OUR ADVOCATES

ABOUT JENNA SMITH

Jenna was born and raised in Virginia but has lived across the United States. As the fourth of five girls in a family rooted in service, she grew up helping others and gravitated early towards supporting individuals with disabilities. For more than a decade, Jenna has worked with people with special needs in a wide range of professional roles, combining lived experience, advanced education, and deep personal commitment.

PERSONAL BACKGROUND

Jenna is also a single parent to three children with special needs, each with multiple diagnoses and active IEPs. Her journey navigating early signs, long diagnostic waitlists, and complex service systems has given her a deep, firsthand understanding of the barriers families face and the importance of strong advocacy.

Her lived experience—combined with her professional expertise—allows her to approach families with empathy, insight, and a trauma-informed perspective.

To learn more about JENNA'S FAMILY, click here.

EDUCATIONAL BACKGROUND

Jenna holds a Master's degree in Teaching Special Education (K-12) from Liberty University, and is nearing completion of her second Master's in Early Childhood Special Education through Radford University (anticipated August 2026).

She earned her Bachelor of Science from Brigham Young University’s Marriott School of Management—a top 10 business school at the time—majoring in Recreation Management & Youth Leadership with a minor in Nonprofit Management.

Jenna is currently preparing for the LSAT with plans to pursue legal education and independently study special education law, including disability law, education law, and family law, to deepen the advocacy she provides to families.

PROFESSIONAL BACKGROUND

Jenna holds a Postgraduate Professional Teaching License in Special Education (K–12) in Virginia, along with a Provisional Early Childhood Special Education license.

Her professional experience includes:

Serving as an expert witness in Virginia special education due process cases

Working as a tutor, homebound instructor, and home-based teacher for children with complex needs

Supporting families in more than 10 Virginia counties and 10+ additional states

Providing trauma-informed, evidence-based advocacy across educational, behavioral, and systemic contexts

In 2023, Jenna formally founded Every Child Advocating & Consulting, which later became a wholly owned subsidiary of her nonprofit, the Every Child Advocacy Foundation.

PROFESSIONAL GOALS

Jenna is committed to continually expanding her education, training, and professional competency so she can support families facing increasingly complex, high-stakes situations. She works to remain at the forefront of evolving laws, policies, research, and evidence-based practices that impact individuals with disabilities and their families.

Jenna is dedicated to being a lifelong learner—continually deepening her expertise, strengthening her leadership, and expanding her capacity to support families in emotionally charged, legally complex, and life-changing situations.

To read more about her LONG TERM GOALS, click here.

MINDSET & MISSION

Jenna’s work is driven by a deep belief that every child, teen, and adult with disabilities deserves safety, dignity, inclusion, and access to equitable opportunities. Her advocacy is shaped not only by her professional expertise, but also by her lived experience as a parent navigating complex systems—often fighting for basic rights that should never depend on a family’s persistence, privilege, or emotional capacity.

At the heart of Jenna’s mission is the conviction that families should never have to fight alone. She combines trauma-informed practice, evidence-based strategies, and a person-centered approach to ensure that both children and caregivers are supported, understood, and empowered.

Her PRIMARY FOCUS is teaching and empowering parents to be their child's best advocate.
Her SECONDARY FOCUSES are:
- - - - (1) ensuring that the holistic needs of the families and children she assists are recognized and met
      - (2) helping communities and businesses be more inclusive

To explore her CORE BELIEFS, click here.

WORK WITH JENNA

Jenna currently provides advocacy and consulting services full time. If you need assistance, would like a consultation, need crisis support with behaviors, or just need to talk, please reach out any time -- 24/7/365.

If your question or concern is time sensitive, please text/call 703-732-7190 ANY TIME (until she responds).

MEET BRITTANY!

Brittany Kandace Robinson is a passionate advocate for children with special needs and a dedicated mother of four. With 12 years of marriage and personal experience navigating the unique challenges of military life, blended families, and the education system, Brittany has developed a deep understanding of neurodivergence. She is particularly focused on ensuring that every child has access to the support they need to feel safe and succeed in school.

Having personally gone through two due process hearings on behalf of her own children, Brittany knows firsthand the complexities of the special education system. Her journey has driven her to support other families facing similar challenges. Diagnosed with ADHD herself, Brittany embraces both the difficulties and the strengths that come with it, using her hyper-focus to dive deep into advocacy work. She believes every child deserves a supportive, inclusive environment where they can thrive.

AYDIN is 14 and is a resilient and determined young person who has navigated unique challenges with a positive outlook. Diagnosed with ADHD and a specific learning disability affecting his written expression, Aydin has found tools that work best for him, including typing or using speech-to-text for assignments. Born with a rare condition resulting in the absence of ACLs and having short stature, Aydin endured bullying in elementary school but has consistently faced life with strength and optimism. He has benefited from a supportive network of family, friends, and educators. An avid reader, Aydin’s love for learning shines through, and he continues to approach each day with courage and determination.

RANGER is 11 and was diagnosed with autism at the age of 9, a discovery that came as a surprise to our family. Since kindergarten, Ranger has experienced after-school restraint collapse and meltdowns, often necessitating his removal from school. Despite no observed behaviors at school, our family faced challenges in securing special education services, with initial evaluations deeming him ineligible. Determined to find the right support, we engaged an advocate and obtained an IEE, along with a private evaluation after a lengthy wait. These evaluations revealed eligibility under autism, OHI, SLD, and ED. As Ranger’s school refusal intensified, he was placed on homebound services while private placements were explored, though none matched his needs, given his gifted capabilities and behavior profile. Pursuing a due process hearing has been a long and complex journey for the family, yet we continue to seek the best path forward for Ranger. He is currently at a private school that specializes in twice exceptional students.

RIVKA is 10 and is a twice-exceptional child diagnosed with autism, ADHD, sensory processing disorder, and other conditions. Gifted and highly curious, her special interest is in cats, although she can only enjoy plush versions due to allergies. Initially, Rivka’s autism was not considered to impact her education, leading to a denial of special education supports. Her unique needs as a twice-exceptional student went unrecognized, resulting in her decline in public school. Attempts to change her environment came too late, as she experienced autism burnout. When the district placed her in a level 2 autism classroom, we pursued a due process hearing, successfully advocating for her placement in a specialized private school for twice-exceptional students.

SAVANNAH is 6 and is a bright and very humorous darling diagnosed with autism, anxiety, and sensory processing disorder. She is currently in a general education kindergarten class, supported by a 1:1 aide to help her navigate sensory challenges and social and academic demands. Still in the identification process, we suspect she may also be gifted. Full-day kindergarten has posed challenges, leading to increased signs of anxiety and fatigue. While finding the right supports is a delicate process, we are committed to ensuring she has the resources she needs to thrive.

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