Dr Shelly Kelly uses an empathetic approach to build children’s capacity & self-confidence by involving them directly in the design of their learning to meet goals and improve social outcomes. This is enacted through a social model of disability and a human rights approach. Her ‘play-based’ methodology considers the behaviours and quirks of neurodivergent children as strengths, not as problems to ‘fix’. Play is a vehicle that all children love, but some find it difficult to master their emotions and behaviours independently. Empowering children in the design of how they wish to engage & play with peers also encourages them to be more responsible for their outcomes and actions. With a decade of experience as a nurse in Australia and the UK, Shelly has always been deeply committed to health and well-being. Her passion lies in the promotion of health equity & the creation of inclusive, sensory play environments in schools that reduce bullying and increase access to play for all children. Shelly has a PhD from QUT, focusing on developing sensory, inclusive play through co-designing with neurodivergent children. Combined with over 17 years of experience working one-on-one with children in inclusive education, Kelly uses a respectful, creative and compassionate approach to solving complex behaviours. She has an MA in Visual Arts (Research) and is also a practising artist and art therapy practitioner.