Hi, my name is Jordan. I am a special education
teacher from the UK. I share my passion for everything
communication, sensory regulation and fun lesson
ideas for my classroom of disabled pupils aged
4 to 11. Each week I am joined by experts in
the field answering your questions and sharing
our knowledge and experience working alongside
our beautiful young people. Let's get started.
Lovely. Hello, everybody, and welcome to the
Sensory Classroom podcast. My name is Jordan,
and today I am joined by Sarah, who is a parent
and psychotherapist and a mother to an 11 -year
-old daughter, Mia, who is dyslexic and neurodivergent.
And we're going to talk to her about Mia and
her own journey in parenthood, but through that
psychotherapist lens today. Hello, Sarah. Hello,
Jordan. Thank you for having me. Thank you so
much for being here. I was really interested
in your offer to come onto the podcast and to
learn more about you as a parent and going through
the fight of finding a suitable education for
your daughter and all of that. And I'm sure lots
of parents can relate to that. But through the
psychotherapist lens, I find really interesting.
Can you tell us a little bit more about yourself
first, please, so that we can kind of know where
you're coming from in all of this? Yeah, OK,
so I was in the health and fitness industry for
over 30 years and I used to have a gym as well.
And I've always wanted to train as a psychotherapist
from when I was about 20 and my own mental health.
I was sectioned when I was 20 and I had a really
good clinician, which was amazing. So I always
want to be a psychotherapist. But when I was
at school. About age nine, I showed interest
in wanting to be a PE teacher and an English
teacher. I was very, very good at school. And
at the time, the teacher told me to stay in my
own lane. And I didn't quite know what that meant.
And also at school, unfortunately for me, at
the time in the 70s, I was dyslexic, but I didn't
know that. And the teachers, unfortunately, back
then used to call me thick, used to kind of humiliate
me in class. And that put me off academia for
the rest of my life. And I just followed the
journey, the path of sport. I was very good on
the verge of becoming an international javelin
thrower. And then I got injured. I decided I
didn't want to do that. Trained as a PT. Did
that for multiple years. Where I lived, unfortunately,
there was a fire in Grenfell where I was born
and raised. And I had friends. who I lost, and
I had friends who had family members that were
lost in the fire. And I remember one of my friends
said to me, you've always wanted to be a therapist.
Why don't you go and train and bring it back
to the community? That's what I did. Yeah, that's
what I did. And through my training, still I
did not know I was dyslexic. It was only at 48
I found out when one of the tutors said, you
write beautifully, your essays, these are postgraduate,
mind you, but you can't spell for shit. So my
language and your grammar. You know, it was a
ha ha moment because even throughout the training,
I was struggling. I was struggling to keep up
with the reading. I was struggling to keep up
with the essays. And I thought it was me. I thought
I was done. You know, all of those stories that
my teachers told me were coming true. On reflection,
I wasn't. I was dyslexic. And then once I found
that out at 48, I just flew with it and I went
on to do a master's. Wow. So what support needed
to be in place? Because it's not just knowing,
is it? What support did you access to enable
you to do that? Well, what was really good, I
got more time with my essays. I got help at my
institution. Yeah, I got so much resources that
it felt like. I could just fly through these
papers. I got instruments. I got equipment to
help me read better. I got reflected lenses and
cards. There was so much. It opened up a whole
new world to me, but it made me really quite
confident. Yeah. And achieve what you could achieve,
right? And that's the point, that it's the knowing
and the resources and the scaffolding in place.
to help you achieve what you need to and then
support others as well, ultimately, because without
all that support, you wouldn't then be there
to support. So then let's talk about your advocacy
then with your daughter, because you understanding
more about yourself, I assume, has helped you
to navigate your daughter's needs as well. Can
you tell us a little bit about that? Well, yeah,
my daughter's got dyslexia and it was during
lockdown I was helping her to read and obviously
being dyslexic myself. I was starting to identify
similarities, what she was doing. And we went
back to the school and the school said because
of the lockdown, and obviously we were teaching
her at home, to wait a short period to get her
assessed. Because it could have just been because
of the lockdown and catch up. But I knew, I knew
in my heart she was dyslexic. So she got diagnosed
in 2023, which the school were amazing at helping,
but they had limited resources. Mia is also very,
very creative. So she loves to sing, dance and
act. And this is how I think, you know, she masked
a lot of her dyslexia at school. And at the time,
she was doing a part time class at a performing
arts school. I can mention it, Sylvia Young.
And, you know, she said she would like to go
for an audition. And I was like, oh, I don't
know about that. Not from the sort of acting
and singing perspective, but you have to do two
written pieces, a contemporary and a Shakespeare.
Mia's never, never at that time read Shakespeare.
So that was my own bias coming through, thinking
she had dyslexia, she wouldn't be able to achieve
it. Right. The contemporary was a lot harder
than the Shakespeare. She literally nailed Puck
in no more than about four hours. And I was absolutely
blown away. And I think it's the rhythm of Shakespeare.
Interesting. To me... I'm not dyslexic, but I
really struggle to memorise. My memory is really
poor. So, yeah, me trying to learn Shakespeare
felt really impossible. So that's so interesting
that the rhythm helped her to navigate that quite
complex language. Believe it or not, I actually
didn't think she would get it. I really didn't,
because I didn't get it myself. I could read
Shakespeare, I'll pluck. But literally within
three, four hours, she came back to me and said,
Mummy, I'm ready to record. And I was like...
Really? Okay, well, let's try a first take. She
nailed it in the first take. And since then,
she's been reading Shakespeare. She got into
the school. She auditioned and she got in. She
got a place. And she's been there since September.
For anyone who doesn't know, this is an incredibly
prestigious school. Lots of the actors that you
will have heard of will have been to Sylvia Young.
So it's a very prestigious school in London,
yeah. And, you know, some of our friends and
family and people that know us are like, oh,
do you want her to be a singer or a dancer and
that's a performer? Actually, I don't think she
wants to be that. She's actually said she wants
to be a lawyer. But what the school does is that
Monday to Wednesday is academia and then Thursday
to Friday is vocational. So the week is split.
So Mia can pay attention to the academia and
then she can forget about that and then she can
concentrate on her singing, dancing and acting.
And since she's been there, I mean, I'm probably
going to get emotional now. Mia's 10 going on
11. And for the last probably three years, Mia
hasn't slept properly. You know, she would get
up two or three times in the night. She'd go
to bed at midnight, one o 'clock in the morning,
no matter what I put in place. And since starting
this school and this structure, Mia goes to bed
at 9 .30, which is as good as it's going to get
for a neurodiverse child or for Mia at least.
And she sleeps through. She does not get up and
she comes home and the things she tells me, the
academic things she's learning, Greek mythology,
all of these things, I'm like, oh my God, she's
actually enjoying learning. She does her homework
independently. It's just, it's not about being
famous and shishish and it's not that. So what's
the difference? Is it that she, is it that her
interests are? being validated is it that her
peers are have the same interests as her is it
any support and strategies in place what are
they doing that's different that she wasn't offered
in mainstream school well for start there's only
11 other children in her class okay and huge
difference very stark difference and the majority
of the children not all of them but there's quite
a few children with neurodiversities and it's
embraced It's celebrated. There's no shame around
it. She'll get up in class and she'll say, she'll
do a speech and she can't say a word and she'll
just turn to her peer and say, what does that
say? The teachers are probably neurodivergent
too or the teachers are probably dyslexic too
because it's really common, isn't it, with dyslexia
that it's like the creative side of your brain
really flourishes, left side of brain thinkers,
if you will. And lots of the teachers I can assume
would be able to relate to Mia in a lot of ways
that her brain works. English teachers dyslexic.
Right. That's so cool, isn't it? That's so cool.
And I do advocate for adults and mentors and
any adults in children's lives to be really open
with any diagnosis that they have, because it
really does show the children that it isn't a
barrier. It doesn't have to limit you. It's just
you maybe need some more support strategies or
a different way of doing it. in order to achieve
that's so wonderful to hear that you found her
school because i can only imagine like how her
journey would have gone it's almost like a crossroads
isn't it can i imagine how her journey would
have gone had she still been in mainstream 30
plus children busy um yeah just less i say it's
advocacy and celebration of her neurodivergence
And, you know, being in a smaller school is better
for Mia. There's only 250 pupils as opposed to
mainstream, which is usually 900 to 1 ,000 pupils.
And even though she's dyslexic, we're waiting
for an assessment for autism because I do know
Mia's got autism. It's just a formality you have
to go through. But I know I've kept journals.
I've always kept journals my whole life myself,
but I've kept a journal from 2023 up until today
and continue about Mia. And I see how she used
to interact at her previous school with regards
to her peers. There was a lot of masking. There
was a lot of her going to playdates and having
to survey and see where she fitted in. As well,
I don't see that at her current school. That's
really interesting, isn't it? She obviously feels
safe enough to be herself because it's accepted.
Yeah, masking is really common with girls with
autism, women with autism. They camouflage their...
themselves to fit into different social groups
and it can be really detrimental to their own
mental health and to them yeah to them feeling
feel fully feeling part of the group and scene
and that can be really detrimental to their social
groups but also relationships too if they're
constantly changing themselves to be what the
other person wants me to be it can make them
incredibly vulnerable yeah And also at the previous
school, because, you know, they were really good,
but under -resourced and multiple children, 30
plus in the class. But if Mia ever wants a pit
stop, we call them pit stops, time out, she can
actually remove herself from the class without
being penalised for that or judged for that and
take five or 10 minutes and then come back in.
Yeah. Yeah. It's such a manageable strategy,
isn't it? Let's talk about your journey with
this then, because I want, I'm wondering from
a psychotherapist lens, the family, the weight
of a family carrying that, you know, navigating
the ROM setting and not necessarily having a
choice before she got her new school. What kind
of... What happened for you? What did that feel
like for you? And how did you navigate that?
I mean, being a psychotherapist, I have tools
and resources. But when I look back on some of
my journals, it was almost like being really
isolated, cased in a single cubicle and sort
of trying to bang on these walls, doors to be
let free or for someone to hear me. And, you
know, as I said, we're waiting for an assessment,
but you know. You know your child and it's almost
like you have to jump through so many hoops for
so long for them to tell you what's innate in
you that you know, especially when you've been
keeping journals. Yeah. Yeah. The evidence is
there. The evidence is clear. And still yet they
ask you to wait and monitor and report. Yeah,
it's frustrating. And what tools, if there's
parents listening here that are in exactly that
space, in that cubicle, banging on those walls
and relentless cubicles as well. You just get
through one door and then you find yourself in
another cubicle. It's relentless. Are there any
strategies or support systems that you could
suggest that could help them? Actually, yeah,
I mean. Given my time, I've kept a journal and
I've taken strands from that journal and I've
sort of compiled a self -care guide for parents
with special needs because within my practice,
I do have a lot of parents who come to me with
children who have special needs and I also have
a lot of parents themselves who have special
needs. So you have that sort of like a special
needs child and you also have special needs hitting
each other as well, which is another layer. So
for me, I've sort of compiled sort of top 10
things to think about. And one is your mental
health and protecting your mental health. And
for me, it was letting go of being a perfect
parent. Wow. Yeah. Wow. That's powerful. So often
we need to be everybody. We need to wear every
hat. We need to. be everything that everybody
else is failing our child without just recognizing
that we're already everything they need us to
be. That is so powerful. Yeah. And there's a
great clinician, a psychotherapist, Donald Winnicott,
that says The Good Enough Parent, which is a
really good book to read. So, you know, I've
learned I've had good days and bad days. I'll
have good days and bad days. I'll feel frustrated.
I feel I don't have all the answers. And that's
okay. I ask for help. I have my own therapist
for this reason. I am a therapist, but I also
have my own therapist for this reason. So I will
always ask for help. Yeah, that's a great first
strategy. Acceptance. Accept what you can do
that is realistic. And you're probably doing
a lot. Yeah. Amazing. What else is on the list?
Learn about your child's needs, but I would,
from my own experience, not overwhelm yourself.
Because obviously I would delve deep into manuals
and books and go online and listen to all of
that. And it can be quite overwhelming. And I
would say, you know your child. Yeah. You know
your child. Yeah, you're the expert in them.
Yeah. Yeah. Yeah. Yeah. And even when you're
told your child is dyslexic or has autism or
ADHD, it's vast. It's not the same for everybody.
So I take what Mia has and I adapt to our nuclear
family, our living arrangements, our relationship.
Yeah. Yeah, and a lot of those strategies that
work, you've probably already found them even
though you didn't know why or how they work.
You're probably already doing it. I see parents
a lot that are naturally doing the things that
I support parents to do because they've found
their way, because they're the expert in their
child and what their child needs. It's a really
cool point. Yeah. And I would say find your people,
find your tribe, people you can connect to, other
parents, support groups, podcasts like this.
So important to find your tribe and your allies.
Yeah. Because it can be lonely and isolating.
At least there's other people in the cubicle
with you then. Yeah, for sure. For sure. And
also just take time. Mia has pit stops, but so
do I. Yeah. So to have a coffee, a tea, just
sit and do nothing, which is something. Yeah.
And know that that's enough. That's still part
of the support of your child. It's not selfish.
Yeah. No. Self -care, a lot of mums particularly,
but dads as well, think self -care is being selfish.
But I always say, if the pot is empty and it's
not replenished, how can anyone dip into it?
Yeah, it's that co -regulation, isn't it? How
could they be regulated if you're not regulated?
It works both ways, doesn't it? So you helping
yourself helps them. It's allowing that. It's
giving yourself grace. in that yeah because also
more often than not the parents of neurodivergent
children are neurodivergent themselves whether
you know it or not and you need those breaks
it's crucial to your whole psyche and survival
that you take that regulation yeah and also just
you know talk about your hard feelings and you
know with a therapist or a close friend or a
support group or just to yourself in a journal.
Sometimes allowing yourself to say the things
you feel releases something. It's okay to feel
guilty. Yeah, it's okay to feel sad, to feel
angry and annoyed at the situation. Yeah, it's
okay. And I think to allow yourself to feel that
and speak that in whatever shape or form will
release something, lifts go of something. Yeah.
And then I wonder if that will help you to use
that as fuel to help, you know, continue fighting.
We could let it out to safe people in a safe
way, in a way that feels safe for you rather
than, you know, it's going to come out somewhere,
isn't it? So rather than to your caseworker who
then isn't going to help your case at all. You
can let it out to a friend in a safe environment,
non -judgmental, and receive what you need to
receive after that to then use that as fuel to
fight the caseworker and advocate for your child.
Absolutely. Absolutely. And advocate and, you
know, I've learned also now not to fight every
battle, to choose my battles wisely. Yeah, so
to recognise what to let go of right now. Not
yet, maybe. What's the biggest thing for your
child? Yeah. And just to choose wisely what's
most important and to get help and support in
that battle. You don't have to do it solely by
yourself. Right. There are many organisations
for people that can't necessarily advocate for
themselves or can't maybe articulate or write,
especially if they're neurodivergent, etc. There's
so many resources that we have that can compile
an email that you can send out. to whoever you
need to send out yeah yeah there's been two organizations
on this podcast actually so if that if that sounds
like you and that's a huge limit to you um a
disability social worker can help you or kate
or um an early help hub support can help you
or there's also sos cn that have been on this
podcast that can help you and there's also a
lawyer who specializes in hdps that's been on
this podcast that can also help you so and they
all offer free or affordable You know, it doesn't
have to be a postcode lottery. It doesn't have
to be only the elite get this support. There
are loads of amazing charities out there that
are doing this really important work so that
you can advocate for your child with the tools
kit that you need to continue. Yeah. And also
I found, remember, I'm not just a carer. I mean,
we're carers anyway, just as parents, but there's
another layer when you have a child with neurodiversity
and you can, your identity sometimes for me was
all wrapped up in that. and I had to remember
I'm Sarah you know I'm a 53 year old woman with
needs and desires and passions and interests
of my own and to remember my identity because
it did for a while get lost yeah I see that I
see that in a lot of friends yeah how do you
find that on that you know how do you navigate
finding yourself again within this advocacy it's
remembering At the core of me, you know, my hopes,
my dreams, my desires, all the things I want
for Mia, my loves to celebrate my own wins and
gains, all the things I'm advocating for Mia
and to try and do those occasionally or just
acknowledge them. Yeah. Yeah. So true. Yeah,
I guess that would also show Mia a great model
as well. So even though you're doing it for yourself,
you're also doing it for her too. Yeah. Yeah.
Or you can justify it. Yeah. And just, you know,
also just to celebrate the small wins, you know,
literally waking up in the morning and me is
refreshed and, hello, mummy, and gets up and
goes straight to the bathroom and does everything
that's required of her without me having to ask
is a massive win. Is a massive win. So celebrating
those wins. Yeah, I guess that comes back to
having a tribe as well, that you can celebrate
those wins with the people that understand how
big those little things are. Yeah, for sure.
For sure. So, yeah, they're kind of my top tips.
I have a daily self -care routine and checklist
that I go through myself, which I always, you
know, advocate for parents to do. You know, I
try when I get up in the morning not to look
at my phone and that's the first thing I don't
want to do. I try to have a cup of tea and have
a quiet moment before the day starts. And just
pick one thing out of the day that I can focus
on, big or small. Achieve it or not, just one
thing. The multiple things usually a mum with
a neurodiverse or dad has to think about. And
to be in the moment. I've realised over the last
two years, just really trying to stay in the
moment. Yeah, I see that as a teacher actually.
It's something really special with my autistic
learners in particular. The high support needs
autistic learners are always in the present moment.
They're so reactive to what's in the now. And
it's really beautiful to sit with them in that.
And because they're in no rush to like, I don't
know, sometimes get on with the next thing because
they're looking through the dappled light in
the trees or they're looking at their hand or
they're really enjoying stimming with a ribbon.
And they're fully in that moment, embracing the
beauty of that moment. And it's really, it's
such a great excuse as. a supporting adult to
follow their lead with that and think do you
know what yeah those shadows are beautiful or
that moon is beautiful or yeah this bath water
is so fun and rather than constantly thinking
about what's next what's next what's next just
take a pause and be led by them is the best part
of my job that I get to call that my job, to
be able to be led by them and take that pause
and to actually look around me. Because so often
we look, but we don't see. And to just see the
beauty in the world. One of my parents said,
oh, sorry, we're late today because we had to
watch a bug cross the road and it took like half
an hour. I think there is so much beauty in the
world that we miss because we're always so in
a rush. We're always thinking like, what's next?
What's next? What's next? And so often our high
support needs learners don't do that, which can
be frustrating when you're the adult trying to
get them somewhere on time. Also, there is so
much beauty in that. Yeah. And the thing as a
parent, when you're advocating and you can juggle
looking after them sometimes and be like, no,
this is what. beyond all the advocating and the
letters. And this is actually what they need.
It's really helping. Yeah, I guess. Because the
long -term goal in your head is thinking, well,
I need to find the right school and I need to
finish that letter. I need to apply for this
funding and I need to sort out the AAC. And oh
my God, I haven't even printed those symbols
yet. And I need to, like, that's where our heads
are at. But actually the child just wants...
a cuddle or they want their tv program on or
they need their weighted blanket or they want
their chewy or they want their routine or they
want some toast and actually bringing yourself
down to the current moment and what you what
they need then and giving them that is also great
that is also advocacy work isn't it One hundred
percent. I mean, it was only, I think it was
a few months ago, you know, I was knee high in
paperwork, process notes, you know, trying to
write grant applications. And it was about sort
of 8 .30 at night and Mia wanted to go out in
our pyjamas to go sit on the bench. And I don't
know really what she wanted to do. She wanted
to go sit on the bench, take her tap shoes and
just show me routine. And I literally caught
myself being like, no, I'm busy. But then I was
like, no, actually. This is what I'm doing this
for. Right. So, you know, I had to go outside
and fix my hair and put my slippers on and sit
on the bench, which worked out to be like 10,
15 minutes. But I remember that and I'll always
remember that, is that that's what she needed
in the moment. This is what I'm doing all of
this for. Absolutely. It's so easy to lose sight
of that, isn't it? Yeah. For sure. For sure.
That is such great advice. What changes would
you want to see? in these systems that are set
up? I mean, like you said, the school were brilliant,
they just didn't have the resources. What changes
do you want to see in order to support all children?
Because not all children can go to a fantastic
performing arts school. What needs to happen
in order for all children to thrive and parents
to thrive? I think we need to look at our schooling
system. It's very classic academic. And, you
know, academia is so important, but also the
arts. I mean, the arts have been lost, absolutely
lost, forgotten about in school. And I think
we need to bring the arts back in and we need
to think about how we teach our children, regardless
if they have a neurodiversity or not. All children
learn very differently. Everyone has a special
niche, something. And we need to start to explore
that in our school, in our system, our curriculum
and academia and what that looks like. Yeah,
I couldn't agree more. I couldn't agree more.
There is so much that comes from the creative
arts. I mean, I am a huge advocate in creative
arts. My degree was in acting and my A -levels
are in music, dance, drama and performing arts.
So like I am a very creative arts person and
it's never hindered me. It's helped me to go
through interviews. It's helped me advocate for
myself. It's helped me do this kind of stuff,
this advocacy work. It's helped me to communicate
with others about my advocacy work, you know,
it's never closed doors. We even forget the acting
and dance, you know, it's that confidence, it's
that self -esteem, it's being able to articulate
yourself, it's being able to relate to others,
put yourself in somebody else's shoes and see
how they feel, that empathy. There is so much
important work with creative arts. I mean, there's
a reason why back in the caves thousands of years
ago that we had music and art. Even though we
were in survival mode, me, Rick and Art were
there because they are fundamental to our whole
human makeup. They're really important to us.
And yeah, we are losing sight of that in schools
and it's a shame. Because no children will benefit.
All children, arguably. All children will benefit,
regardless if they're neurodiverse or not. I
mean, if you just look at music and you look
at my son likes to listen to urban and hip hop
music. And, you know, it's the poetry. They're
genius, the way they put... syllables and words
and phrases together. You know, as old people,
we look at it, oh no, that music's too loud and
it's fierce. But if you sit and listen to some
of these artists, absolutely brilliant. Yeah.
Yeah. And great way to express yourself and explore
these emotions. You know, we're talking about,
you know, young men who aren't able to express
themselves safely or support, you know, there's
such poor mental health around males. And I wonder
if... That would also support, you know, if they
had a way to openly express themselves through
the arts, might help and support them in that.
Even in dance, from the oldest of time, we danced
in conflict, we danced in battle. You know, if
you take it right back to Brazilian slavery,
this is how they danced to inform each other
of danger. To speak and connect, communicate.
Yeah, it's so part of art, isn't it? So important.
Yeah, I am a huge advocate for that. I completely
agree. And I guess teachers are controlled by
the curriculum given by the government. But there
is still there is still space for creativity.
Yes, you have your English and maths and science
topics to cover. But if we just think a little
bit more creatively, we can infuse the creative
arts through everything we do. I suppose it just
takes a little bit more. thought thinking outside
the box to enable us you know yes we might not
have art on our timetable we might spend one
art week every year yeah but we can infuse it
into everything we do to in order to reach all
peoples I mean if we can't pull it in the classroom
we can certainly pull it on a tree to the classroom
you know I sort of advocated to my daughter's
previous school you know in the playground at
break time why can't there be music You know,
when we're going into class, why can't the teacher
have music on so people can enter into class
how they want to, how they choose? Why can't
they have a poem or phrase they say as they enter
or they leave? In the dinner halls, why can't
we do a fame where we can dance in the dinner
halls? Yeah, assembly, you know. Please. Yeah,
yeah, it is. It's about, it comes from teachers
first, doesn't it? and us advocating for that
with with those in power because they don't control
everything we do not yet we do still have that
flexibility to be able to be um think creatively
um yeah I love that so much as far as talking
about Mia and her schooling I know you are you've
got a campaign right now would you like to tell
us a little bit more about that to share yeah
so obviously Mia goes to an independent school
and Sylvia Young and you know the fees are 20
,000 a year. So I'm a single mum of two and they're
a lot. So I've started a crowdfunding page, which
has been really wonderful with regards to supporting
Mia because it's more than just a performing
arts school. This is an environment for Mia.
She will thrive. Yeah. As a young woman, she'll
come out with so many resources and skills and
confidence. And it's so good for her emotional
state and physical state. Not just the academia
and the dancing and acting side. Mia, this suits
her. It fits like a glove. And she's so much
happier. Even her eczema. Mia used to have eczema,
which was medicated by the doctors. She no longer
has eczema. It's just, if I didn't have my journals
to track this, I myself would be thinking, am
I making this up? Is this not real? But she doesn't
have eczema anymore. Her body is better. inside
and out yeah it's healed yeah i mean she skips
to school she literally skips into school there's
no option she has to be there what age what age
can she be there until to the end to end of her
journey to year 11 wow it's a lot of fundraising
to do so if you have heard sarah's story about
mia and would like to support in any way you
can please head to mia's bright future dot c
a r r d dot co that's me as bright future dot
c a r r d dot co i'll leave that in the description
below if you want to support sarah if this story
has resonated with you i know sarah has shared
such great wisdom over navigating parenthood
with me i don't first charge day and if that
has meant something to you then yeah i'd love
you to pay it forward and support sarah and support
a friend that's maybe in that same position share
this podcast with them and share these tips because
we're all better together Yeah. And I think,
you know, beyond Mia, my idea now is beyond Mia
to fundraise for Mia, but she's going to continue
to stay there, but to fundraise, possibly set
up an organisation or foundation for other children,
not just within arts, but any sort of space,
part -time or full -time, that they need. That's
fabulous. I love that. Thank you so much, Sarah,
for joining me. It's been an absolute joy and
really, really useful tips that are actionable.
Yeah, that parents listening and teachers listening
can take and use right away. So thank you so
much for that. And I wish you and Mia all the
best in her bright future. Thank you, Gorda.
Thank you so much. Thank you.