Neuroinclusive Co.

Call Directions Website Contact the business

Neuroinclusive Co. Neurodivergent-led, neuro-responsive therapy, support & education for children, teens, adults, families, educators & professionals.

Counselling, play therapy, parent support, consulting & training. Play & Creative Therapy Bundaberg provide Play Therapy, Creative Counselling, and Neurologic Music Therapy services to children, youth and their families. Kara (Founding Practitioner) integrates many modalities and incorporates a unique arts-based, trauma informed, depth orientated, and holistic lens into her work that considers the whole person - body, emotions, mind, and soul. The therapeutic process is built on a heartfelt relationship of trust, empathy, humanness, non-judgment, and creative play!

Creating neuroinclusive environments begins with understanding the people within them. 💛If you’re a school, organisation...
09/10/2026

Creating neuroinclusive environments begins with understanding the people within them. 💛

If you’re a school, organisation, workplace or allied health professional looking to build more neuroaffirming practices, I’d love to connect.

Reach out to Neuroinclusive Co. to explore training, consultation and professional development tailored to your needs.

📩 [email protected]

What a wonderful week it’s been here at Neuroinclusive Co.! 🌱Since sharing my professional development offerings, I’ve b...
08/10/2026

What a wonderful week it’s been here at Neuroinclusive Co.! 🌱

Since sharing my professional development offerings, I’ve been so encouraged by the enquiries and interest coming through from schools, the Department of Education, government bodies, and mental health and community service networks this week.

It’s really exciting to see such a genuine interest in moving beyond neurodiversity awareness and towards meaningful, neuro-affirming practice.

One of the things I’m most passionate about is helping other professionals deepen their understanding of neurodivergent children and young people, and consider how that understanding can shape the way they provide support.

One of the biggest questions coming through has been around pricing.

The answer is that all my professional development is tailored to the needs of each school, service or organisation.

Just as no two neurodivergent individuals are the same, no two schools or organisations have exactly the same needs, challenges, resources or priorities. So rather than offering a one-size-fits-all approach, I work collaboratively with each service to develop training that is relevant, practical and meaningful for their team.

I’ve also developed a short Professional Development Needs Questionnaire to help identify what your school or organisation is looking for. From there, I can provide recommendations, delivery options and tailored pricing.

📩 If you’d like a copy, please email [email protected] and I’ll happily send one through.

At this stage, I’m particularly passionate about building connections, developing collaborative relationships and making this learning as accessible as possible. I’m very happy to work with schools and organisations to explore options that suit their needs and available resources.

For me, this work has always been about safe connection and impact. Helping professionals and families feel more confident, informed and supported, while creating environments where neurodivergent people are better understood.

And if you know a school, service, organisation or professional network that might benefit from this work, I’d be so grateful if you could share the attached flyer. 💛

Here’s to building more neuroinclusive communities, together.

Neuroinclusive Co. | Moving Beyond Awareness

For me, processing happens in the space between words and experience.I can talk. In fact, I can talk a lot. 😂 But talkin...
07/10/2026

For me, processing happens in the space between words and experience.

I can talk. In fact, I can talk a lot. 😂 But talking alone doesn’t necessarily help me make sense of what’s happening internally.

I often need to be doing something at the same time. Creating, moving, making music, working with something sensory, noticing what’s happening in my body.

Sometimes metaphor or imagery helps me get to something that I can’t quite find the words for yet.

I need both the experience and the language.

And I think understanding this about myself has really shaped the way I work as a therapist.

I know how frustrating it can be when the way you’re expected to communicate doesn’t actually match the way your brain works.

I see this in lots of different ways with the neurodivergent people I work with.

Some people love to talk. Some prefer not to talk at all, and that’s okay. Some will talk while they’re drawing, creating or keeping their hands busy in sensory goodness!

Sometimes something comes out through music, play, art or a sandtray that probably wasn’t going to come out through a direct question, or even a reflection.

And sometimes we’re talking and creating and noticing what’s happening in the body all at once.

That’s why I work across different therapeutic approaches. I don’t expect someone to walk into my room, sit in a chair and suddenly be able to explain everything they’re thinking and feeling.

Sometimes words are really useful.

Sometimes they’re not enough.

And sometimes we need another way in. 🍃

A little heads up for next week! 👑Neuroinclusive Co. will be closed Monday 5th & Tuesday 6th October.Monday is the King’...
03/10/2026

A little heads up for next week! 👑

Neuroinclusive Co. will be closed Monday 5th & Tuesday 6th October.

Monday is the King’s Birthday public holiday… and Tuesday is a far more significant royal occasion in our household. 😂 My princess turns 18 and becomes a fully fledged adult QUEEN. 👑

EIGHTEEN.

How am I old enough to have an adult daughter?! One minute you’re keeping a tiny human alive, and suddenly they’re legally an adult and you’re expected to just… carry on with your week. 😂

So I’ll be taking the extra day to celebrate my girl and have a small existential crisis about officially becoming the parent of an adult.

Yes, I know I’m being a little dramatic. Let me have this. 😂

I’ll be back in the practice Wednesday 7th October from 8:30am.

Enjoy the long weekend, everyone! Keep holding each other’s hearts and see you next week. 💕

Kara 🤍

DOES YOUR CHILD KNOW THE EMOTION… OR DO THEY KNOW THE ANSWER? 🤔I hear parents say quite often:“They have really good emo...
29/09/2026

DOES YOUR CHILD KNOW THE EMOTION… OR DO THEY KNOW THE ANSWER? 🤔

I hear parents say quite often:

“They have really good emotional literacy. They know happy, sad, angry, worried… but they just don’t use it”

And I’ll often ask:

Do they know what those emotions feel like in their body?

Because those are two very different things.

A child might be brilliant at looking at a picture and recognising that the person looks sad.

They might know that anger belongs in a particular colour or zone.

They might have learnt all the emotion words and give you exactly the answer they’ve been taught.

But then something happens in real life and you ask:

“What happened?”
“How were you feeling?”

And the answer is still:

“I don’t know.”

Sometimes they genuinely don’t.

For many neurodivergent children, the internal experience isn’t nearly as neat as the emotional literacy resources given to them.

It might not feel like angry.

It might feel prickly.

Or tight.

Or buzzy.

Or cloudy.

Or squishy.

Or like their body needs to explode.

Or like they’ve disappeared into what many children describe as la-la land.

Sometimes there are several sensations and emotions happening at once. Sometimes the intensity is so enormous that trying to select one emotion word feels almost impossible. Sometimes differences in interoception make those internal signals harder to notice, distinguish or interpret.

So matching a face to angry doesn’t necessarily teach a child how their anger feels.

And this is where I think we can accidentally confuse learning emotional vocabulary with developing emotional awareness.

In therapy, I’m much more interested in starting with the child’s actual experience.

We might notice what happens through play, art, movement or simply being together. I might gently reflect something I notice, and over time the child begins making their own connections.

Their experience might be prickly. Heavy. Buzzy. Cloudy. Squishy. They might draw it, build it, move it, play it out, or create their own word for it.

And sometimes there are no words at all yet.

We’re not trying to find the “right” emotion. We’re helping the child make sense of their own experience.

Over time, we can begin connecting those experiences together. A child might eventually decide that prickly-fast-hot is what anxiety feels like for them. Another child might eventually recognise that their foggy, far-away feeling happens when they’re overwhelmed.

Their words can come from their experience, rather than their experience having to fit our words.

Emotion labels can absolutely be useful. Pictures, visual tools, art and emotion words can all provide scaffolding when a child wants or needs it.

But the label doesn’t have to be where we begin.

Emotional dysregulation is often the part we see after a whole lot has already happened.

Sensory input. Body sensations. Cognitive load. Uncertainty. Communication demands. Relational experiences. Environment. Memory. Fatigue. Expectations.

If we only teach the child to identify the emotion at the end, we may be skipping an enormous part of their experience.

Maybe “I don’t know” is an invitation to get curious about everything happening underneath it. 🍃🤍🍃

TWO NERVOUS SYSTEMS WALK INTO A ROOM…When a child is overwhelmed, naturally our attention goes straight to them.But ther...
29/09/2026

TWO NERVOUS SYSTEMS WALK INTO A ROOM…

When a child is overwhelmed, naturally our attention goes straight to them.

But there is never just one nervous system in the room.

There is theirs. And there is ours.

Research with parents and children has found evidence of physiological synchrony, where aspects of their biological responses can become coordinated during interaction. This has been observed in things like heart activity, autonomic nervous system responses and patterns of brain activity.

In other words, relationships aren’t happening only through words.

Our bodies are part of the conversation too.

Think about what happens when your child becomes increasingly distressed. Their voice changes. Their movements change. Their breathing may change.

And often, something starts happening in your body too.

Your heart speeds up. Your muscles tense. Your voice gets faster. Maybe you suddenly feel an enormous urge to fix it. Now.

That’s not you failing at co-regulation.

That’s two human nervous systems responding to one another.

And this is where I think we sometimes oversimplify co-regulation. It isn’t one perfectly regulated adult lending their calm nervous system to an overwhelmed child.

Parent-child synchrony is much more dynamic and bidirectional. Both nervous systems are continually responding and adjusting to one another.

Sometimes they move towards connection and safety together. Sometimes distress ripples between them and both become increasingly activated.

This is why supporting a child can sometimes begin with supporting the nervous system of the adult beside them.

We can’t always stop our own nervous system from responding. We’re human too. But noticing what’s happening in our own body can give us a little more space to respond rather than getting swept up in the moment with them.

Sometimes putting on your own oxygen mask isn’t stepping away from your child’s needs.

It’s what gives you enough oxygen to stay alongside them.

As a PDAer, sometimes a demand can feel like a tight knot inside my chest.And then someone starts pulling at it.“Just do...
28/09/2026

As a PDAer, sometimes a demand can feel like a tight knot inside my chest.

And then someone starts pulling at it.

“Just do it.”
“You need to get this done straight away.”
“You’re making this harder than it needs to be.”
“Quickly.”
“There’s nothing to worry about.”

And with every pull, the knot gets tighter.

Something I may have actually been able to do can suddenly feel almost impossible.

And I think this is important when we’re supporting our PDA kids too.

We often see what’s happening on the outside: the refusal, avoidance, negotiation, anger or shutdown, without necessarily knowing how much tension is already building on the inside.

So we pull harder.

More prompting. More urgency. More “you need to.”

But what helps isn’t finding a stronger way to pull.

It’s easing the tension enough for movement to become possible again.

That might be autonomy. Humour. Time. Connection. Choice. Curiosity. Changing the environment. Doing it together.

It doesn’t mean every demand disappears. Sometimes things still need to happen.

But more pressure doesn’t necessarily create more capacity.

Sometimes, we need to ease the tension first.

You don’t loosen a knot by pulling harder.

And you don’t support a PDA nervous system by adding more pressure.

Kara 🤍

My work is shifting a little at the moment, so I thought I’d share where it’s heading, and probably more importantly, wh...
25/09/2026

My work is shifting a little at the moment, so I thought I’d share where it’s heading, and probably more importantly, why.

I love working with children and families. I love the therapy room, and that isn’t going anywhere. But more and more, I’ve been feeling pulled to take what I do outside of the therapy room, and make that a much bigger part of what I do.

In my work, I watch children come into the therapy room and slowly down-regulate when they feel safe, understood, able to be themselves and have their needs met. And it makes me think about how we can create more of that understanding in the other spaces they spend their lives in.

I sit with parents who are exhausted from advocating, trying everything they know, and still wondering, “What am I doing wrong?”

And I know there are teachers with a whole classroom of children in front of them, limited time and resources, trying to understand and support the very different needs of the children in their care.

Nobody in that picture needs more blame. They need more understanding.

Since moving back into private practice as a sole practitioner, I’ve realised what growth looks like for me in this next season. Right now, it isn’t about making the practice bigger, but about working more collaboratively within the community.

Working alongside professionals, schools, services and organisations, bringing different perspectives together, looking at the gaps and finding ways to make support more accessible in the first place.

My perspective has been shaped by years working in education and therapy, my own family’s lived experience as multiply neurodivergent people, the neurodivergent people and families I work alongside, and the research and evidence that continues to inform and challenge my work.

So while therapy will absolutely remain part of what I do, I’m making more room for training, consulting, professional development and collaboration as we move into 2027.

If 2026 has taught me one thing, it’s that growth isn’t always about getting bigger. Sometimes it’s about reaching further, in more meaningful and heart-centred ways. And oh, how this work lights something up inside me. ✨🤍

A little favour from my community 💛I’d love some help spreading the word about the training and professional development...
20/09/2026

A little favour from my community 💛

I’d love some help spreading the word about the training and professional development opportunities I’m offering.

If you know a school, early learning service, education setting, allied health team, community organisation or workplace where this might spark some interest, please feel free to tag them below, share this post, or simply send it to someone you think might like to see it.

Sometimes the right resource just needs to fall into the hands of the right person. 🌈

Thank you for helping me get it there. x

Term 4 2026 training bookings are now open, with 2027 professional development opportunities also available. In-Person throughout the Wide-Bay Burnett regions in QLD, Online Australia-wide.

Kara 🤍
[email protected]

Address

Shop 4/56 Woongarra Street
Bundaberg, QLD
4670

Opening Hours

Monday 8am - 5pm
Tuesday 8am - 5pm
Wednesday 8am - 5pm
Thursday 8am - 5pm
Friday 9am - 2pm

Telephone

+61402994700

Website

Alerts

Be the first to know and let us send you an email when Neuroinclusive Co. posts news and promotions. Your email address will not be used for any other purpose, and you can unsubscribe at any time.

Contact The Business

Send a message to Neuroinclusive Co.:

Shortcuts

Sponsored

Share