Understanding Your Student

We start with you. You can share your student's needs and challenges in writing or during a free consultation call, whichever feels easier. From there, we set up a free 30-minute session where I bring a writing activity or look over a current school writing project together with your student. This gives me a real sense of how they think and where they get stuck, before we build a plan.

What a 60-Minute Session Looks Like

Sessions are tailored to your student, often starting with a fun warm-up in writing or reading comprehension, built around a topic they actually care about. From there, we move into focused work on the writing task or skill at hand. Mid-session, we may build in a brief movement, music or other sensory break, depending on your student's needs. 

Working as Part of Your Student's Team

When it's helpful, I collaborate with an occupational therapist, learning specialist, classroom teacher, or other members of your student's learning team, swapping strategies and insights so support stays consistent across the board.

Supporting Literal-Minded and Easily Dysregulated Writers

Many of my students, especially literal-minded thinkers, need extra support translating an abstract writing prompt into something concrete they can work with. A lot of what I bring to this work comes from paying close attention: watching what calms a student versus what dysregulates them, and adjusting in real time so they can stay engaged rather than shutting down.

Strategies Tailored to How Your Student Learns

Every student is different, so I draw from a toolkit that includes:

• Visually chunking time so a writing task feels manageable, not overwhelming

• Breaking down abstract writing prompts into concrete, literal language a student can actually picture

• Offering multiple ways to express an idea (talking it out, drawing it, acting it out) when words on a page feel like too much

• Watching closely for early signs of frustration and adjusting the approach before a student becomes dysregulated, not after

• Noticing which supports calm a student down versus which ones (even well-intentioned ones) add pressure or overwhelm

• Building a personalized sense, session by session, of what each student needs to feel safe enough to take a creative risk

• Slowing down or shifting activities in the moment based on what a student's body language and energy are telling me

Throughout every session, I affirm and celebrate every win. When a student needs clear coaching or a course correction, I offer that directly and kindly.