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PARENT ADVOCATE + EDUCATIONAL CONSULTANT | BRISBANE + ONLINE
You should not need to understand the education system inside out to have a voice in your child’s education.
School meetings, support plans and education terminology can make even a capable, informed parent feel like the conversation started before they walked into the room.
As a parent advocate and former teacher, my role is to help make the situation clearer, so you can understand what is being discussed, ask the questions that matter and participate in what happens next.
“I know my child. I just don’t know what I’m supposed to ask for.”
(If that sentence has been on repeat in your head)
Start with what has been happening.
You may have already spoken to the teacher, sat through more than one meeting, explained the same concern repeatedly or gone home with a plan that somehow needs its own explainer.
Maybe your child appears to cope all day at school, then falls apart the moment the front door closes.
Maybe everyone keeps discussing the behaviour, while you keep wondering what the behaviour is trying to communicate.
Or maybe you have allied health reports full of recommendations and no idea how to translate them into a useful conversation with the school.
You do not need the terminology, the process or the perfect service picked out.
PROFESSIONAL EXPERIENCE + LIVED PERSPECTIVE
I know how education systems work. I also know what it is like to need one to work for your child.
14 years working across education, inclusion and support for disengaged young people
Experience working in inclusion units in New South Wales
Experience helping establish a Queensland school in 2024
Diploma of Secondary Education
Certificate III in Early Childhood
Graduate Certificate in Understanding Complex Childhood Trauma
Graduate Certificate in Trauma-Informed Care
Bachelor of Music, Classical Performance
Educational advocate and consultant
Neurodivergent lived experience
Parent navigating additional learning needs
I have also been interviewed as a guest on the ADHD Mums podcast about neurodivergence, education and advocacy.
That combination matters because educational advocacy involves more than knowing what a process says on paper.
It involves the people sitting around the table, the environments they are working within, the professional recommendations being made and the child at the centre of all of it.
I’ve been the student, the teacher and the mum sitting across the table.
Before I understood education professionally, I experienced it personally.
I moved through school as a student whose ADHD and Autism were not recognised at the time. Years later, I returned to education as a teacher and learned the language, processes and realities from the other side.
Then I became the parent trying to make sure my own children’s additional learning needs were understood.
Same system. Entirely different seat.
And that experience changed the way I saw advocacy. A meeting that feels routine to everyone else in the room can feel enormous when the child being discussed is yours.
An acronym an educator uses every day can sound like another language to a worried parent.
A professional report can contain pages of valuable recommendations and still leave a family wondering how to turn any of it into something a school can use.
I know that because I have lived it.
Little Bronnie
You bring context nobody else in the room has. I help you make sense of the system around it.
Parents should not need a crash course in education policy just to participate in their child’s schooling.
You know what your child is like when they feel safe, what happens after school, what has helped, what has made things harder and what you have already tried.
Other professionals may bring important observations and recommendations.
Educators bring another view again.
My role is to help organise what matters, understand the process around it and make it easier for the right information to reach the right conversation.
Your voice stays yours. I help you use it.
THE HONEYCOMB APPROACH
Collaboration first. Direct when it matters.
A meeting is rarely improved by somebody arriving determined to win it.
Families and educators can be looking at the same child from very different contexts. A parent may see what happens before and after school. An educator sees what is happening within the learning environment. Allied health professionals may bring observations and recommendations from another setting.
Better conversations become possible when those perspectives are communicated clearly and everyone understands what they are trying to solve.
Collaboration still leaves room for difficult questions.
If something is unclear, I will ask.
If a conversation is moving too quickly for a parent to understand what is being proposed, I will slow it down.
If important recommendations are sitting in reports without a clear path into the school conversation, I can help organise them.
If the child’s needs are getting lost in terminology, process or competing priorities, I will help bring the focus back.
Advocacy can be collaborative and still have a backbone.
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No, the name didn’t stop there.
Then Honeycomb came to represent something bigger.
A honeycomb is strong because its individual pieces work together.
Education support works much the same way.
Parents know their child deeply. Educators understand what is happening within the learning environment. Allied health professionals may bring another perspective, and the child has their own experience and voice.
No single person holds the whole picture.
Honeycomb exists to help those pieces connect, so the support around a child makes more sense in real life.
Early in my teaching career, people compared me to Miss Honey from Matilda. Gentle, nurturing and fiercely committed to children.
The nickname stuck.
You bring me the situation.
We work out what happens next.
1
Tell me what’s going on.
You do not need to package it neatly.
Tell me what is happening, what you are worried about, what you have already tried and whether there is a meeting or transition coming up.
2
We work out what matters.
We look at the information in front of us, including relevant reports or recommendations where appropriate.
What is clear?
What is missing?
What needs an answer?
What kind of support would actually help?
3
We decide what happens next.
That could mean preparing for a school meeting, having me attend alongside you, turning allied health recommendations into a school-ready support template, preparing for Prep or high school, or identifying another sensible next step.
I WORK WITH EDUCATORS TOO
Professional development has to work outside the training room.
I also provide tailored professional development and consultancy for schools and early childhood settings around neurodivergence, child development, behaviour, language and documentation.
Understanding the theory is one thing.
Knowing what to notice, how to document it and how to talk about it respectfully and specifically is another.
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This work is professionally important to me and deeply personal.
My family is connected to Dunghutti and Gumbaynggirr Country through my husband and children, and my understanding of education has also been shaped by navigating these systems alongside my own family and community.
For me, culturally safe advocacy means making genuine room for family and community knowledge, checking assumptions instead of treating them as facts, and recognising culture, connection and community as part of a child’s strengths.
It also means understanding that cultural safety is not something I get to declare finished.
It asks for continued learning, reflection and accountability in the way I work.
Cultural safety should be lived, reviewed and strengthened.
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