About Sara

Hi, I’m Sara — the founder of Break the Barriers.

I’m a qualified primary teacher with over 20 years of experience across a wide range of educational settings, including mainstream

schools, specialist provisions, autistic specialist schools, and working in British Forces Schools in Germany.

I also hold a Master’s degree in Human Rights, which informs my deep commitment to dignity, equity, and the protection of children’s rights within education.

Alongside my professional experience, I am autistic with ADHD. These two aspects of who I am — professional and personal — shape everything I do.

Throughout my career, I have worked with children in a range of educational contexts, including roles supporting children with Autism, ADHD and SEMH needs. Teaching in British Forces Schools in Germany gave me valuable insight into the impact of transitions on learning and reinforced the importance of consistency and emotionally safe learning environments.

I have supported many children who struggled in traditional educational settings, often due to unmet needs rather than a lack of ability or effort. This experience has shaped my commitment to creating learning environments that prioritise understanding, wellbeing, and individuality.

Break the Barriers was created in response to this.

My work is grounded in human rights principles, inclusive education, and trauma-informed practice. I specialise in supporting children with autism, ADHD, SEMH needs, and those who struggle within traditional classroom environments. I focus on the whole child — academic learning is inseparable from emotional safety, communication, self-worth, and wellbeing.

I am fully DBS checked, have up-to-date safeguarding training, and maintain current compliance and professional training to ensure that children are supported in safe, ethical, and well-regulated learning environments.

Because I am neurodivergent myself, I understand sensory overload, burnout, masking, anxiety, and the long-term impact of being misunderstood. This lived experience allows me to create learning environments that are calm, flexible, and affirming — spaces where children are not asked to change who they are in order to learn.

At Break the Barriers, progress is not defined solely by levels, grades, or test scores, but by confidence, curiosity, resilience, and a growing belief in “I matter and I can.” My aim is to help children reconnect with learning, and to support families who may feel blamed, unheard, or worn down by the system.

Every child has the right to an education that respects their needs, honours their identity, and works with them — not against them.
That belief sits at the heart of Break the Barriers.