The Be Everything You Are School Program
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
Students name who they are before anything else happens. What they love, what matters to them, and what they are good at, including the strengths nobody counts, like being the one who notices when someone is sad. They finish with it written in their own hand, and with a strength named for them out loud by another student in the room.
Session 2. My Brain, My Way
Students learn that minds work in different ways, and that some tasks feel harder for reasons that have nothing to do with effort or character. They move properly, then notice what changed in their body and their focus, and learn that movement gives the brain the chemicals that help it work. Then they build their own map: what is easy, what is hard, and what helps. Two brain characters give them a shame free way to talk about it.
Session 3. My Voice
Knowing what helps is not much use if the adults around you do not know it too. Students practise the sentences that make it possible. I think better when I move first. Can I start with the easy one. Can you tell me one step at a time. They work out who to tell, when to say it, and what to do if the answer is no.
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
- 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, 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.
2027 price; $1,895 plus GST.
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.
Invoiced to your school against a purchase order.
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?
Your students go out to their normal playground with everyone else. The day is built around your bells rather than across them, and I would rather these students were not separated from their class at break as well.
How many students, and which year levels?
Up to 15 students. Smaller schools sometimes host students from neighbouring schools to make up a group, and I am glad to help coordinate that.
How much notice do you need?
Four weeks is comfortable. Three is workable. The pre delivery consultation sits three weeks out, which is what shapes the day around your students.
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 is built on the same evidence base as behavioural parent training and school home communication interventions, both recognised as first line approaches for children living with ADHD, and 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?
Invoice 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.
Be everything you are! The world needs it.