memories.

You can see the weight they’ve carried for years in the lack of confidence, the fragility, the constant second-guessing.

So how do we break the cycle?

The first step is realising it was never about intelligence. It was about a mismatch between how they were taught and how their brain processes information.

Everything shifts the moment they see reading doesn’t have to feel impossible. It can finally make sense.

That’s when fluency improves, confidence grows, and the embarrassment begins to lift.

If you’ve seen this struggle in your child, your students, your colleagues, or even yourself, please know it doesn’t have to stay this way.

That’s why I created my free online masterclass: Surprisingly Simple Strategies to Support Struggling Learners.
Wednesday 17 September | 7.00 PM NZT

In this session I’ll share practical strategies you can use straight away to make reading, writing, and maths less of a battle and more of a breakthrough.

Spots always fill quickly, so if this feels important, please reply to this email, DM me or simply >>CLICK HERE<< to register and I'll send you the details.

I see this all the time in my work: children who look fine on the surface but are quietly struggling inside. That’s why this week on my YouTube channel, I’m sharing a new video on how to spot those hidden struggles in kids and teens — the subtle signs parents and teachers often miss.

You can watch it here: https://youtu.be/fr85qi2RAQw?si=fWUCCVf3jPz5HVTi

Last week, I got to do something incredibly special. I handed a certificate to a young client who had just completed her Mastery for Dyslexia programme, and the look on her face said it all.

Only days earlier, reading felt overwhelming. She second-guessed every word, lost her place on the page, and carried that sinking sense of "I'm just not good at this." But when she was given strategies that actually fit the way her brain works? Everything started to shift.

Her fluency improved
Her confidence grew
And that spark of pride? It was unmissable

Growth isn't about changing who you are. It's about finding tools that finally fit.

If your child is struggling with reading or writing, or if you're an adult carrying those same feelings, please know: The right support makes all the difference. There are approaches that work.

That's exactly what I want to share with you.

I would love to invite you to discover more about my approach and learn practical ways to support someone in your life who may be struggling with learning.

My next Masterclass: Surprisingly Simple Strategies to Support Struggling Learners is happening on Wednesday night, 17 September. This workshop consistently fills up quickly because the strategies I share are immediately practical and genuinely effective.

If you think this could be valuable for supporting someone important to you, please reply to this email to secure your place.

I talk more about this in this week's YouTube video: How To Heal From Years Of Academic Trauma https://youtu.be/71FEoaYiw2s

Introduction
We often think of learning challenges as something children “grow out of.” But here’s the truth: ADHD, dyslexia, and other learning differences don’t disappear when you graduate. They simply show up in new ways as you step into adult life, study, or the workplace.

For many teens and adults I work with, the challenge is not about capability. They are smart, creative, and resourceful. The real challenge is finding tools that actually make sense for how their brains work.

This is where things start to shift. With the right strategies, everyday struggles can become manageable — even empowering. In this post, I want to share some of the practical tools I use with the teens and adults I support, so that learning feels possible again.

Strategy 1: Time Blocking with Sensory Breaks

Traditional advice says, “Just push through.” But for many, pushing through is the fastest way to lose energy, focus, and motivation. Time blocking with sensory breaks flips that idea on its head.

Here’s how it works:

• Choose one task, like writing, replying to emails, or tidying up.

• Set a timer for 20 minutes and give it your full focus.

• When the timer ends, stop. Even if you’re in the zone.

• Take a reset: move around, stretch, breathe, or step outside.

Instead of draining yourself, you’re working with your brain’s natural rhythm. Focus comes in bursts, not marathons — and this method honours that.

After your break, you can dive back in or switch tasks. The beauty of this system is that you finish your work feeling not just productive, but with energy still left at the end of the day.

Strategy 2: Executive Functioning Systems That Actually Stick

Executive functioning includes planning, prioritising, and remembering what needs to be done.

Most planners and apps are designed for neurotypical brains. No wonder so many of them don’t stick for people who think differently. The key is building a flexible system.

Digital Option: Trello
Trello is visual and adaptable, making it easier to see what’s coming. Break tasks into cards, move them between lists like “Today,” “In Progress,” and “Done,” and colour-code by urgency or energy level.

Paper Option: Sensory Planning
Some people prefer paper. Make it work for you with colour, texture, or even background music while you plan.

One of my clients uses three columns: Must Do, Would Like to Do, If I Have Energy. On tough days, she sticks to the “musts.” On good days, she gets through more. The system flexes with her needs.

The real magic is not perfection, but progress — and learning to be kind to yourself along the way.

Real-Life Examples

The University Student
A student with ADHD faces a huge assignment. Instead of panicking, they break it into 20-minute chunks:

• Block 1: Find three sources.

• Block 2: Skim one article, take notes, and jot ideas on paper.

• Block 3: Write a short summary in their own words.

The assignment suddenly feels manageable, achievable, and they finish with energy to spare.

The Workplace Professional
An adult in a demanding job has a presentation to prepare. They break it down into:

• Block 1: Gather information.

• Block 2: Draft a rough outline.

• Block 3: Write one section, not worrying about perfection.

Instead of ending the day exhausted, they leave with real progress and energy left for the rest of the day.

Why These Strategies Work When Others Don’t

If you’ve tried and failed with planners, systems, or “just focus harder” advice, it isn’t you that’s broken. Those tools were never built for the way your brain works.

The difference here is that these strategies honour your brain’s natural patterns, instead of forcing it into someone else’s mould.

The Confidence Factor

ADHD and dyslexia aren’t just about challenges. They also come with unique strengths. Adults with ADHD often excel in creativity, resilience, hyperfocus, and crisis management. People with dyslexia shine in big-picture thinking, pattern recognition, and innovative problem-solving.

These are not quirks or consolation prizes. They are genuine cognitive strengths that, when supported, can help teams innovate and succeed.

Moving Forward: Your Different Brain, Your Rules

The goal isn’t to become neurotypical. It’s to create systems that honour how your brain actually works.

Here’s your gentle challenge for the week:
Try one of these tools. Maybe it’s a 20-minute work block followed by a reset, or a planner system that flexes with your energy.

Then come back and share what worked and what didn’t. Your experience might be the nudge someone else needs.

Learning differently doesn’t make you less. It simply means you learn in your own way. And with the right tools, that way can become your biggest strength.

If this resonates, please share it with someone who might benefit.

Until next time, keep honouring how your brilliant, individual brain works and stay true to the person you are.

Three years ago, I had no idea what I was starting.

What began with one learner has grown into a community where families discover there really is a path forward. This month, Dyslexia Unpuzzled turns three, and I’m so grateful for every breakthrough moment along the way.

Just last week, one of my adult clients proudly shared, “I’ve just read 225 pages.” For someone who had never finished a book before, that’s life-changing.

Thank you for being part of this journey. Here’s to many more moments of growth and success together.

This week on YouTube, I’m sharing another transformation: From Tears to Triumph: Emily’s Six Month Journey.

From daily homework battles to confidence and independence, Emily’s story shows how much can change when we rebuild the foundations properly.

In this week’s video, I share her real-life success story and how addressing those missing building blocks can completely shift the outcome — turning stress into calm, confusion into clarity, and struggle into success.

[Watch Emily’s story here: https://youtu.be/E_jpl2aox9w

Earlier this year, I was reminded just how much learning struggles can ripple through an entire family.

When Emily came to me at the end of last year, maths felt like an unsolvable puzzle. English was also a challenge, and instructions often left her baffled.

She held it together at school, but after the bell rang, the frustration came flooding out. Tears, tantrums, and exhaustion were a regular part of the evening.

Her mum, deeply supportive, tried her best to help. But their communication had reached breaking point. Mum’s teaching didn’t click for Emily, and Emily couldn’t make sense of Mum’s explanations. Evenings were tense, and it felt like a no-win situation.

Through the Mastery for Maths Programme, we started by identifying the concepts Emily was missing. We rebuilt them step-by-step, often using practical, hands-on activities (yes, even in the kitchen) so she could see exactly how the maths worked and explain it in her own words.

As she once told me:

“I know all this maths stuff… I just didn’t know how it all fit together.”

Six months later:
Emily’s transformation has been remarkable. In just six months, she has passed all her work so far, including internal exams and assessments. She has successfully met her numeracy requirements and even earned her Learner’s Licence. She now works independently, meets deadlines without being chased, and the school sends home positive updates instead of messages about missing work.

At home, the change is just as profound. Evenings are now peaceful. Assignments get done without conflict. Emily is calmer, more confident, and far better at sequencing and managing tasks.

Her family is proud beyond words and Mum sums it up simply:

“It is the best money I have ever invested.”

If your child is struggling to keep up, there’s always a way forward. Sometimes, all it takes is a fresh approach and the right tools to help everything click.

Emily’s journey is a powerful reminder that the signs of learning struggles are not always obvious. For months, she kept a lot of her frustration under wraps during the school day, only for it to pour out when she got home. From the outside, it might have looked like she was coping, but beneath the surface she was overwhelmed and close to giving up.

That is the thing. Many children become experts at hiding their struggles, even from the people who love them most.

Last weekend, I didn’t think about work once.

Friday was a flying trip to Hamilton to catch up with my son. The weather was stunning, and the time together felt like a breath of fresh air. Saturday, I wandered around the Palmy Swap Meet at Manfield Park in Feilding, rugged up and enjoying the freezing cold alongside the coolest cars, old friends, and time with my partner. Sunday brought a slow family lunch. No rush, no agenda, just good food and relaxed conversation.

By Monday morning, something had shifted. My mind felt clearer. I could focus better. I actually felt refreshed.

It reminded me of something I see in my work all the time: when learning or working takes more mental effort than usual, rest isn’t optional. It’s essential.

One of my 10 year old clients showed this perfectly. After reading for just ten minutes, he needed a five minute break to reset his mind. And once he did, his energy and focus returned like someone flicked the switch back on.

This is something I wish more of us realised. Rest isn’t a reward. It’s part of the process.
Especially when the work we’re doing requires more concentration, more effort, and more mental load — whether we’re at school, at work, or at home trying to make sense of something new.

If things feel overwhelming, if focus is getting harder, maybe what’s needed isn’t more pressure. Maybe it’s a pause. A moment to breathe. A chance to reset.

And sometimes, that’s true for all of us.

10-year-old client shared his version of the alphabet. He was doing his best, but somewhere along the way, the letters between L and P had morphed into "Ella Mella Pe." And at the end? "Y N Zee."

He was confident. He'd sung it a hundred times. But the actual letters? Totally unclear.

And then, just days later, a nine-year-old girl sat in my office and sang a version of the alphabet song I had never heard before. She too was beaming with pride and completely confused.

It astounds me when I really think about it that we as parents and educators have come to believe that if a child can sing the alphabet song, they're ready to read.

But that's not how reading works.

When Repetition Isn't Really Learning

This is the problem with rote learning. It gives the illusion of understanding.

We praise kids for "knowing their ABCs" but do they really know them?

When memorisation replaces comprehension, we risk building learning on shaky ground. And for neurodivergent kids, that foundation matters more than ever.

There's no magic in reciting a song if there's no clarity about the actual letters that make up words. If a child doesn't truly understand what the alphabet is, how can they possibly make sense of the words those letters create?

This is one of those hidden traps in early learning: the things that look like progress but actually mask confusion.

So What Now?

If your child is struggling and you can't quite figure out why, there's always an underlying reason. Something is missing for them, and once we find out what that is, everything can start to make more sense.

Sometimes it's not about their effort. It's about the approach.