Psychosocial Safety & Culture Strategist | Founder of ThriveWise | Creator of The Relational Integrity Framework™
The biggest risk to your school's strategy isn't the curriculum. It’s the capacity of the humans delivering it.
I believe the heart of a thriving school is the wellbeing of its adults. But in today’s landscape, 'wellbeing' is no longer just a nice-to-have; it is an operational necessity and a legal requirement.
My work answers a single, critical question: How do we move beyond surface-level 'wellness initiatives' to build the deep Relational Infrastructure that protects staff from burnout?
The answer does not lie in another student-facing program. It lies in building the internal capacity of the adults who hold the culture. When we secure the adults, we secure the school.
Across 20 years — spanning rigorous university research and the daily reality of schools — I have found that 'Burnout' is usually just a disconnection from three critical elements. My work restores them:
Connection to Self (Authenticity & Integrity): Do your staff have the self-awareness and capacity to manage their stress?
Connection to Others (Empathy & Belonging): Does your staff have the psychological safety to trust one another?
Connection to Purpose (Competence & Meaning): Do your teachers feel competent enough to do the job they love in today's landscape?
We don't just fix problems. We reconnect your people.
My approach is not based on trends; it is grounded in rigorous evidence.
My path began in the data. At the University of British Columbia and later as a Laboratory Manager at Monash University, I didn't just study evidence — I managed it. Overseeing three Randomised Controlled Trials (RCTs) involving over 1,600 participants, I learned early on that good intentions are not enough. We need interventions that work clinically.
I then spent eight years pressure-testing this science at Geelong Grammar School’s Institute of Positive Education. As a Senior Trainer, I worked on the ground with over 6,000 educators globally, translating complex psychological research into practical, sustainable classroom strategies.
The result of this journey? A unique ability to bridge the gap between Academic Rigour and School Reality.
The Bridge Between the Boardroom and the Staffroom
I founded ThriveWise because schools are often short on 'connective tissue'. You have the Strategic Plan (The Board) and the daily reality (The Staff), but there is often a gap in the middle where culture breaks down.
I work at that intersection:
For the Board (Governance): My background in Program Evaluation and National Framework Design (UAE Ministry of Education) satisfies the need for ROI, compliance, and systemic risk mitigation.
For the Principal (Mission): My background in Social-Emotional Learning satisfies the human need for connection, safety, and vocation.
I help you build systems that are clinically sound but humanly soft.
This is why I am an accredited facilitator of the 'Tuning in' suite and the iEQ9 Enneagram. I don't believe in adding more content to an overflowing plate. I believe in equipping your community with a shared language and a consistent toolkit.
These aren't just 'programs' — they are risk controls. They build the internal capacity required to handle external pressure.
The Enneagram: Resolves friction in the Executive Team.
Tuning in to Students: Installs the 'Cognitive PPE' teachers need to manage emotional demands.
I help you build a lasting Culture of Connection from the inside out.
Global Impact: Trained and mentored over 6,000 educators worldwide in the practical application of wellbeing science.
National Strategy: Co-developed the strategic wellbeing guide for the United Arab Emirates Ministry of Education, impacting curriculum delivery across 600+ schools.
Clinical Rigour: Former Laboratory Manager at Monash University, managing three Randomised Controlled Trials (RCTs) for parenting interventions.
Thought Leadership: Co-authored a foundational chapter in the Handbook of Social and Emotional Learning and served as a contributor for a landmark report for CASEL (Collaborative for Academic, Social, and Emotional Learning).
Master's by Research, Human Development, Learning & Culture (SEL) - The University of British Columbia
Accredited Facilitator, 'Tuning in to Students®' - The University of Melbourne
Accredited Facilitator, 'Tuning in to Kids®' - The University of Melbourne
Certified Practitioner, iEQ9 Enneagram (Individual & Team) - Integrative Enneagram Solutions
Accredited Strengths Profile Practitioner - Cappfinity
If you are ready to move from 'Wellness Initiatives' to 'Systemic Safety', let’s talk.