I help families where parenting feels complex.
I’ve spent over two decades working alongside children, families, and communities. Supporting those navigating emotional challenges, additional needs, and systems that don’t always fit, using brain science, regulation, and relationship-based approaches.
I have worked across very different contexts and cultures: in schools, community organisations, and NGOs in Germany, Ireland, Uganda, and England. With refugee and migrant children, children with additional needs and learning disabilities, complex and sensory needs, neurodivergent children, children with trauma backgrounds, and adults with learning disabilities.
A formative decade.
I set up and managed inclusive provisions and special-needs departments, outreach programmes, and parenting support. I worked at global organisations such as L’Arche and World Vision, community-based organisations, national rehabilitation centres and hospitals, as well as at international and local schools serving children the system had overlooked or could not accommodate.
It taught me what travels and what doesn’t: that behaviour makes sense once you understand the brain and the context behind it, in any language, on any continent.
Understanding, not just managing.
My focus is on supporting parents and educators to understand behaviour rather than manage it, to build emotional resilience for themselves and the children, and to create calmer, more connected family lives and schools.
When parents and teachers are supported, everything changes for the child. My work is based on values of inclusion, connection, and dignity.
Three Master’s degrees.
Published research: Nett, C. (2023). Negotiating agency: disability activism in Uganda between local contexts and global influences. Disability & Society, 38(1), 169–193.
On dignity.
Behaviour is communication. Regulation comes before reasoning. Connection creates change.
I combine children’s mental health and emotional-regulation strategies, disability and SEND expertise, trauma-informed practice, and practical, real-life support. I see the whole system, not just the child.
German (native) · English (fluent) · Luganda (conversational) · Swahili (basic) · Sign Language (basic)