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.

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...