Performing Arts & Coaching that fit you

Safety is something we build together, and I pay attention to it all the way through. You and your child won't be judged, and I won't make assumptions. I stay curious and ask. I notice how your child is doing, go at their pace and offer real choices. When something isn't working, we change the pace, the activity or the environment. Anyone can pause, say no, or try another way. If you'd like to read about past students and clients experiences with me, please see the testimonials. Safety has always been at the core. 

I see autism, ADHD, dyslexia and other neurodivergent ways of thinking as part of who a person is. Acceptance comes first. We look at the environment as well as the person, so your child isn't always the one doing the adjusting, and we co-create the way forward together. Nothing about your child without your child.

A child who looks calm may be comfortable, masking distress or experiencing shutdown. That's why I don't judge progress by outward behavior alone.

I want to understand how the experience is for your child: what they enjoy, what feels hard, what helps, and what it costs them in energy and effort, during the session and afterwards. We can use different ways of communicating, and involve trusted support people where that helps.

Progress might mean new artistic skills, new ways to communicate, taking part more comfortably, recognizing needs, making choices, or simply enjoying the experience. We use what we notice to shape what comes next.

We slow down, make the activity smaller, reduce demands, switch how we communicate, or take a break. Your child never has to push through overwhelm to show progress.

Afterward, we can explore what contributed (sensory input, cognitive load, energy or nervous system state) and what might make it easier next time.

No. My performing arts sessions are creative and educational experiences, and coaching provides collaborative support around your own goals, experiences and everyday challenges.

My teaching and coaching are informed by neurodiversity-affirming practice and an understanding of sensory processing, cognitive load, nervous system states, communication and individual differences.

I don't conduct clinical assessments, diagnose conditions, or provide psychological, occupational or speech-language therapy. My work can complement existing clinical and educational support, and with your consent I'm happy to collaborate with your child's therapists, teachers and other professionals.

Strength awareness helps your child understand themselves: their strengths, needs, preferences and the supports that work for them. It's about self-understanding, rather than turning strengths into achievement.

State awareness is noticing how safe, settled or overwhelmed your child feels in a given moment. Our nervous system is always quietly checking for safety (this is called neuroception), and that shapes how we perceive things. It's part of why the same task can feel manageable one day and much harder the next.

Together we can find the songs, music,  movement and words and stories, images that may help your child when they're anxious, revved up or shut down, and build confidence in drawing on these  - as a tool and for pure enjoyment. Sensitivity is a gift when you get to choose what works for you and when you get to tune in. 

Then we follow them. Sessions can move between areas at any time, and your child can come back to an earlier interest later.

No. Performing is always an option, never a requirement. Listening, watching, writing, moving and creating all count.

Yes. I'm interested in how your child experiences music, sound and movement, not just what they're learning. We can explore what they notice, feel or imagine.

They're included free for every performing arts student. Students come together online. Some share something they've created or are working on, and others listen and appreciate. Your child can join with camera on or off, share or not share, and come when it suits them.

It depends on what fits your family, and it can change over time. It might be sessions for you on supporting your child, or on your own goals (those are just for you, without your child). It might be sessions with your child or teen, or both, together or separately. When your child is involved, the work stays centered on them.

Yes. That includes parents working on their own goals, and late-diagnosed or self-identified adults.

For many families, yes. Home is familiar, so your child can set up their environment the way that suits them and take part at their own pace. They can move, pause, use the chat and keep familiar comforts close. For singing, we take turns rather than singing at the same time, to work around sound delay. For dance and movement, a clear space and a camera angle that shows your child's feet works well.

“Janna’s passion, enthusiasm and obvious experience with the piano and with children is more than enough — even on a Zoom call every week, which has surprised me.” — Kessia M., Australia

Yes. Camera on or off, chat, typing and other options are all welcome.

That's welcome here. We're flexible with every form of communication: speech, typing, chat, AAC, gesture, movement, pictures, sound or silence. Music, character and play offer many ways to take part. Communication goes both ways, and we find ways to understand each other.

Sessions can be rescheduled with 24 hours' notice. Any 4-session pack, for lessons or coaching, can be used over 12 months. If you or your child needs time to rest or recover, the sessions wait for you.

Before we start, we agree in writing who the client is, what's shared with parents, and the limits of confidentiality, such as safety concerns or legal requirements. I work within ICF ethics.

Yes, with your permission. Coaching sits alongside clinical care, not in place of it.

Neurodiversity-affirming parenting includes limits. Together we can look at limits that keep everyone safe, with enough connection to match.

Yes. A small number of supported places are available for $1 for families who need financial help. Email [email protected] and let me know which offer you're interested in. Supported places are offered as they become available.

No. Exams are always optional. ABRSM, AMEB, Trinity and LAMDA are available whenever your child is curious about them or wants to work toward a grade.

No. I work with neurodivergent and neurotypical children, teens and adults.

It's in step with Australia's autism and ADHD guidelines and Aotearoa New Zealand's autism guideline, which call for neurodiversity-affirming support that recognizes both strengths and needs.

All prices are in US dollars (USD).