About 

My approach to meditation is simple: the practice should meet the person.

I don’t believe meditation requires you to stop thinking, sit perfectly still, or force yourself into someone else’s idea of calm. I teach practices that work with attention as it actually is: wandering, noticing, sensing, moving, and returning.

My approach is neurodivergent-friendly because flexibility is built into the practice from the beginning. Eyes can stay open. Movement can be part of meditation. Sound, touch, breath, and ordinary transitions can become anchors for attention. There is room to experiment and discover what helps you return.

You do not have to become a different kind of person to practice meditation.

WHY I TEACH THIS WAY

I came to meditation as a teacher, researcher, and someone who needed the practice to make sense in my own life. As a neurodivergent woman, I learned that difficulty with conventional meditation did not mean I was incapable of meditating. It meant I needed different ways into the practice.

That experience continues to shape how I teach. I’m interested in what happens when we stop measuring meditation by how still someone can sit or how quiet their mind becomes, and begin helping people develop practices they can actually return to in everyday life.

TEACHING, WRITING & RESEARCH