Where Regulation Meets Learning– for All Kinds of Brains
About RegEd
At RegEd, we know just how much children with different brain types need support that truly fits—and how hard it can be, as the adult in their corner, to figure out what that actually looks like in day-to-day life.
That’s why RegEd exists:
To make it easier.
We provide training, tools, and resources for teachers, parents, carers, and community workers who want to better understand the kids they support—and help them feel calm, connected, and confident in the world around them.
Everything we do is grounded in regulation first. Because learning doesn’t happen when a child is overwhelmed or in survival mode. It happens when they feel safe in their body, seen by the people around them, and supported in a way that works for how their brain is wired.
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where education and therapy come together
Meet the Founders
RegEd didn’t start with a business plan. It started with kids who felt misunderstood. With classrooms that weren’t built for every brain. With parents and teachers trying their best but feeling completely out of their depth. It started with two people, one from the therapy world, one from the classroom, both living the daily reality of raising and supporting children with beautifully different, complex, and wildly wired brains.
RegEd was born out of love, frustration, and a deep belief that we can do better for our kids
and the adults supporting them. It’s where evidence-based practice meets real-life messiness. It’s where regulation comes before expectation. And it’s where support is grounded in connection, not control.
Samantha
Occupational Therapist, Mum, Sensory Safety Advocate
Samantha is an experienced occupational therapist who has worked with children and families for over 15 years. She’s also a mum to children with very different brain-body needs—a perspective that shaped the heart of RegEd from the very beginning.
She understands what it’s like to be both the therapist offering support and the parent lying awake at night, searching for answers and wondering how to help her child feel like they truly belong.
Samantha has a strong interest in sensory processing and regulation-based approaches. What drives her most is making complex concepts feel clear, relatable, and usable for everyday people. She believes in child-led, relationship-first learning. She believes in supporting parents and teachers without blame. And she believes every child deserves to understand their body and brain.
Tim
Inclusive Education Teacher, Dad, Down-to-Earth Educator
Tim is a registered teacher with over a decade of experience in both inclusive and mainstream classrooms. He’s worked across a range of year levels and has supported many students who experience the world in different ways. He’s seen how powerful it can be when a child is met with understanding and he’s seen how hard it is for teachers who care deeply but don’t feel equipped with the right tools to help.
Tim believes in honouring each child’s learning profile and supporting teachers to do the same—without burning out or giving up. He believes in making education feel possible again.
As a dad to kids with different brain types, Tim brings both professional insight and lived experience to his work. He understands the pressure teachers face, the heartbreak families carry, and the transformation that happens when support is aligned with how a child’s brain is wired.
What We Offer
🧠 Online Courses + Training.
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Ready-to-Use Tools + Templates
🧩 Inclusive Learning Resources
💬 Workshops + Talks
🧠 Frameworks That Work in Real Life
for the grown-ups doing the everyday work of raising, teaching, and supporting different kinds of brains.
Who RegEd Is For
Whether you're in a classroom, a therapy session, a lounge room, or a footy field, you’re showing up for kids who move, feel, and think differently. You’re not alone—and we’re here to walk beside you.
This is for you if you’re:
A teacher trying to support a student who doesn't respond to the usual approaches
A parent or carer looking for ways to help your child feel calm, safe, and understood
An education assistant or support worker wanting real strategies that work in real moments
An early years educator wanting to make your environment more inclusive and sensory-informed
A coach or group leader who wants to create safer, more responsive community spaces
You don’t need to be a therapist to support a child’s nervous system. You just need the right knowledge, the right tools, and the trust that you can.
