I am an Autistic and ADHD Senior Occupational Therapist with a PDA profile, and I currently work as the Clinical Manager at Neurodiversity Ireland. My work is rooted in a deep commitment to nervous system safety, autonomy and creating environments where neurodivergent children and young people can feel understood rather than managed.

I completed my Master’s Degree in Occupational Therapy at the University of Limerick and I am CORU registered (OT044835). Alongside my clinical training, I bring lived experience as a neurodivergent adult who has navigated masking, burnout and survival-based systems — experiences that profoundly shape how I practice and how I teach.

My approach to occupational therapy is neurodiversity-affirming, trauma-informed, and child-led. I provide occupational therapy assessments, 1:1 therapy sessions, and sensory-based groups, supporting children and young people to build regulation, autonomy, and a sense of safety in their daily lives. My clinical work focuses on understanding behaviour as communication and identifying the environmental, sensory, and relational factors that impact participation and wellbeing.

I work closely with families, schools, and multidisciplinary teams, with a particular interest in supporting PDAers and highly masked children, whose distress is often internalised or misunderstood. Rather than aiming for compliance, my work prioritises co-regulation, predictability, and reducing unnecessary demands.

As Clinical Manager at Neurodiversity Ireland, I oversee clinical practice while also delivering training, supervision, and public education. I support professionals to move away from behaviourist approaches and toward practices that centre nervous system regulation, connection, and autonomy — especially within education, care, and health systems.

I regularly deliver training and talks to educators, healthcare professionals, and organisations, integrating occupational therapy theory, nervous system science, and lived experience. My teaching is relational, reflective, and practical, supporting professionals to feel more confident responding with compassion rather than control.

At the heart of my work is a belief that children should not have to reach crisis to be supported. When safety, autonomy, and sensory needs are prioritised, regulation becomes possible — and meaningful participation can follow.