Rooted in Research. Reaching Toward Sustainability.
My Work
I partner with schools and youth serving organizations to design trauma-responsive, healing-centered systems that are grounded in child development and built for sustainability. My work is informed by graduate research recognized by the Kerman School of Education and Human Development, which identified a critical gap in the field: while awareness of trauma has increased, one-time trainings alone do not lead to sustained changes in practice.
Through job-embedded professional learning, leadership support,, and systems-level alignment, I help organizations move beyond isolated strategies toward integrated, sustainable change. This work strengthens practice, builds shared understanding, and creates environments where both adults and children can thrive.
My Path
My path into this work began in early childhood education, where I gew a deep understanding of development, learning, and the crucial role of early experiences. From there, my work expanded into K-12 and special education settings, where I saw first hand how often behavior was misunderstood -- and how frequently educators were expected to respond without the training, tools, or support necessary to do so in ways that truly meet children's needs.
These experiences led me into youth development, prevention, and early intervention focused work, where I began to look more closely at how systems can better support both children and the adults who care for them. Over time, this work evolved into the development of the Rooted & Reaching Framework, grounded in research and designed to support sustained system-level implementation of trauma-responsive practice.
My Approach
My approach is rooted in an understanding that meaningful change does not come from isolated strategies, but from alignment across people, practice, and systems. Grounded in child development, neuroscience, and traum-informed and healing-centered frameworks, my work integrates research with the realities of classrooms, programs, and communities.
I go beyond offering one-time trainings to support organizations in building shared understanding, strengthening adult capacity, and embedding practices that can be sustained over time. This work centers relationships, honors the knowledge and experience of educators, and creates space for reflection, growth, and meaningful change.
