About Me

The girl was sitting quietly in the room with us.

When I locked eyes with her and asked, ‘Does this describe what you’re going through in the classroom?’, her eyes instantly lit up.
Finally, here was someone who understood and could put a name to what she was experiencing and why!
This was the first moment I discovered my love for this work. And there have been many other rewarding moments since.
These kids aren’t just a collection of numbers and data. The results of what I’m doing paint a picture of what’s really going on.
But you know as well as I do that navigating this career isn’t easy, especially in the beginning.
While advocating for kids can come naturally, advocating for yourself can sometimes feel much harder.

The truth is, I spent my early days as a school psych frantic with overwhelm, rushing around town to 3 or 4 different schools, putting fires out at one and gearing up for the next one. 

On the outside, it looked like I had it all together. But on the inside? I was terrified of failure. 

I said yes to everything. 

A spiraling-out-of-control caseload, with a side of data collection and meetings with parents? Sure, I can take it. A new role heading up a preschool as a mental health consultant? Bring it on. Take on yet another referral with no prior interventions or data? Yep, no problem.

I spent most of my evenings working on reports until 4:00 in the morning, trying to get ready for an 8:00 evaluation meeting. At night, I was overwhelmed, stressed out, and too tired to do anything but eat dinner and crash out. 

When teachers and the admin tried again and again to squeeze ‘disobedient’ kids into a box by shuffling them to another classroom to be someone else’s problem, I got frustrated. 

For a time there, I found myself no longer enjoying the job I’d worked so hard to get. 

Despite doing my best to advocate for the kids (and the many incredibly rewarding moments where I connected a child with the support they truly needed)… 

In that first hectic year, I honestly thought that if I stood up for myself to stop this cycle of burnout, I would lose my job. 

Looking back, if I could tell my younger self anything during this period, it would be that it’s okay to self advocate and set boundaries. It’s okay to say no. 

But I knew deep down this chaotic schedule and total lack of work-life boundaries were unsustainable. 

Inspired by my mentor’s strict work-life boundaries, I started to say no to taking work home. I built systems to protect this pact with myself and make my daily work less overwhelming. 

Over time, as I eased into a better rhythm as a school psych, I rekindled my love for this work. 

I worked in both really small school districts and large urban districts – and they each have their unique strengths and challenges. 

As I made daily connections with my students, I was able to be fully present with them, instead of pushing myself so hard that I treated them like a number to test. 

I had the confidence to defend my work. And when I made simple but serious mistakes like forgetting to change out the testing observation, I took responsibility and fixed them, without allowing them to derail my hard-won serenity. 

Setting these boundaries allowed me to reframe my challenges in a new way, find harmony between my job and my life, enjoy integrity in my work relationships, and advocate for myself and my students. 

Because when you have boundaries in place, you are more able to be generous with your time in ways that are intentional. You can help solve the issues that you want to solve and hone the expertise you’re passionate about. 

I now know what my personal non-negotiables are. I set my intentions and adapt faster. Instead of letting hiccups or frustrations ruin my day, I’m emotionally resilient.

Here’s the truth. 

Every school psych should have the time to work to their strengths to make their school a better place. 

I don’t know about you, but I didn’t get this sort of training in grad school. And it took me up to three years to truly find my groove at work. 

I took tons of productivity classes and professional development to level up my skills. But nothing I could find focused on the specific mix of hard and soft skills that school psychologists need. 

No one gives us a course on how to manage our caseloads as a school psych. How to advocate for ourselves and speak up in meetings. How to navigate politics in a school district. 

That is, not until now. I’ve created exactly the mentorship and resources I needed when I first started.

I’m here to teach you all the stuff you didn’t learn in grad school so you can skip the overwhelm, feel more confident, and focus on making the impact you want in kids’ lives.

I’m still a practicing school psych, so what I’m sharing with you are practical case studies from my actual experience in real time helping kids with trauma, learning disabilities, and everything in between to get the help they need. I’ll transparently share all the mistakes I made and how you can learn from them and avoid them too. 

Not everything you are going to do is going to be perfect, but that’s okay. Not every report you write is going to be perfect. But there are ways you can make it so you’re able to catch mistakes quickly. You can create systems early on so you can actually enjoy the process and not stress about it. 

You don’t have to be a master at everything. But you can continue building your self-trust and your natural strengths so that this challenging career you’ve chosen becomes smoother and more satisfying. 

My goal is to help you understand and maximize your personal strengths so that you can make an impact everywhere you go. 

You don’t have to do this alone. 

So my question for you now is… What’s your story? And how can I help you get where you want to be?