After 15 years as an educator and leader, I’m thrilled to officially launch my new venture: Think Bright Education

Over the past few years, I’ve been on a journey that profoundly reshaped how I view education and the kind of support families truly need. A personal health scare shifted my perspective on life, work, and wellbeing, reminding me how vital it is to slow down, listen deeply, and prioritize what matters most.

Around the same time, I became a step-parent to two teenagers, which opened my eyes to education not just from the lens of a teacher or school leader, but from the perspective of a career navigating the emotional, social, and academic complexities young people face.

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During COVID, I spent two years working online with students, helping them stay motivated, connected, and creative through uncertain times. More recently, living overseas gave me firsthand insight into the challenges families encounter with homeschooling, flexible learning, and finding support when the traditional classroom isn’t the right fit. These experiences, both personal and professional, have deepened my empathy and strengthened my commitment to creating learning environments that are inclusive, responsive, and built on trust.

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At Melbourne Grammar School, Grimwade House, I served as a teacher for six years and also took on the role of Leadership Coordinator, guiding students from Year 2 to Year 6 through group projects that fostered collaboration, confidence, and a sense of belonging. A key part of student leadership was helping young people develop their capacity as leaders and recognize that leadership isn’t about perfection. It is about authenticity and growth through adversity. I mentored students, coordinated the Student Representative Council, supported Year 6 school captains, and helped regulate the formal leadership process. I loved this role deeply. It gave me the opportunity to empower students to lead with empathy, courage, and purpose.

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Later, as Program Manager at UNIQ You, a not-for-profit career advisory service, I connected high school students with mentors in male dominated industries such as STEM and trades. We ran webinars for educators and helped young women hear how professionals moved from their first jobs to thriving careers. These stories matter. They show students what is possible and help them imagine futures beyond the classroom.

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All of these experiences led me to create Think Bright Education.

It started with one student. He was neurodivergent and transitioning between schools, facing significant challenges in the mainstream system. We began by building trust, meeting face to face with his parents, sharing interests, and forming a genuine connection. He loved dogs, a passion we shared, and music by a particular artist. Together, we created a passion project around that music, which became a turning point.

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That experience helped me realize how many students don’t fit the traditional mould. They need someone who sees them, builds rapport, and helps them grow not just academically, but emotionally and socially. From that foundation, we worked on modifications and capacity building. Today, I work with students navigating school refusal, emotionally based school avoidance, learning difficulties, and chronic illness. The most rewarding part is seeing them re-engage with learning, build routines, and rediscover joy through projects that reflect their interests.

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"Our son, had been refusing school and eventually stopped going completely for a whole term. This was very hard to say the least. Just keeping him occupied during the days was very stressful. However, Cristina joined our “team” with immediate effect.

She brought a vibrancy to his days. A focus which he didn’t have despite our best efforts. Cristina’s gently approach allowed our son to start exercising his mind again. She was able to beautifully direct him towards areas of interest to him and to build on his strengths which no doubt built his capacity and in turn awoke his desire to be back in a classroom setting." 

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This testimonial from that family affirmed my decision to work in this space. As you can see, this is deeply important and rewarding work. I am more than a tutor or teacher. I am a mentor, an advocate, a trusted adult, and someone with lived experience of being neurodivergent and parenting neurodivergent children with school challenges.

 

In my sessions, students often explore people they admire and why. These reflections become powerful tools for building identity, confidence, and direction. When students are facing challenges, they need to step outside rigid school structures and connect with mentors, trusted adults who listen, guide, and explore with them.

 

My Approach

I draw on a blend of professional learning and creative practice, including:

• Professional development with Project Zero at the Harvard Graduate School of Education

• Resources from the Academy for Enterprising Girls

• Training in design thinking, inquiry-based learning, and prototyping as ways to spark creativity and problem solving

• Evidence-based programs that build literacy, numeracy, and confidence

• Ongoing professional learning in the area of School Can’t and emotionally based school avoidance, with a focus on supporting students facing complex school-related challenges

By combining these approaches with creativity, care, and connection, I help students build both skills and confidence. My focus is on listening deeply, using inquiry and design thinking to develop capacity over time, and working in partnership with families and schools to make practical adjustments that support each learner.

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