03/07/2026
I recently finished reading Poor by Katriona O’Sullivan, and it resonated with me in so many ways.
Her story reinforced something I believe deeply: education should always be trauma-informed.
At secondary school, I didn’t do well academically—not because I lacked ability, but because I was living through trauma. Looking back now, I understand the profound impact those experiences had on my learning, development and sense of self.
I was treated differently because I came from a ‘broken family’ and from the ‘wrong side of town’. I believed I wasn’t good enough.
I left school at 16 with three GCSEs and drifted for several years.
Everything changed when I began counselling in my early twenties. As counselling helped me make sense of my experiences, I found the confidence to return to education. I studied counselling, qualified in 2010, and have since completed various qualifications including a PGDip in Trauma Studies and a PGCE in Further Education.
For the past five years, I’ve had the privilege of working as a counselling lecturer-a role I genuinely love.
Reading Katriona’s story reminded me that, as educators, we hold a position of privilege. We may never know what battles a student is facing beyond the classroom. A trauma-informed approach isn’t about lowering expectations; it’s about creating the safety, compassion and understanding that allow people to reach them.
It also reminded me of the remarkable capacity of the human spirit. With the right support, belief and opportunity, people can rewrite the stories they have been told about themselves.
Counselling and education changed my life—first as the recipient of both, and now as someone privileged to provide them for others. I’ll always be grateful for that, and it’s why I remain committed to creating relationships and environments where every student or client feels seen, valued and capable of flourishing.
Thank you, Katriona, for sharing your story. It is a powerful reminder that education and counselling doesn’t just change minds—it changes lives.
