I am a qualified workplace coach specialising in disability coaching within the workplace, enabling clients to identify barriers, seek solutions, and help facilitate the achievement of goals to achieve positive outcomes. My specialism lies in working with newly employed graduates who received Disabled Students' Allowance support during their university studies. I am proud to be part of the first cohort on The Work Inclusion Projects Disability Coaching course which has provided me with ethical and robust frameworks to embed in my coaching practice.

Built on the Model of Social Relational Disability, my focus is to use the social model of disability to identify barriers and seek solutions within the workplace. Using recognised coaching models, I aim to empower and support clients using the most appropriate coaching model for their individual needs and wishes. By utilising these different models in a safe space, my coaching employs these strategies in an integrative manner, reflecting the diverse needs of people with disabilities within the workplace.

The coaching models I may use include:
CLEAR – Contracting, Listening, Exploring, Action, Review,
GROW – Goal, Reality, Options, Will
BRIDGE - Barriers identified, Results required, Institutional navigation, Design solutions, Grow influence, Evaluate progress

Within the coaching environment, I provide space and support to my clients, while recognising the need to set boundaries to enable them to work in a safe, empathic, and positive environment. The aim of my coaching sessions is to encourage clients to work towards positive changes through goal setting and to empower them with strategies to use in their current situation. Disability workplace coaching also provides essential skills for the future by creating independence (not reliance) in a safe and nurturing environment. It also recognises the power of co-coaching with company leaders to develop the working culture and systems of the workplace, supporting all employees to thrive. In turn, this leads to increased staff satisfaction and greater workplace productivity.

Autonomy is encouraged through prioritising steps so that the client recognises this as a positive way forward. These steps may be small and achievable or may be larger and more challenging. Each step towards achieving a goal is formed in response to the client's needs. I aim to create an environment where autonomy is fostered through a safe space, thereby enabling success to flourish.

My core values include the importance of transparency within the sessions, identifying and By engaging in meaningful reflective practice and participating in regular supervision, I aim to continually improve my practice to provide the best professional service for my clients. I always uphold the AFC code of ethics. I aim to communicate in clear, explicit language that is tailored to each client within the sessions, enabling them to maximise their opportunities through this process.

I am also a qualified Life Coach and use the skills and strategies acquired in this role as a workplace coach. A diploma in Performance Coaching also enables me to draw from an alternative set of skills when required. I was employed as a workplace coach in a school, working with teachers to reflect on their practice and set personal goals to improve it.

Previously, as a teacher in primary, middle and secondary schools, I specialised in special educational needs. I am also a specialist study skills tutor and mentor for neurodivergent students across the UK who are finding access to their course challenging – most of this work is funded by the Disabled Student Allowance. Through my work with these students, I utilise coaching skills to form positive and professional relationships that enable students to identify barriers and seek goal-oriented solutions to the challenges face. This experience and knowledge of graduate needs and institutional systems position me perfectly to coach individuals new to their role who require support in navigating challenging situations. I am also a mother of 2 young adults.