Who is the A level exam support programme for?

Neurodivergent teenagers who are overwhelmed by organisation, procrastination and the pressures of studying.  They want better study systems and structure without burnout.  They need encouragement, routine and tools that work for their brains.  They are willing to engage with the program by attending the weekly sessions, completing short tasks, and watching videos if they are unable to attend live.

Is this tutoring?

No. This is not subject tutoring.

The programme focuses on how your teenager learns, not re-teaching A-level content. It supports organisation, motivation, emotional regulation, confidence, and study skills — areas that often create barriers for neurodivergent students, even when they understand the subject itself.

Does my teenager need a diagnosis to work with you?

No. If your teenager face challenges with their learning, that's what matters.  They might be exploring their difficulties,  be on a waiting list or not want to seek an official diagnosis.  

Do you only support A level students?

The support I provide is suitable for neurodivergent teenagers working at level 3 - equivalent to A levels.

What if I'm not sure which option is right?

Please book a consultation call to discuss your teenager's needs. 

Where do the sessions take place?

All sessions are online, for enhanced accessibility.

What are your qualifications?

I am a qualified teacher, wellbeing facilitator, and mindfulness teacher; I have a master's in Psychology and have studied ADHD and autism at various levels.  

I have trained as an academic coach, an executive function coach, and a university non-medical helper.   

In addition, I have worked in education since 2009 and have supported neurodivergent young people through one-to-one tutoring, mentoring, and coaching for the past nine years.  I also hold an enhanced DBS certificate and a safeguarding qualification. 

What if my child is resistant or reluctant to engage?

I request that all participants meet with me prior to enrolling.  This means they have already met me before joining the first group call, which hopefully increases feelings of safety.

Our brains want to keep us safe.  

Neurodivergent teenagers may disengage because they have experienced many years of being misunderstood and judged.   Detachment can be a way teenagers deal with feeling overwhelmed and shutting down.

Engagement is built gently through trust, validation, and collaboration. Students are not forced to “perform” or comply. Over time, many young people may engage because they feel understood rather than judged or pushed.