Tutoring that starts with how your child learns
I'm a qualified secondary teacher, and for over seven years I've worked in a Language and Communication Resource (LCR) in a Glasgow secondary school. Every day I work with autistic young people, each one different, and that's taught me more than any course could.
I know a lot of autistic pupils spend the whole school day holding things together, then come home with nothing left. Tutoring shouldn't add to that. My sessions are calm, predictable and set at a pace that works for your child, so the energy goes into learning instead of coping.
What I've learned in the LCR
- Knowing what's coming makes a huge difference. Surprises cost energy.
- Processing time matters. I'll wait for an answer rather than fill the silence.
- A strong interest is a way in, not a distraction. If they love trains or Minecraft, we'll use it.
- Sensory needs are real. Lighting, noise and where we sit all get thought about.
- Clear, literal language works better than hints and "you know what I mean".
What I can help with
- Keeping up with schoolwork and homework, and making sense of what's being asked
- Reading, writing and getting ideas onto the page
- Revision and exam preparation that fits how they think
- Big changes, like starting S1 or moving into the senior phase
- Confidence, and a positive experience of learning again
The aim is simple: your child leaves a session feeling capable, not drained.
I have ADHD too. I get it.
I don't just work with ADHD, I live with it. I know what it's like to understand something perfectly well and still not be able to start it. To sit down to do homework and look up an hour later with nothing done. To be told you're "not trying" when you're trying harder than anyone in the room.
That's why I don't treat ADHD as a behaviour problem. Your child isn't lazy. Their brain needs a different way in, and finding that way is my job. Alongside my own experience, I've spent over seven years supporting young people with ADHD in a Glasgow secondary school.
Things that actually help (and that I use myself)
- Short, focused bursts with real breaks, instead of an hour of willpower
- Making time visible with a timer on the table, because "later" doesn't feel real
- Starting with something quick and easy to get going
- Breaking big tasks into steps small enough to start right now
- Moving, fiddling and talking things through, because still and silent isn't how everyone thinks best
- Working alongside someone. Having a person there makes starting much easier.
What I can help with
- Getting homework started and finished
- Planning and organisation that doesn't fall apart after a week
- Revision methods that keep their attention
- Essays and longer pieces of writing, step by step
- Rebuilding confidence after a lot of "could do better"
Plenty of people with ADHD do really well. They just need the right tools, and someone who gets it.
History, made to make sense
History is full of brilliant stories, but in exams it comes down to skills: using sources, explaining why things happened and writing a proper argument. I help pupils get those skills nailed down.
I tutor from S1 through to Higher, following the Scottish curriculum and SQA courses. Topics vary from school to school, so I work from what your child is actually studying in class.
What I can help with
- National 5 and Higher History, including source questions, "explain" questions and essays
- Structuring essays so the argument is clear and hits the marks
- Revision for prelims and final exams
- Assignment support: choosing a question, planning and organising research
- S1 to S3 (BGE) History and Social Studies, building good habits early
History for neurodivergent learners
This is where my two areas meet. Lots of autistic and ADHD pupils love History but struggle with the exams. Timelines, visual organisers, clear essay frameworks and turning events into stories can unlock a subject that felt like too much information.
If your child can tell you everything about the Romans but freezes in a written answer, that's very fixable.