Danielle M

About Me

I am an experienced secondary school teacher with Qualified Teacher Status (QTS) and a Master’s degree in Social Justice and Education from the Institute of Education (UCL). My postgraduate study focused on inclusive provision, the impact of punitive behaviour systems, race and inequality in education, and the tension between conformity and meeting the individual needs of children. My 15,000-word research dissertation explored secondary teachers’ understanding and use of trauma-informed approaches.

Alongside formal teaching, I have extensive experience in community cohesion and youth development projects across the UK, working with young people from a wide range of backgrounds, including those with complex and traumatic histories. As an educator, I have worked in a variety of school settings, including mainstream secondary schools and an independent SEMH SEND provision. I have also held leadership roles as Head of Department and SEND Lead, with responsibility for curriculum design, staff support and inclusive practice.

How I teach children with complex profiles, traumatic histories, ASD, Autism and SEMH

When working with students with complex profiles my first priority is to build a warm, trusting relationship. I adapt my approach to each child’s needs, preferences and communication style, ensuring sessions feel safe, respectful and predictable. Learning begins with a gentle self-assessment of strengths, skills, interests and attitudes, using an asset-based approach that reinforces positive identity and self-esteem. Together, we explore how the student learns best and what helps them feel confident and motivated. I actively involve the child in shaping sessions so they feel ownership over their learning. My aim is for students to look forward to sessions and to rebuild curiosity and belief in themselves as learners.

How I teach Social Sciences

My teaching approach is flexible, relational and responsive to each learner. I structure sessions clearly while remaining adaptable to mood, energy and regulation needs on the day. Learning is broken into manageable steps, with clear explanations, modelling and supportive scaffolding to reduce overwhelm. I prioritise confidence-building, curiosity and progress over speed or pressure, and adjust pace as needed. I also love developing simulation-based and experiential learning activities that bring learning to life. This might include case studies, short documentaries, board games I design, or adventure-style tasks where outcomes change based on the learner’s choices. I tailor projects to children’s interests and enjoy cross-curricular learning, designing projects around coding, music, art, history, geography, poetry, gardening and more.

How I Support Dysregulated Moments

After working with your child and observing their moods and energy shifts, I can respond to or proactively manage moments of overwhelm and dysregulation. Together as a team, we will develop a set of coping strategies that the child can choose from in the moment, or I can suggest if needed. We can take breaks when required and, if the child is willing, reflect later on what triggered the dysregulation. We can then adjust materials, pace, or approach, or focus on building coping skills, helping the child understand their own needs and develop greater self-regulation in a supportive, collaborative way.

How I Define Success

Mainstream education often measures success through test scores, conformity, and competition, but I have always focused on celebrating the moments children achieve, especially when they don’t see it themselves. I recognise and praise when a child steps out of their comfort zone, expresses a unique idea, shows humour, demonstrates emotional intelligence, or navigates a challenging situation. I consider the whole experience of the child and act as their coach and cheerleader, witnessing and supporting every step of their progress. Success, to me, is growth, confidence, and resilience, not just meeting predefined standards.

About Me

I am an experienced secondary school teacher with Qualified Teacher Status (QTS) and a Master’s degree in Social Justice and Education from the Institute of Education (UCL). My postgraduate study focused on inclusive provision, the impact of punitive behaviour systems, race and inequality in education, and the tension between conformity and meeting the individual needs of children. My 15,000-word research dissertation explored secondary teachers’ understanding and use of trauma-informed approaches.

Alongside formal teaching, I have extensive experience in community cohesion and youth development projects across the UK, working with young people from a wide range of backgrounds, including those with complex and traumatic histories. As an educator, I have worked in a variety of school settings, including mainstream secondary schools and an independent SEMH SEND provision. I have also held leadership roles as Head of Department and SEND Lead, with responsibility for curriculum design, staff support and inclusive practice.

How I teach children with complex profiles, traumatic histories, ASD, Autism and SEMH

When working with students with complex profiles my first priority is to build a warm, trusting relationship. I adapt my approach to each child’s needs, preferences and communication style, ensuring sessions feel safe, respectful and predictable. Learning begins with a gentle self-assessment of strengths, skills, interests and attitudes, using an asset-based approach that reinforces positive identity and self-esteem. Together, we explore how the student learns best and what helps them feel confident and motivated. I actively involve the child in shaping sessions so they feel ownership over their learning. My aim is for students to look forward to sessions and to rebuild curiosity and belief in themselves as learners.

How I teach Social Sciences

My teaching approach is flexible, relational and responsive to each learner. I structure sessions clearly while remaining adaptable to mood, energy and regulation needs on the day. Learning is broken into manageable steps, with clear explanations, modelling and supportive scaffolding to reduce overwhelm. I prioritise confidence-building, curiosity and progress over speed or pressure, and adjust pace as needed. I also love developing simulation-based and experiential learning activities that bring learning to life. This might include case studies, short documentaries, board games I design, or adventure-style tasks where outcomes change based on the learner’s choices. I tailor projects to children’s interests and enjoy cross-curricular learning, designing projects around coding, music, art, history, geography, poetry, gardening and more.

How I Support Dysregulated Moments

After working with your child and observing their moods and energy shifts, I can respond to or proactively manage moments of overwhelm and dysregulation. Together as a team, we will develop a set of coping strategies that the child can choose from in the moment, or I can suggest if needed. We can take breaks when required and, if the child is willing, reflect later on what triggered the dysregulation. We can then adjust materials, pace, or approach, or focus on building coping skills, helping the child understand their own needs and develop greater self-regulation in a supportive, collaborative way.

How I Define Success

Mainstream education often measures success through test scores, conformity, and competition, but I have always focused on celebrating the moments children achieve, especially when they don’t see it themselves. I recognise and praise when a child steps out of their comfort zone, expresses a unique idea, shows humour, demonstrates emotional intelligence, or navigates a challenging situation. I consider the whole experience of the child and act as their coach and cheerleader, witnessing and supporting every step of their progress. Success, to me, is growth, confidence, and resilience, not just meeting predefined standards.