Anything that’s impacting your wellbeing or your experience at school. Common topics include stress, emotional regulation, challenging student behaviour, boundaries, workload, confidence, relationships, and navigating change.

These sessions are for any educator who feels stretched, overwhelmed, stuck, or simply in need of a safe place to reflect. Teachers, school leaders, early‑career educators, and support staff are all welcome.

Reflective mentoring is not therapy, and it’s not performance coaching. It’s a supportive, non‑judgmental space grounded in wellbeing science and lived teaching experience. The focus is on understanding your nervous system, recognising patterns, and building practical strategies that help you feel more regulated and resourced.

Yes. Many schools fund Reflective Mentoring through their wellbeing, professional learning, or leadership development budgets. The sessions directly support teacher capacity, emotional regulation, and sustainable practice — all core components of effective teaching and professional growth.

Absolutely. Early‑career teachers often experience high levels of stress, self‑doubt, and overwhelm. Mentoring provides a safe, supportive space to process experiences, build confidence, and develop regulation skills that set them up for long‑term success.

Some teachers come fortnightly, others monthly, and some book sessions during particularly stressful periods. There’s no right or wrong rhythm — we’ll find a pace that supports your wellbeing without adding pressure.