Mental Health Consultation for Preschools in Portland, Oregon
Mental Health Consultation for teachers and schools in Portland, Oregon and online nationwide.
Will anything help this student be less challenging?
Katie has direct experience working as a preschool teacher, center director, and professor of pre-service and in-service student educators. Katie understands what it feels like to work with kids with big, confusing, and challenging behaviors in the classroom.
Katie’s teacher consultations help shift perspectives on children exhibiting challenging behaviors to find lasting strategies that calm the chaos and brings more joy into the teaching experience.
Through relational, trauma-responsive, and neurodiversity affirming approaches Katie supports teachers in moving beyond crisis management and toward classrooms where both students and educators can feel more regulated, capable, and connected.
“Amazing change in perspective in my own mindset when experiencing these challenging behaviors.”
Consultation May Be Helpful for Your Teaching Team If…
A student’s behaviors have continued to escalate despite the many interventions, strategies, and supports your team has already tried.
Your staff feels emotionally exhausted, overwhelmed, or constantly “on edge” while trying to manage the intensity of the classroom environment.
The relationship between educators and the student feels increasingly strained, disconnected, or stuck in cycles of conflict and dysregulation.
Supporting one child’s needs has begun to impact the well-being of the larger classroom community, staff morale, or team cohesion.
Teaching teams feel discouraged, ineffective, or uncertain about how to move forward in a way that truly supports the child.
You find yourselves spending most of the day reacting to crises rather than teaching, connecting, and building a positive classroom culture.
Staff members are struggling to balance compassion for the child with the very real stress and demands of the situation.
You worry about whether your current approaches are helping, or unintentionally increasing stress, shame, or dysregulation for the child.
Your team is looking for a more relational, trauma-responsive, and neuroaffirming framework for understanding and responding to behavior.
You want practical, sustainable strategies that support both the child and the adults caring for them.