Hi, I’m Shannon!

I created Synapse to help meet the needs of neurodiverse children and support them in building their foundational skills in emotional regulation, social awareness and core academic basics. These skills are crucial to self-efficacy, self-confidence and self-regulation, but take time, effort and perseverance; something that is more difficult to provide in a busy classroom setting. As a neurodiverse individual, I draw on my own lived experience as well as my formal training in education to be a mentor and educator to children. With ten plus years of child care and teaching experience, I can express my genuine love for the practice, and enjoy getting to know each young learner as a unique individual.

A synapse is where communication of information occurs in our brains, the “wiring” that connects neurons. As infants, we develop millions of new neural connections each minute; by the end of adolescence neurotypical brains have gone through a process of synaptic pruning, removing connections deemed unused or irrelevant. However, studies now show that neurodiverse minds not only create a surplus of synaptic connections, but have reduced synaptic pruning! We literally are “wired” differently, and it’s no wonder we are prone to overstimulation - we are processing more information!

With this information in mind, programs are tailored to each child’s individual needs, and understand that all brains, “typical” or not, make different connections and process information differently. At Synapse, we build off each child’s natural curiosity and interests. We believe stimming is healthy, sensory tools are helpful and genuine human connection is key to positive development. Whether it’s building math skills through games, practicing emotional body awareness, or increasing our frustration tolerance, my role is to share and model the tools your child needs to feel more aware and confident in their abilities, and above all, their self esteem!

“We need to create a more understanding world…A world where neurodivergent people are openly allowed to be neurodivergent”

-Chloe Hayden, AuDHD actress & disability rights advocate

As a late-diagnosed individual, I bring a unique perspective to my work with children. As a child, I often felt disconnected from my peers attitudes and interests. I was fortunate to thrive in the academic structure and pace of school, but socially I was quickly known as sensitive, quirky and bit of a know-it-all. I was happy, but quick to cry, and although I enjoyed school I often felt lonely and self-conscious, especially after receiving strange reactions after saying or doing something I felt was “normal”. Sudden changes of plans were maddening, rules were rarely properly explained, and nightmares and fears of the dark were lasting longer than they were “supposed to”. Meltdowns became a common occurrence at home, especially through my teens, and my inner social justice compass and my “tone” often irked my teachers (and employers).

Being high-masking, I live on the fringe of social spaces, but my lived experience will always be neurodiverse. I understand how it feels to live in a world that is fascinating but overwhelming, with an unwritten structure that can feel comforting and confusing. I know how powerful emotions can feel, and how never ending those emotional states and cycles can appear. I understand the inner self-critic and the frustration and perfection that comes with that, along with a lifetime of report card comments that say “she’s a bright student, but too harsh on herself”. I understand the fears and joys that come with a strong imagination, and the feelings of possibilities and paralysis. Emotional awareness, along with physical awareness, is at the core of my practice. Awareness of self is key to taking care of our bodies and minds, and builds our self-regulation skills as well as self-compassion. Everyone struggles to focus if we are also hungry or thirsty; noisy spaces can distract all of us. Learning our personal sensory and emotional needs allows us to have more success and growth in our lives. It’s a lifelong journey, but my goal is to help build the self-regulation tool box sooner rather than later. I know the importance of these tools, the importance of healthy stims, sensory decompression, and supportive spaces. My mission is to foster a positive relationship to ones-self and learning, through building foundational skills in emotional regulation, social awareness and academics, so that each learner can have the tools that I was missing in my own childhood.