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.

I recently sat with an 11-year-old boy who said something that completely stopped me in my tracks:

“I love gaming… but I have to be really careful how much I do, ay Mum?”

That boy was Max* — bright, self-aware, and brave enough to say out loud what so many kids feel but don’t have the words for.

His mum had run a little experiment. She let him have as much gaming time as he wanted over three days. And by day three, the changes were undeniable.

He was angry. Rude. Sleep was a mess. School was a battle.

This wasn’t about attitude. It was a crash in brain chemistry — specifically dopamine, the feel-good chemical that spikes during gaming, then drops off a cliff when the screen goes off.

And Max could feel it happening.

That awareness was the turning point. He and his mum sat down and made a plan — some simple but clear gaming boundaries they could both stick to. And the difference was remarkable.

I wrote about their experience in my latest article:

📝 [Read: One Mum’s Perspective on Gaming Boundaries]

It was such a powerful conversation, I made it the focus of this week’s YouTube episode. In the video, I unpack the brain science behind what Max experienced — and why these emotional crashes are so often misunderstood, especially for neurodivergent kids.

If you’ve ever seen your child come unglued after screen time and thought, what is going on? — this might be the missing piece.

One of my favourite parts of my work is meeting families for the first time.

Phone calls are a great starting point, but there’s something powerful about sitting down face to face. You get to hear the full story, not just the facts, but the emotion behind them.

Last week, I met with a 15-year-old girl and her mum. From the moment she started sharing her experience, my heart broke for her.

She had tried everything. Kip McGrath. Other tutoring options. Three or four times over. She desperately wanted to read and understand what she was reading. She was giving it her all.

But no matter how hard she tried to focus, the words just didn’t make sense.

Her confidence was hanging by a thread. The frustration was immense. And what hurt the most was how deeply she believed the problem was her.

Here’s something I wish more people understood:
Never assume the reader is seeing what you see.

Just because words are printed on a page doesn’t mean they are being perceived the same way.

Sometimes, for a dyslexic learner, it might look more like this:

th IScna maK e re din give ry dif fica lt of som one
(This says: This can make reading very difficult for someone.)

That one shift in perception changes everything.

And this is exactly what I’ll be unpacking in my next online masterclass:
Surprisingly Simple Strategies to Support Someone with Dyslexia

It’s happening on Wednesday 6 August at 7.00pm, and I’d love to invite you to join me.

Whether you’re a parent, grandparent, educator, or caregiver, this free session will leave you feeling more equipped, encouraged and empowered to support someone who learns differently.

You’ll find all the details just below this week’s featured YouTube video.

We did find something that helped her.

Like many of the strategies I use, it was simple, but it made a world of difference to her. With just one shift, reading became less of a struggle and more of a possibility.

I share more about this in my latest YouTube video:
Dyslexia and Reading: One Simple Trick That Actually Works

If you’ve ever wondered why reading can feel so hard – and what can actually help – this video is a great place to start.

Keep scrolling to watch and discover the one small change that can make a big impact.

https://youtu.be/sP05t-6M5EY

You’re not going crazy. They really did forget and here’s why.

I just got back from a lovely break with my grandkids in Hamilton, and it gave me time to reflect on why I do this work. Watching their curiosity and joy reminded me of something profound that happened in my classroom years ago.

Let me tell you about the moment that changed everything for me.

I'd just asked the reading group to get their book bags. The usual chaos broke out. Mostly boys racing to be first, chairs scraping, excited chatter filling the air.

But one boy froze.

The colour drained from his face. His shoulders dropped. His lip trembled ever so slightly.

Then, quietly, he slunk back to his seat, trying to become invisible, hoping no one would notice.

He didn't want to read. He wouldn't be coaxed into it. And when I looked into his eyes, I saw something that broke my heart.

I could feel it in my gut. This wasn't defiance. It was overwhelm. Pure, raw overwhelm. He didn't believe he could do it, and the thought of trying in front of his peers felt impossible.

That moment has never left me. It reshaped how I teach and how I support every learner who walks through my door.

He didn't need pressure. He didn't need to be pushed or convinced. He needed what we all need when we're struggling: safety, calm, and unwavering support.

Because here's what I've learned – learning looks different for every brain, and that's not just okay, it's beautiful.

This week on YouTube, I'm sharing a practical strategy that builds on this story, especially for those who constantly forget instructions no matter how clearly they're given. (Sound familiar?)

In just a few minutes, I explain:

• Why verbal directions often don't stick, especially for ADHD, dyslexia and processing differences

• A simple switch you can try right away that eases stress and increases independence

• Real-life examples for home, school and work that actually work

If you're tired of repeating yourself, or if you're watching someone you care about struggle with that same overwhelm I saw in that little boy's eyes, this is for you.

Because every learner deserves to feel capable, supported, and understood.

Watch it here: https://youtu.be/lHxRuC2bZIo

Do you give clear instructions... and then nothing happens? Whether you're a parent, teacher, or colleague, it can be incredibly frustrating when someone forgets what you just said — especially when they’re bright and capable. In this video, I’ll show you a surprisingly simple strategy that helps support learners who struggle with working memory, dyslexia, ADHD, and executive functioning challenges. You’ll learn how to reduce stress, build independence, and stop repeating yourself, all with one small, powerful shift.

This year marks a powerful milestone. The 30th anniversary of Ron Davis' groundbreaking book, The Gift of Dyslexia.

For me, this wasn't just another book. It was the moment everything changed and sent me skyrocketing on a completely unplanned trajectory.

Before I became a Davis Facilitator, I spent years in the New Zealand school system as a classroom teacher. And every year, without fail, there were students who gave it everything they had, but still couldn't read, write, or understand maths the way I taught them. No matter how hard I tried, something just wasn't working. For them or for me. It was heartbreaking and frustrating. I knew they were capable, but I didn't know how to reach them.

Then I read The Gift of Dyslexia. And I didn't just have a lightbulb moment...I had a floodlight moment.

Suddenly, it all made sense. These learners weren't failing. The system was failing them. Their brains were wired to think in 3D. And yet, everything we teach in school relies on flat, 2D symbols: letters, numbers, and words. No wonder they struggled.

That book didn't just explain why my students were struggling. It showed me how to help. It opened up a new world of understanding. I knew I had to do something more, and that led me to train as a Davis Facilitator.

Three years later, I'm proud to say that I now work one-to-one with neurodiverse learners, using strengths-based, hands-on strategies that actually work for their unique brains. The results are incredible. One of my clients made up two years of their learning and caught up to his peers in less than 6 months. Confidence grows, skills click into place, and the frustration begins to fade.

So today, as we celebrate 30 years of The Gift of Dyslexia, I want to say a heartfelt thank you. This book not only changed my perspective...it completely shifted my purpose.

If you've ever felt stuck, or sensed that the way your child learns just doesn't fit the school mould, know this: there is another way.

This transformation story isn't unique to my practice. Across New Zealand, there's a much bigger picture unfolding that we need to talk about.

Which brings me to this week's video: The School Crisis No One Is Talking About in New Zealand.

What if it's not a focus issue at all?

You've watched someone you care about trying so hard to concentrate. They squint at the page. Fidget. Rub their eyes. You've seen the frustration, the "I don't get it" moments, the rising tension.

It hurts to watch. But what if it's not about effort? What if their brain is simply trying to make sense of a world that feels off?

Here's something most people don't realise: When the brain gets overloaded or the messages from the eyes and ears do not match up, it can slip into disorientation.

This is not a fault or a flaw. It is actually a natural brain response. Sometimes, all it takes is a moment of confusion for everything to go sideways.

For some people, especially those with dyslexia or other learning differences, this kind of disorientation happens often. And when it does, even simple things like reading, listening, or sitting still can feel impossible.

This can explain why reading becomes a battle. Why tasks that seem simple turn into frustration. Why someone who is bright and capable begins to doubt themselves.

The best part is that once you understand what's happening, you can start to make a real difference...

If any of this is ringing true for you, I want to share something personal.

I lived most of my life not knowing I was disoriented. I thought I was just... not quite getting it. Always one step behind everyone else.

In this video, I'm going to walk you through what disorientation actually feels like from the inside - and more importantly, how I finally found my way out of it.

Because if you're watching someone you love struggle with this, understanding what's happening in their world might be the first step toward helping them find clarity.

Watch my latest video: Revealing the secret to overcome mental confusion

One client recently shared something that really stayed with me. They told me they’d spent most of their life believing they weren’t intelligent. That they were somehow less capable than others. Not as educated. Like no matter where they were, they just didn’t quite measure up.

Beliefs like that don’t come from nowhere. They take root early and often go unchallenged for years. And sadly, this is something I hear from so many adults who have gone undiagnosed or unsupported, or who have been diagnosed but still don’t know where to turn for help.

I’ve worked with adults who’ve spent decades hiding their dyslexia or neurodivergence at work or from people they know. They created workarounds, avoided certain tasks, and lived in constant fear of being “found out.”

The mental toll is huge. Some have been belittled or misunderstood for years. Their self-confidence had eroded, and their sense of capability was deeply shaken. I’ve had adults cry in my office when they realise it wasn’t their failing. It was just how their brain naturally works. That realisation can be life-changing.

Once they begin to understand how their brain works best, something shifts. They find the confidence to speak openly with employers and colleagues. And when they’re supported properly, the results are profound.

One client couldn’t remember or explain industry-specific jargon. They were constantly frustrated with themselves and felt inadequate in their role supporting clients in their industry. They often became tongue-tied, and colleagues started to question their competence. It was disheartening and took a real toll on their self-esteem. However, once we introduced the right tools and used a visual approach, they learned how to make those terms stick. Their confidence and clarity grew. They told me, “For the first time in my career, I feel like I’m actually good at my job.” Now, they’re included, respected, and finally recognised for the strengths they bring.

And employers benefit too. One I know actively looks for dyslexic apprentices because of their unique strengths. For example, one apprentice could visualise an entire second floor of a building and intuitively know where each cable needed to go without referring back to the plans. That kind of spatial awareness and intuitive thinking is something he values deeply. He doesn’t see it as a challenge. He sees it as a strength.

Creating inclusive workplaces isn’t about box-ticking. It’s about understanding and genuinely valuing different minds.

Here’s the takeaway:
Real inclusion means understanding and valuing how different minds work, not just accommodating them. And when workplaces do this well, everyone benefits.

When neurodivergent adults get the tools they need and workplaces that truly ‘get it’, everything changes.

On YouTube this week: I dive deeper into this very topic in my latest video: Innovative inclusion: the advantage of neurodiversity in the workplace.

Face first, or feet up?

A) From the top down — hair, forehead, eyes, nose...
B) From the feet up — shoes, walk, posture, then face? (Very Sherlock Holmes)
C) You just know — the face is familiar straight away?

Which one are you?

Here’s why I’m asking...

When we teach kids to read, we often do the exact opposite of how we naturally recognise people.

We ask them to break a word into parts:
“Look at the first sound... now the middle... what’s at the end?”
There are literally thousands of programmes designed to pull words apart in hopes of building meaning.

Which is... kind of backwards when you think about it.
It’s like teaching someone to recognise their grandma by making them memorise her left eyebrow first.

When you see someone you know, you don’t build them feature by feature like a human jigsaw.
You see the whole person. You just know them. Boom. Done.

So why don’t we let kids read the same way?

It’s kind of wild, isn’t it?
We’re asking brains to learn in a way that doesn’t match how they’re wired to process information.
It’s like trying to teach someone to drive by getting them to study one wheel at a time.

This is something I talk more about in my upcoming Masterclass:
Surprisingly Simple Strategies to Support Someone with Dyslexia.

If you’re supporting a struggling reader or you’re just curious about how learning actually works, I’d love you to come along.

Because honestly? The way we’ve been doing things might just be making it harder than it needs to be.

Masterclass: Surprisingly Simple Strategies to Support Someone with Dyslexia
Wednesday 18 June, 7:00 PM NZT, Online and free

Register >>HERE<<

I love my green gumboots. You know the ones – they've been my faithful companions through everything. Camping trips, fishing expeditions, wading through gloopy mud, chopping wood, moving house (multiple times!). We have history, my gumboots and I. They sit loyally by the front door, ready for whatever adventure awaits.

But here's the thing: during summer, the sole on my right boot started cracking. Did I replace them? Well, yes... sort of. I bought a shiny new pair, but they're not quite as comfy, so they're banished to the back door while my trusty old greens keep their prime front-door position.

And here's where it gets ridiculous: I still slip on those cracked gumboots every time I need to dash outside. Every. Single. Time. And every single time, I end up with a soggy sock, cursing my choices while standing in a puddle or using the hose!

Sound familiar?

We all have our "green gumboot moments" – those times when we keep reaching for what's familiar, even when we know it's not working anymore.

When it comes to supporting our kids' learning, this happens more often than we'd like to admit. We stick with the same strategies, the same approaches, the same "but this worked for my other child" thinking. And then we wonder why we keep getting that metaphorical wet sock.

If you're in this situation right now – if you've tried everything the experts recommended and your child is still struggling – maybe it's time to try those new boots sitting at the back door.

Sometimes different isn't just better. It's necessary.

Want to discover what those "new boots" might look like for your child's learning journey?

I'd love to have you join me... Online June 18th @ 7.00  for:
‘Surprisingly Simple Strategies to Support Someone with Dyslexia’ 
on June 18th at 7:00pm.

We'll explore fresh approaches that actually work – no soggy socks guaranteed!

Register >>HERE<<

Speaking of things we miss...

You know what else gets overlooked? ADHD in girls. While we're busy looking for the hyperactive, disruptive child bouncing off the walls, we're completely missing the daydreaming girl in the corner, the perfectionist who's secretly drowning, or the chatty one whose struggles get dismissed as "just being social."

Just like my cracked gumboots that looked fine from the outside, girls with ADHD often appear to be coping beautifully – until you look closer and realize they're working twice as hard just to keep up.

In my latest YouTube video, I'm diving deep into the signs everyone's missing. Because sometimes, the most important things are hiding in plain sight.

Last week, I was lucky enough to spend some time in a local classroom during a “finish-off/maths games” session. You know the kind—kids working away on different activities, the hum of learning in the air.

As I was roving around, I noticed a student who I knew struggled with maths. I stopped and gently asked if she was okay or if she needed a hand. She nodded quietly.

So, I sat with her.

The class around us carried on, everyone engaged in their own way. But in that calm little pocket of time, we worked 1:1, just her and me, step by step.

And here’s what really stood out.

The stumbling block wasn’t actually the maths. It was the reading. With a little bit of gentle questioning and conversation, we were able to decode what the task was actually asking her to do. Once she understood the what, the how came so much more easily.

It was such a powerful reminder.

In a busy classroom, we often forget that kids don’t all work at the same pace, or absorb information the same way. Imagine being asked to listen to instructions once, remember them while reading a different set of directions, and then complete a written task - all in a room with 25+ other kids.

It’s no wonder so many children feel overwhelmed.

And trust me—classrooms aren’t silent sanctuaries. They’re vibrant, noisy, ever-changing spaces. For a student with learning challenges, that can turn even a simple task into something really daunting.

But moments like this one? They remind me why I do what I do.

Learning doesn’t have to feel stressful or confusing. With the right support, space, and a little 1:1 time, we can uncover what’s really going on...and help our kids move forward with confidence.

Have you ever wondered why your bright, intelligent child struggles in school? Wished they’d just try a little harder, concentrate more, or apply themselves?

This week on YouTube, I explore exactly that:
“Astonishing Facts: Why Bright Kids Struggle in School”
Watch now and learn what’s really going on behind the scenes and how you can help.

Burnt Toast:
That smell… acrid, unmistakable, and oddly divisive.

We all know how it happens. A distracted moment, a dodgy toaster, or a setting that’s just not quite right.
The outcome? Charred toast no one wants to eat.

So what do we do?

We leap into action. Adjust the dial. Shake out the crumbs. Scrape the toast.
Or maybe, in frustration, shove the toaster back in the cupboard and hope for better luck next time.

But here’s the thing: none of these “fixes” guarantee we won’t burn the toast again tomorrow.

I see this exact pattern play out all the time...not with appliances, but with children’s learning.

Whether it’s a strange sound in the car or signs that a child is struggling, we often try the same few strategies over and over... or worse, ignore the signs and hope for the best.

But what if the real solution isn’t to repeat or tweak what hasn’t worked? What if it’s time to try something new?

If you’ve already tried tutoring, SENCO support, or worked with RTLB and your child is still stuck. Maybe it’s not about doing more.  Maybe it’s about doing differently.

There are options out there that really do work.
One approach I use has a 97% success rate in shifting learning outcomes.
I’ve seen the difference it makes...up close.

If that sounds familiar… and nothing has quite landed…
Let’s talk about what might actually work for your child, with the right support and tools.

Honestly, I’ve seen some incredible changes and I’d love to help you explore what that could look like for your family.

Sometimes, it’s not about doing more. It’s about finally finding the thing that works.

It’s about giving your child something solid to return to. A foundation that sits underneath all the learning happening at school, and that everything else can be built on, from the ground up.
 

I was lucky enough to attend a workshop at Edgecumbe School last week, presented by the very lovely Rochelle Booth from Dyslexia Unlocked, and supported by Alma Holden, who had journeyed all the way from Timaru.

Rochelle presented Davis Learning Strategies to a room filled with passionate educators from both Edgecumbe and Ohaupo Schools - including Teacher Aides, SENCOs, Deputy/Assistant Principals, and Whānau Group representatives.

A huge thank you to Principal Mark Barratt and the school board members, who had been working behind the scenes for months to bring this two-day workshop to life.

And it all started with my wonderful colleague, Claire Ashmore, who had been working with a child from Edgecumbe School...

But here’s what really struck me…
It all started with one mum. One determined voice asking for something more for her child and a school that listened.

Davis Learning Strategies is a delivery method - complimentary to phonics or any other teaching method.  Inclusive and designed for all learners of all ages. Inclusive and designed to prevent the onset of learning difficulties and the principles can be applied to any area of learning.  DLS combine well with the existing curriculum because it is an application strategy without content.  The content must come from the existing curriculum.

If a small community like Edgecumbe can make this happen through collaboration and heart - imagine the impact of what we could do here? Watch this space...

I met with my client Ollie the other day — a bright, respectful teen with a love of sport and a gentle nature. And while he now reads more fluently at a 9-year-old level, the road to get here has been long.

Ollie’s been through years of tutoring, both public and private schooling, and even 1:1 teaching at home with his mum, who has a background in education. And still, for most of his childhood, he couldn’t read at a basic level.

The hardest part? The impact on his self-esteem.

Despite his strengths, Ollie began to believe the problem was him. His confidence plummeted, and so did his mental health. Eventually, his mum made the courageous decision to homeschool him — not because she had all the answers, but because she couldn’t bear to watch him struggle any longer.

And even with all her experience and love, reading still didn’t “click.”

Now, after working together, Ollie is making real progress — not just with reading, but with confidence. Because he finally understands that his brain isn’t broken. It just works differently. And that’s okay.

If Ollie’s story feels familiar to you...if you’re watching your child try their heart out but still feel stuck...

Last weekend I celebrated another birthday.  This time a little different to the norm of cake, candles and carefree chaos.  My partner took the lead and organised a very cool retreat in Central Hawkes Bay along with an 'easy' walk up to Sunrise Hut in the Ruahine Ranges. If you've had the opportunity to do this walk you will know that the word 'easy' Is underestimated at best.  Challenging is a more adept description.  

It was tough.  Every muscle was screaming and the gradient kept on climbing further upwards. The relief when we reached that hut was incredible! 

Now, you might think getting to the top and celebrating would be enough — and it is — but it’s only half the battle.

Navigating the steep track back down brought a whole new set of obstacles.

Throughout the journey, I learned a lot about myself and what I needed to do to get through:

1. Adjust My Focus - If I focused on every aching muscle and how far we still had to go, the trip would have felt endless.
Instead, I adjusted the way I used my trekking pole, made small changes to my stride length, and paid attention to how I placed my feet. It made a huge difference.
2. Stick to the Plan - Maintaining focus on these small adjustments helped make the journey manageable.
Every time I lost focus, I would trip or slip — and the difficulty (and discomfort) spiked immediately.
3. Choose Your Attitude - Ultimately, the attitude you choose shapes the experience.
I chose to celebrate every small step as a win, to focus on how far we had come, and to remind myself how much closer we were to the finish.
Every small adjustment, every mindset shift, made the climb — and the descent — not just possible, but rewarding.

Just like climbing that steep track, when you’re facing a challenge with yours or your own child’s learning, it can feel overwhelming.
You just want to find a solution — right?

You don't want to keep second-guessing yourself. You want clarity. You want tools that actually help.
And most importantly, you want to know you're on the right path.

Welcome to the new School Year!  
 

A new school term brings excitement—especially if you’re off to a new school, rocking an oversized uniform your parents insist will “last a few years”. 

But for some, a new term can bring uncertainty, anxiety, and that sinking feeling of being on the back foot before you’ve even started.

One of the best ways to overcome those nerves? Get into a solid routine—fast. Establishing good study habits early can make all the difference when it comes to feeling confident and in control (trust me, ignoring homework won’t feel great when NZCEA exams roll around!).

Here is a simple study tip to help you start the year strong:

Firstly, studying doesn’t have to be boring! For visual and creative learners - traditional study methods like reading pages of text or highlighting notes just don’t work.

Try instead: Create a PowerPoint with Visual Explanations 

😆 Pick a key topic, like The Elements of a Star. Instead of writing out long notes, create a simple PowerPoint slide with a diagram, image, or even a hand-drawn sketch.

😆 Go one step further: Use the record function to verbally explain the concept in your own words. This activates auditory learning while reinforcing the visual information.

t's so much easier to play back a recording when revising, rather than trawling through pages of copious, meaningless notes!

Have you missed it?

Don't forget you are invited to my Online Masterclass: Reading made easier—Practical  Tips and Strategies for Reading Success - Wednesday 12th February @ 7.00pm

In this session you'll discover:

1. How to Show Up with Confidence - Learn how to approach your child’s reading challenges with assurance, positivity, and a plan that works.

2. How to Recognise Reading Challenges - Understand the specific roadblocks your child may face and how to address them effectively.

3.  Practical, Proven Techniques - Walk away with at least one actionable strategy to help your child build confidence and make reading more achievable—and even enjoyable!

Only a few spots left. Register for my Masterclass >>HERE<<. 

PS. Get my brand-new resource for free—exclusively after the Masterclass!

It’s about the quiet moments after.
When the chocolate’s been eaten, the long weekend has passed...
and you’re right back to navigating the everyday challenges of parenting a child who learns, feels, and experiences the world differently.

Maybe you’ve asked yourself lately:
Am I doing enough? Am I getting this right?

You know that gut feeling you get as a parent?
The one that says:
“My child is bright… but something just isn’t quite clicking.”

Maybe reading feels like a constant struggle.
Maybe homework ends in tears—or frustration.
Maybe your child is trying so hard, and still feeling like they’re falling behind.

If that sounds familiar, I want you to know:
You’re not imagining it. And you’re not alone.

So many families I work with have felt this same quiet worry—
but also a strong instinct that there’s more to the story.

That’s why I’m really excited to invite you to a special event:

 Tuesday 14 May at 7:00 PM – Online
 The Truth About Dyslexia: What Every Parent Needs to Know
Just $20
Register now by clicking the link https://buy.stripe.com/aEU2bg2XOfxa2ac9AB

This is my most popular masterclass—now updated with even more practical content and powerful insights.

We’ll talk about:
Why some kids struggle even when they’re clearly capable
The signs of dyslexia you might not expect
The biggest myths that confuse families
And the tools and strategies that actually help

Whether you’ve been wondering for a while, or you’ve just started noticing the signs—
this session will give you clarity, confidence, and support.

If your gut is telling you something’s off, I’m here to walk with you as you figure out the why—and more importantly, the what now.

Can’t wait to see you there.

While we’re on the topic of the unseen things that affect our kids…

Over the holidays, I was having a casual chat with my adult son when he said something that really stopped me in my tracks.

We were talking about life, stress, and just checking in—and out of the blue, he said:
“Mum, social media has actually been a real source of anxiety for me. It’s actually a real thing.”

And the way he said it... it landed hard.
Because I realised—it is a real thing.
And it’s not something I’d truly considered before.

But once he said it, I could see it.
The constant noise. The pressure to stay connected. The comparison.
And especially for those who are neurodivergent, it can be relentless.

So I’ve created a new video to open up this conversation.

Media and Mental Anxiety – Understanding the Link & Simple Solutions

In it, I explore:
How media can overstimulate the brain and trigger anxiety
Why neurodivergent individuals can feel this even more deeply. You can watch it on my You Tube Channel: https://youtu.be/gNS6Pr80chc

School holidays! Phew... (Yes, imagine a long, slow exhale here.)
I hadn’t fully realised how intensely we’d been working this term at Dyslexia Unpuzzled until that moment of pause arrived—and with it, a much-needed elongated breath.

What a glorious day: time spent with my grandies in Hamilton, far from the usual demands of the office and the persistent hum of keyboard clicks.

We had a chilled day at Chartwell Mall where shopping took a backseat to the unexpected delight of the Science Roadshows. Bright, interactive exhibits invited curious little hands to explore, and the brief, engaging presentations sparked conversations that lasted well beyond the venue.

Lunch was a relaxed picnic in the sun, followed by a visit to the incredible Magical Bridge Playground in Claudelands. If you haven’t been, I sincerely encourage you to go. The space is magical in every sense—fully fenced, family-friendly, and nestled beneath magnificent trees just beginning to turn golden as autumn settles in.

Slides you can ride with little ones and not so little ones tucked in front of you. Laughter echoing beneath the branches. Time in nature. Time in joy. A day where the only thing we needed to schedule was togetherness.

Experiences like this remind me just how vital it is—for all of us, but especially for neurodivergent minds—to step away from the ever-present buzz of screens. The constant, on-demand world we live in can be overwhelming, even more so during school holidays when routines shift and screens often become default babysitters.

If you're curious about how screen time uniquely impacts neurodivergent brains—and how to gently create more balance—I’ve just shared a short YouTube video:
“School Holidays, Screens & Neurodivergent Brains: What You Need to Know.”

In it, I explore why downtime, nature, and being grounded matter more than ever—and offer practical insights you can use right away. Click the link here to view: https://youtu.be/LKiYyXdyTpI

Let’s be honest—when you hear the word “maths”, what’s your gut reaction?

If it makes you feel a little uncomfortable, anxious, or brings back awkward classroom memories… you’re not alone. Many of us were raised to believe we weren’t “maths people.” We struggled, felt stuck, or even avoided it altogether.

But here’s something important that we often forget:

The way we feel and talk about maths can directly shape how our children experience it too.

Not just through our words—but through our energy. Our reactions. Our sighs at homework time. Even comments like “I was never good at maths either” can send powerful messages:

• “This is hard.”

• “You probably won’t be good at this.”

• “Maths is scary.”

These messages don’t build confidence—they quietly chip away at it.

One Simple Moment That Changed Everything

Recently, I was working with a learner who was completely stuck on what seemed like a basic addition question:
6 + 9 = ?

They had counters in front of them to help, but nothing was clicking. They were frustrated and starting to shut down.

I quickly grabbed a bowl and gently said, “Let’s put 6 counters in the bowl… now add 9 more.” They dropped them in. Then I asked, “What do we have now?”

We tipped them out and counted together.
Their face lit up. That was the moment it all made sense.

What felt abstract became real. The concept of “adding” was no longer just numbers on a page—it became a meaningful experience.

Why Specialist Help Makes All the Difference

While travelling last weekend, I was reminded of a time—five years ago now—when my husband and I broke down on the Napier-Taupo Road.

Of course, we had no phone coverage, stuck in one of those many dead spots.

Luckily, it was just after the Horse of the Year show in Napier, so there was a steady stream of horse floats passing by. Our only option was to flag one down and hope someone would stop. Boy, was I relieved when one finally did!

We were completely reliant on them to get help for us. We had no way of knowing when—or even if—a mechanic or tow truck would arrive. The only way forward was to trust a specialist who had the tools, knowledge, and experience to get us to safety.

The Same Is True for Our Kids in School

Many children are stranded in the classroom—desperate for help, yet without the right support. Some act out, hoping to be noticed. Others do the opposite, quietly slipping through the cracks, trying to remain invisible.

They try again and again to remember words and sounds that hold no meaning for them, hoping that if they just try harder, something will click.

For many, this is completely futile.

If despite high intelligence and creativity, reading, writing and even handwriting cause stress, avoidance, or procrastination…

You’ve probably tried everything—recommendations, interventions, phonics drills, sounding out, and rote spelling—but reading and writing still aren’t easy.

This isn’t about working harder—it’s about learning differently.

"If you can eliminate the reason why a problem exists, the problem ceases to exist." – Ron Davis

With our specialist literacy programs, you’ll eliminate the root cause of these struggles and step into a transformative learning journey—removing the roadblock altogether so learning becomes easier, not harder.

What Would It Be Worth to Never See Your Child Struggle Again?

The truth is, many parents feel lost, unsure where to turn or how to help. But what if you had clear, practical steps to support your child’s learning journey with confidence?

That’s exactly why I created my Masterclass: The Truth About Dyslexia – Beyond the Label—to give you the tools, strategies, and understanding you need to help your child move from struggle to success.

In this 60-minute session, I’ll show you:

✔ How to confidently support your child’s learning
✔ How to recognise reading challenges early
✔ Practical, proven techniques to make learning easier

📅 When: 12 February @ 7:00 PM
💰 Exclusive Online Masterclass – Just $15!

I was reflecting the other day on my school days—let’s just say it’s been a few years. Back then, we were staring down the terrifying beast that was School Certificate and University Entrance. The pressure was real because we all knew what awaited us if we failed: a fate worse than death (or at least, that’s how it felt at the time).

The problem? My subject choices did absolutely nothing to inspire me.

• Learning French verbs by rote in multiple tenses? Torture.

• 5th form Geography? The pits.

• English? Let’s just say I had no idea what on earth they were trying to teach me. My School C English mark? A dismal 35.

I had zero clue how to study—apart from regurgitating meaningless facts over and over again, only to forget them the second I left the exam room. It was futile, and I was completely uninspired to persevere.

The outcome? I failed School C by a few marks, and if it weren’t for my dad begging the principal to let me into 6th form, I wouldn’t have made it through. But even then, it didn’t get much better. I scraped through my UE year, still memorising, still regurgitating, still not understanding.

 Why am I telling you this? Because even today, exams are still designed to test how well you can cram and recall facts under pressure—whether they’re useful or not.

So how do you actually make studying meaningful? How do you retain what matters, study smarter (not harder), and make the end-of-year exams a cinch instead of a nightmare?

That’s exactly what I’m tackling in this week’s YouTube video! I’m sharing 5 simple, practical study tips that will actually help you level up your study game.

Start now, and by the time exams roll around, you’ll be ahead of the game.

Check out my latest YouTube video below!