I have been a teacher for as long as I can remember. My first official teaching job was teaching classical ballet from when I was 14 years old. My fondest memories of my teen years are filled with moments of teaching amazing little souls to love dance just as I did. I loved it so much. Becoming a teacher at such a young age taught me a lot about nurturing, loving and celebrating the individuality and uniqueness of each student.

This love of children and teaching led me to study education at university and become a primary school teacher. Having the honour of teaching and moulding the minds of young children is an experience that I will always be grateful for. It was really in the classroom with my students that my own inner healing journey began. They were able to see a version of myself that I was unable to see (hello second line profile). As I held space for them to open up and be themselves, they too created that space for me. As a primary school teacher I was gifted at bringing children out of their shells, highlighting their uniqueness and empowering them to be confident in who they are. During the 12 years I spent as a primary school teacher I was lucky enough to get to study all areas of teaching in detail and I also held a number of leadership roles.

Whilst working as a teacher I was introduced to meditation and mindfulness and began using it with my students. I could see its potential and began practicing for myself. I then experienced first hand how powerful yoga, meditation and mindfulness could be. I studied in these areas so that I could use these practices to support the students and the staff I worked with, to improve their wellbeing levels and mental health. I could see the big picture impact that these practices could have and decided to leave my primary school teaching job and begin running yoga and mindfulness programs for students and mindfulness professional development for teachers.

Then…. covid came along and it changed all my plans. During this time I completed official studies in Astrology and Human Design. Studying Human Design in particular brought a new perspective to everything that I had learnt and became excited at the prospect of integrating it all with Human Design. This now meant that people were being guided to specific practices that would support them in the embodiment of who they are based off of their unique design. During this time I was working 1:1 with children to support their mental health and started working with adults also.

When I was a teacher I saw how impactful the state of the parent was on a child and how parents were always focused on fixing their children instead of addressing their own issues, which often meant nothing really changed. As I completed Human Design training as well as the Akashic Records training it gave me a pathway to support adults in being themselves and supporting themselves. Which would then have an impact on the children in their lives. From my own personal experience with my son I saw how working on myself had a positive impact on his life without him having to do anything.

So here I am 23 years later still teaching people to be themselves, just in a more fine tuned and intentional way. Working with both adults and children, using Human Design and the Akashic Records to provide a highly individualised pathway to connecting more deeply with yourself in an expansive and loving way. Connecting to wisdom that exists beyond what the mind can hold.

There have been a number of times on this journey where things have not made sense and I have felt lost, but it has been those moments that have led to the most growth and the deepest transformation. It has been those moments that have led me here to this work. I feel endless gratitude everyday that I have the gift of holding space for people in the way that I do.