"Only education is capable of saving our societies from possible collapse, whether violent or gradual." – Jean Piaget

Education is very important to me. I’ve been teaching languages and creative writing for over fifteen years. For most of that time, I’ve taught Spanish as a foreign language, a path that led me to deconstruct colonial frameworks and invite in more body, more emotion, and more remembering.

My pedagogy centres on a holistic approach through trauma-informed lenses, with attention to neurodivergence and space for safe expression, because the journey has been about becoming the teacher I needed when I was growing up.

"We don't see the world as it is, we see it as we are" – Anaïs Nin

My area of expertise is language. I hold a BA in Humanities, specialising in Applied Languages, and a Master’s in Philology.

Language and literature have always been my true love. I see immense potential for personal growth in them. Learning a new language, speaking our mother tongue in public, using language at all, these experiences place a spotlight on the places that hurt or feel too vulnerable. Language becomes a tool for self-understanding, revealing where there is space for growth.

It’s not surprising, then, that as second-language teachers working with adults, we encounter the same truth again and again: reaching fluency in a target language is not simply about learning more or being more disciplined. It’s about something else.

In my journey as a language teacher, that “something else” has kept evolving. At first, it was about confidence, authenticity, and understanding our conditioning so we could change it. Now it includes all of that and goes deeper. It touches the wounds many of us carry around self-expression (in any language, often beginning in our mother tongue), performance (frequently rooted in school experiences), and self-worth (the survival belief that we must be perfect in our expression to be worthy of expressing ourselves at all).

In other words, trauma responses can arise the moment we put ourselves back in the position of being a student: speaking publicly in a language we don’t yet master, standing at the centre of attention, feeling judged.

For me, as someone with complex trauma around self-expression and using my voice, and as an ADHD person, it makes sense that my curiosity led me toward psychology, trauma, and healing, and from there toward creativity and development. Healing became the golden thread.

In 2024, I completed a training that changed my life. Becoming a trauma-informed schools and communities practitioner filled in the gaps and provided the answers I had been searching for.

There is no learning without safety. As a teacher, you may believe that being friendly, warm, aware of a student’s conditioning, and supportive is enough. And sometimes it is.

But in my experience, that is not always the case. An emotionally available teacher cannot always heal a deep wound. We need to understand what partially healed wounding looks like, how it can be triggered and reopened, and how to support deeper healing, so the wound does not keep reopening.

As an educator, my work focuses on decolonial language education, raising awareness of trauma and mental health in learning spaces, providing tools for educators, and using poetry therapy (therapeutic writing) as a tool for learning and increasing emotional resilience and mental well-being.

I offer trauma-informed 1:1 language coaching, small group programs and safe-space speaking circles, online courses and workshops, immersive retreats and intensives, consulting for language schools and educational programs, and speaking engagements for conferences and professional events. If you’re interested in working together, whether as a learner, educator, or institution, you’re warmly invited to reach out through the contact page to explore what feels aligned.

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