Hi, I'm Jemma
I’ve always been a passionate advocate in the field. The personal mission started when one of my own children was diagnosed as autistic.
As a family, we experienced an education system that felt as though it was working against us rather than alongside us. What followed was a long and exhausting journey: autistic masking, burnout, mainstream school breakdown, diagnosis, alternative provision, specialist settings, EOTAS.
It didn’t need to happen. Not if the right understanding and support had been in place from the start, not just for us but for the professionals surrounding us. I firmly believe that understanding those systems is where real change can grow. I know, from speaking with many families, we are far from alone in that.
Why BEAM Inclusion exists
BEAM Inclusion grew from both that lived experience and a career in the field. It was shaped further through my Master’s research, completed in 2025. This is among the first studies to document both what goes wrong, and what genuinely helps, for autistic children with a PDA profile who are unable to attend school long term.
At the heart of BEAM is a simple commitment: safety before expectations.
Meaningful change only happens when young people and their families experience felt safety. Safety must come before targets, outcomes, or attendance figures.
How I work
My practice is affirming, understanding, and relational. I work from a whole-system perspective. Supporting a young person means understanding not just the child, but the network of people and systems around them. Families, schools, and wider services all play a role, and all need support to work together.
My work is grounded in autistic-led, neuro-affirming theory. I don’t hold this knowledge close, I share it with the families and professionals I support. This approach moves away from deficit-based thinking, towards collaboration, trust, and compassion.
I consistently witness young people thrive when they are surrounded by understanding, consistency, and support that respects who they are.
My experience
Across my career in the field, I have worked across a range of settings with neurodivergent children, young people, and their families. That has included mentoring neurodivergent teenagers, supporting young people with complex social, emotional and mental health needs, working within adult learning disability services and supporting families to navigate education, health and care systems before and after diagnosis.
Working alongside occupational therapy teams deepened my understanding of sensory processing, interoception, and the relationship between nervous system and distress.
Alongside all of that, I am raising two neurodivergent young people of my own, including a child who is autistic with a PDA profile. That experience sits at the centre of everything I do.
Where my passion lies
I support anyone seeking guidance around autistic young people. My particular focus is on those with PDA profiles, addressing barriers to education in neuro-affirming ways, and advocating for the mental health of children and young people who are too often overlooked.
What matters most to me
I know from both sides what it takes to find the right support, and what it costs when it isn’t there. That knowledge drives everything about how I show up for the families and professionals I work with.
If any of this resonates with you, I’d love to hear from you.