The Be Everything You Are! School Program

A strengths based confidence day for neurodiverse students, designed and delivered by a practising primary school teacher.

Every child is writing a story about themselves. This program changes the evidence they are working from.

Enquire about Term 4   Download the program overview

The students you already know

You know the ones. Bright, funny, creative, and quietly convinced that something is wrong with them.

They collect evidence all day. The look when they call out again. The sigh over the lost hat. Being the last one picked and the first one told to sit down. None of it is unkind, and most of it comes from tired adults doing their best. It still adds up.

By eight or nine, many of these students have decided who they are. I am the naughty one. I am too much. I cannot get it right.

Once a child believes that, they act in ways that match it. Not because it is true, but because it is what they believe.

This program starts changing that story in a day, and gives your staff the language to keep it changing.

What the program is

A full day, in your school, for up to 15 students, delivered as three sessions that fit around your normal break times.

Session 1. This Is Me

Session 1 builds the foundation for the day. We get to know each other, and students learn that the focus is on them knowing themselves better. They explore what they like and what they find tricky about school and about life in general, before moving on to recognising their strengths beyond the academic ones, like being a caring friend. Students then look for those strengths in each other, and by the end each has a page they have written about themselves, which leads into Session 2. They are also introduced to the idea that they are each writing their own story, and why that story needs to be kind and fair.

Session 2. My Brain, My Way

Session 2 is about students understanding how their own brain works. They discover that everyone thinks and learns differently, and that some parts of school feel harder for reasons that have nothing to do with how hard they try. Students get moving and notice what it does to their focus, learning that movement gives the brain the chemicals it needs to work well. They also learn that brains get full, that big feelings can arrive quickly and take a while to pass, and how to spot their own early signs. By the end each student has a map of what comes easily, what is tricky, what helps them, and how they know when their brain is filling up, which they carry into Session 3.

Session 3. My Voice

Session 3 is about students using what they have learned about themselves to understand why telling an adult what they need helps them thrive. They also build one small habit to help them at school that they can do without needing anyone, using the same method printed in their organiser. Students practise the words for asking, who to tell and when, and learn that they will sometimes miss a day or hear no, and that neither means they were wrong to try. The day closes where it started, with the story they are writing, and why it needs to be kind and fair.

They leave with the three messages that sit underneath everything I do.

You are capable. You belong. You are enough.

What students take away

 

• The words to name their own strengths, not only their struggles

• An understanding of how their mind works, without shame

• Habits that support attention and regulation, tested in the room rather than described

• A way to recognise when their own brain is filling, and something to do about it

• One clear request they can make of an adult, and the confidence to make it

• Their own organiser, carrying all of it between classroom and home each week

No diagnostic language with students

The student facing program does not name or reference ADHD, autism, anxiety or any other diagnosis at any point. Students are never labelled, grouped by condition, or asked to disclose anything about themselves.

This protects student privacy in a group setting. It includes students who are undiagnosed, or who have not yet been told their diagnosis. And it keeps delivery inside the scope of a teacher rather than a clinician.

The neurodiversity specific content is provided to the adults, through the staff session and the parent note.

What a booking includes

• Pre delivery consultation. A conversation with your Learning and Support Teacher three weeks out, so the day is shaped around your students rather than delivered at them.
• The student program. A full day with up to 15 students, movement rich and hands on, with all materials supplied.
• An organiser for every student. Each participating student receives a Be Everything You Are! organiser, which travels between classroom and home each week and carries the program's language with it.
• Staff professional learning. A 15 to 20 minute session before school, at whatever time suits your staff, so the approach continues in classrooms after I leave. It includes the words students will practise, so staff know what to expect when those students come back to class.
• A parent note. Goes home with each student on the day, so the same message lands at the kitchen table that night.
• A six week check in. Students complete their own reflection on the day, and I follow up with your school by email six weeks later, with a short written summary you can attach to your School Excellence Plan evidence.

Curriculum and policy alignment

The program supports the Personal and Social Capability of the Australian Curriculum across self awareness, self management and social awareness. It connects to PDHPE learning in identity and personal strengths, self management, resilience, help seeking, and the benefits of physical activity for wellbeing. It also supports the commitment in the Inclusive, Engaging and Respectful Schools framework to explicitly teaching social and emotional skills.

Delivery operates in line with the department's Inclusive Education for students with disability policy, which applies to external providers on site.

The program is strengths based and non clinical. It offers no diagnosis, treatment or medical advice.

What teachers say about the organiser

Every participating student receives a Be Everything You Are organiser, already in use in NSW public and Catholic primary schools.

“Having a tool that goes between home and school reduced the need for emails and phone calls.”
Bethany Higgins, Year 3/4 teacher, NSW public school

“They're feeling more confident to communicate their needs.”
Year 1 teacher, regional NSW Catholic primary school

“He seems much more engaged and has been trying really hard in the areas that needed extra motivation.”
Year 1 teacher, regional NSW Catholic primary school

These comments relate to the organiser. 

Who delivers it

I am Mon, a primary school teacher and a mum of four boys navigating ADHD, autism and anxiety.

I have been the teacher in the meeting, and I have been the parent across from them, hoping someone finally understood my child. I built Be Everything You Are! to close the space between those two chairs.

I am based in Wagga Wagga and work across the Riverina, which means I can come back in person, when it is convenient for your school.

I host the ADHD Habits Podcast and created the Be Everything You Are! organiser, now used in classrooms across NSW.

Working With Children Check, NESA accreditation, public liability and personal accident insurance certificates provided before delivery.

Investment

$1,495 + GST

Full day, up to 15 students. Introductory rate for Term 4, 2026. 

Includes the pre delivery consultation, the student program, an organiser for every participating student, the staff session, the parent note and the six week check in.

A 50 per cent deposit on booking holds your date, and I invoice the balance a week before delivery. Both go against a purchase order, on your school's usual terms. I am GST registered with an ABN.

Enquire about term 4

Questions schools ask

Do students need a diagnosis to take part?
No. The school selects the students, and no diagnosis or documentation is required. This matters in regional areas where families wait a long time for assessment, and where a student's support need often arrives well before any paperwork does.

Will the students be labelled or singled out?
No. The program never names a condition, and students are not grouped or described by diagnosis. From a student's point of view, this is a day about strengths, brains and habits.

What does our school need to provide?
One space for the day, one staff member present across it, and 15 to 20 minutes with your staff before school starts. As an external provider I do not hold duty of care for students, so a member of your staff remains in the room. Ideally that is your Learning and Support Teacher or an SLSO who already works with these students, because that person sees which strategies land with which child and becomes the one who sustains the language afterwards.

What happens at recess and lunch?
The day is built around your bells rather than across them so students go out to their normal playground with everyone else. 

How many students, and which year levels?
Up to 15 students, Year 2 - 6. 

How much notice do you need?
Four weeks is comfortable, three is the minimum. 

Do you travel?
Yes. I am based in Wagga Wagga and travel across the Riverina and surrounding regions.

What evidence do you have that it works?

The program draws on established research across a few areas: physical activity and attention, naming emotions to reduce distress, structured communication between home and school, and how habits form. A full reference list is available on request. The program itself is new to schools, so I do not yet have outcome data of my own. Every delivery includes a student reflection on the day and a six week follow up. 

Why are you not in the department's wellbeing programs catalogue?
The catalogue is the right first stop, and I would encourage any school to check it. Nothing currently listed addresses neurodiversity specifically, which is the point of difference here, and the department's own guidance covers exactly this situation through its checklist for programs outside the catalogue. I supply a completed provider information sheet mapped to that checklist with every enquiry.

What do parents receive?
A resource that explains what their child worked on and how to continue it at home, along with the organiser their child brings home. 

Can we just buy the organisers instead?
You can, and some schools do. The organiser works on its own. The program exists because a tool used well is different from a tool handed out, and the day is what teaches students and staff how to use it.

How do we pay?
A 50 per cent deposit on booking holds your date, and I invoice the balance a week before delivery. Both go against a purchase order, on your school's usual terms. I am GST registered with an ABN.

Change the story and watch their confidence grow

A child who believes they are the problem behaves like it. The Be Everything You Are! program and organiser shift that narrative, and start building evidence that they are capable, just as they are!

Enquire about Term 4

Be everything you are! The world needs it.