I started Surge because I believed one child at a time was enough to change everything.

I’m a qualified registered teacher, special needs educator, and certified ASDAN practitioner. I’ve been working with children and families in Hong Kong since 1998 — across international schools, local schools, and through my own practice.

I hold a PGDE in Special Needs from the University of Hong Kong, and I’ve completed IB workshops in Category 1 and Category 3 for Special Needs. Over the years, I’ve worked with children experiencing dyslexia, ADHD, autism, Down syndrome, Prader-Willi syndrome, and developmental delays — from kindergarten through post-16.

My experience spans mainstream and special education settings. I’ve been involved in programme development across Hong Kong, including setting up primary classes for kindergartens. My interest in education counselling grew through my own daughters, whose academic journeys introduced me to families seeking guidance on university admissions, career direction, and IB subject selection.

But credentials are just the frame. What actually matters is what happens in the room — and what happens in the room is this: I sit with your child, I pay attention, and I figure out what they need. Then we get to work.

You're part of the team.

I believe in a student-parent-educator partnership. That means I don’t just work with your child and send you a summary. You’re in it with me — I share what I’m seeing, give you tools to try at home, and make sure we’re all working towards the same goals. If your child has a school support team, I work with them too.

We follow your child, not a programme.

There’s no set curriculum. No fixed number of sessions. No standardised workbook. I assess where your child is, what they need, and what’s realistic — then I build the plan. If something isn’t working, I change it. If your child is ready to move faster, we move faster.

I stay as long as I'm needed.

Some families work with me for a few months. Others have been with me for years. I don’t push families into long-term commitments, but I also don’t disappear after a term. I’m here for as long as it’s useful — and many families come back at transition points (starting primary, entering secondary, preparing for exams) because they know the relationship is already there.

Learning to Learn

Every skill I teach should last beyond the session. I’m not interested in short-term fixes — I want your child to carry these tools for life.

Early Intervention

Research is clear: early support leads to better outcomes. If you suspect something, don’t wait. The right time to start is now.

A Mindful Approach

Every child has their own pace, their own processing style, their own way into a problem. I respect that. Rushing doesn’t help anyone.

Honest Communication

I’ll always tell you what I’m seeing — clearly, kindly, without jargon. And I need you to tell me what’s happening at home too. This works best when nobody is guessing.

Confidentiality

What happens in our sessions stays in our sessions. I hold the highest ethical standards — nothing is shared with schools, family members, or anyone else without your explicit permission.

Evidence-Based Practice

I use contemporary approaches, personality assessments, and tailored plans grounded in research. Not trends, not fads — methods that are proven to work.

Teamwork

Your child’s support shouldn’t exist in a silo. I collaborate with parents, caregivers, classroom teachers, therapists, psychologists, and counsellors to make sure everyone is aligned.